ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics
Author: Clarke, Ben
Date: 2020-03-00
Type: Reports - Research
Subjects: Mathematics Achievement,Numbers,At Risk Students,Kindergarten,Grade 1,Test Reliability,Correlation,Numeracy,Screening Tests,Test Validity,Elementary School Students

This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the NLA 0-100 had low to moderate correlations with math achievement. Results indicated that the NLA 0-100 explained a small, but unique portion of the variance in first grade mathematics performance when controlling for performance on the Assessing Student Proficiency in Early Number Sense (ASPENS) a set of early numeracy screening measures. We discuss study results related to the utility of adding number line assessment tasks to mathematics screening batteries and propose additional areas of research. [This article was published in &quot;Assessment for Effective Intervention&quot; (EJ1243106).]
Determination of the Effect of the Planetarium Activities on the Students
Author: Gülen, Salih
Date: 2018-00-00
Type: Journal Articles
Subjects: Recreational Facilities,Astronomy,Science Education,Science Activities,Science Achievement,Thinking Skills,Science Process Skills,Middle School Students,Grade 7,Grade 8,Outcomes of Education,Scientific Literacy,Knowledge Level,Misconceptions

The purpose of this research is the determination of the effect of the activities of the planetarium on students' views, three-dimensional thinking skills and academic achievement. Mixed method was used in the research. The embedded pattern is preferred because qualitative data are supported by quantitative data that was used a single group pre-posttest experimental design. Homogeneous sampling was used in the study. A fully structured interview form and a three-dimensional thinking skill form have been prepared for the qualitative data. An academic achievement test has been developed for the quantitative data. Both descriptive and content analyses were done with frequency and Wilcoxon signed test techniques outside of the code-category and theme. Interpretation of the findings; as a result of planetarium activities in general, it has been found that the majority of students use positive expressions. It has been determined that the three dimensions skills of students is low in terms of size, distance and relationship dimensions between the Solar System and the planets. It has been determined that the same students' three dimensional thinking skills for the Earth and its satellite are high in size and distance dimensions but in relations and three dimensions complete are middle. It has been discovered that activities in the planetarium have increased academic achievement at both the seventh and eighth grade. Planetarium activities as a coincidence in the result of the research have an effect on eliminating the misconceptions of the students. Suggestions are made according to the study result.
Academic Internationalization: Academics as Marketing Actors in Higher Education
Author: Karaferye, Figen
Date: 2019-00-00
Type: Journal Articles
Subjects: Marketing,International Education,Higher Education,Institutional Cooperation,Research Projects,College Faculty,Faculty Mobility,Teacher Role,Futures (of Society),International Cooperation,Educational Cooperation,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Attitudes,Faculty Development,Content Analysis,Educational Policy

Internationalization in the academic world has been a major research subject for the last several decades. Academic connections and collaborations between universities from different countries via joint research projects, education and training activities are very valuable. In establishing such connections, academics in staff mobility programs can play an important role in introducing their institution and carry a potential marketing element for future academic collaborations. In this respect, the aim of this study is to explore the awareness of academics on their role in academic marketing in the international higher education arena and to explore their expectations toward improving international education activities.
Special Educators&apos; Perceptions about Learning Fundamental Social Skills through Theatrical Play: ?he Case of Children with Special Educational Needs
Author: Togia, G.
Date: 2017-07-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Needs Students,Interpersonal Competence,Play,Theater Arts,Teaching Methods,Teacher Attitudes,Social Integration,Outcomes of Treatment,Preschool Children,Preschool Teachers,Behavior Problems,Child Behavior,Screening Tests,Questionnaires

Through this quantitative educational approach there is an attempt to analyze special educators' perceptions about the contribution of theatrical play in preschool children with Special Educational Needs, in terms of social integration. The purpose of this research is to investigate how theatrical play,can promote integration and development of children with Special Educational Needs. For the purposes of this research it was chosen to be used the quantitative method. More specifically, it was used the Strengths and Difficulties Questionnaire-SDQ (Goodman, 2005) in combination with the Teachers' Use and Perceptions of Theatrical Play Questionnaire (Stefanou &amp; Nalbanti, 2007), in a sample of 30 special educators. The survey results underline the positive effect of theatrical play on learning fundamental social skills in children with special educational needs.
Social Skills of Children with Specific Language Impairment: Occupational and Speech Therapists&apos; Perceptions
Author: Papalexopoulou, A.
Date: 2017-06-00
Type: Journal Articles
Subjects: Language Impairments,Interpersonal Competence,Communication Skills,Social Isolation,Peer Relationship,Adults,Barriers,Speech Therapy,Occupational Therapy,Allied Health Occupations Education,Student Attitudes,College Students,Daily Living Skills,Foreign Countries

The purpose of this research is, to investigate the social skills of children with Specific Language Impairment. The term ''social skills'' means the capabilities of relationship management, and a whole range of communication and collaboration skills (Karalis, Papadakis, Frangoulis, 2005). The methodology used in this research is quantitative analysis and it is based on a sample survey, using a standardized questionnaire. One of the main was the isolation that children with Specific Language Impairment experience. Their relationships with peers are limited and they often get along with adults. It was also found that their attention is easily divided and it is difficult for them to be concentrated for a long time. As a conclusion, it can be mentioned that they have general difficulties with social skills and this is an obstacle to their daily life, especially in relation to their peers which is a challenge for the education of these children.
The Effect of Applied Behavioral Analysis on the Communication Skills in Children with Autism Spectrum Disorder: Perceptions of Special Educators and Psychologists
Author: Andreadi, Rafaela
Date: 2018-06-00
Type: Journal Articles
Subjects: Applied Behavior Analysis,Communication Skills,Children,Autism,Pervasive Developmental Disorders,Special Education,Special Education Teachers,Teacher Attitudes,School Psychologists,Counselor Attitudes,Foreign Countries

The principal criterion of effectiveness of Applied Behavioural Analysis (ABA) in communication skills in children with Autism Spectrum Disorder (ASD) constitutes the focal point of this study. For this purpose, special educators' and psychologists' perceptions were collected and analyzed. The study was conducted through a qualitative approach. More specifically, semi-structured interviews were conducted. The interview design was based on the Curriculum for children with ASD. For the data analysis, thematic analysis was used. One of the main findings of the study is that ABA implements structured programs for teaching, which develop the basic functions of children's communication with ASD through joint attention, PECS and various other methods. In addition, it is shown that ABA programs are interconnected and each one applies a generalization of the taught skills. It is worth mentioning that the initial level of the child, the cooperation of the participants and the role modelling are of particular importance for the ABA programs. In conclusion, ABA is an effective systemic approach, which can cope with communication deficits holistically. The findings are discussed in terms of educational placement.
Evaluating the Effectiveness of a School Internship
Author: Jogan, Sushma N.
Date: 2019-02-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Internship Programs,Preservice Teachers,Preservice Teacher Education,Teaching Skills

Internship plays a pivotal role in completion of professional courses. As such it is also included in teacher education course. It provides direct experiences to trainees on various roles of a teacher including teaching and developing command over the subject. It also provides an opportunity to integrate the theoretical knowledge on strategies and methods and instructional aids to try out in the real life situation. The investigator tried to reflect and evaluate the effectiveness of internship program based on the teacher trainees' opinion and feedback. The main objective of the paper is to understand the mindset of trainees through the internship; to realize and prepare them to perform the duties of a teacher in the school; to find tentative solutions to the constraints faced. Data were collected from all the trainee teachers of IV semester. After successful completion of their internship, investigator asked all the trainees to fill questionnaire through Google form. It was analyzed with the percentage analysis. The result and discussion shows that trainee teachers have developed integrated skills of teaching with the proper guidance and support of school subject teachers and supervisors. They were highly satisfied throughout the internship program.
Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers with Autism Spectrum Disorder
Author: Wilson, Kaitlyn P.
Date: 2019-03-00
Type: Journal Articles
Subjects: Preschool Children,Evidence Based Practice,Autism,Pervasive Developmental Disorders,Barriers,Cognitive Development,Theory Practice Relationship,Feedback (Response),Grounded Theory,Educational Innovation,Teaching Methods,Teacher Attitudes,Preschool Teachers,Time Management,Intervention,Brain Hemisphere Functions,Preservice Teacher Education,Special Education,Administrator Attitudes,Teacher Aides,Faculty Development,Program Implementation

There is considerable need for adoptable evidence-based interventions for implementation in public classrooms serving children with autism spectrum disorders (ASD) during the preschool years, an important period in neurodevelopment. Barriers to implementation, including gaps in teacher education, contribute to the research-to-practice gap, and may compromise child outcomes. This qualitative study collected ongoing verbal and written feedback from educators (n = 8) and administrators (n = 3) during their participation in the iterative development phase of a larger project to translate and preliminarily trial an evidence-based intervention, Early Achievements, in public preschool classrooms. Using a grounded theory-based approach, barriers were identified in areas of educator preparedness, engagement, and cohesion, complexity of instructing students with ASD, limited time/resources, and administrator support. Educators and administrators differed in their perspectives. Innovative strategies are presented for enhancing transportability, along with discussion of implications for teacher education practices and related policy.
FY18 Federal High School Graduation Rates. Memorandum
Author: Fennoy, Donald E., II.
Date: 2018-12-20
Type: Numerical/Quantitative Data
Subjects: School Districts,Urban Schools,Graduation Rate,Minority Group Students,White Students,African American Students,Hispanic American Students,Achievement Gains,Racial Differences,Ethnicity,Charter Schools,Public Schools,Nontraditional Education,High School Graduates,English Language Learners,Low Income Students,Disabilities,Certification,Dropouts,High School Equivalency Programs

In FY18, School District of Palm Beach County (SDPBC) outperformed Florida and five other large urban school districts for the fifth consecutive year (FY14-FY18), and has consistently increased the graduation rate, including from FY17 to FY18. District operated school students exceeded the Board's Strategic Plan goal of 90% by posting a graduation rate of 91.7%. Additionally, over the last two years, graduation rates for Black students and Hispanic students increased by 9.2 points and 5.2 points, respectively. This memorandum provides statistics for federal high school graduation rates in Florida and more specifically concentrates on the SDPBC. [For the report from the previous year &quot;FY17 Federal High School Graduation Rates. Memorandum,&quot; see ED589399.]
Guidance for Administering MAP Growth Assessments to Improve Measurement Accuracy and Maintain Test Integrity. MAP Growth. NWEA Research
Author: NWEA
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: High Stakes Tests,Guidelines,School Districts,Intervention,Achievement Tests,Testing,Accuracy,Test Results,Integrity,Educational Policy,Comparative Analysis,Achievement Gains,Supervision,Elementary Secondary Education

Some schools use results from the MAP® Growth™ interim assessments from the Northwest Evaluation Association (NWEA®) in a number of high-stakes ways. These include as a component of their teacher evaluation systems; to determine whether a student advances to the next grade; or as an indicator for student readiness for certain programs or interventions (such as special education or gifted and talented programs). Therefore, guidance is needed about how to protect the integrity of the testing process and the test results. NWEA offers these guidelines based on our current research and experience with school districts using our tests for high-stakes purposes. NWEA conducts regular research in this area, and we may refine or redefine these guidelines as better information becomes available.
Problem-Solving in Technology Rich Environments and Self-Rated Health among Adults in the U.S.: An Analysis of the Program for the International Assessment of Adult Competencies
Author: Millar, Roberto J.
Date: 2019-02-14
Type: Reports - Research
Subjects: Problem Solving,Adults,Age Differences,Lifelong Learning,Physical Health,Health Behavior,Self Evaluation (Individuals),Technology,Access to Information,Computer Use

Problem-solving skills in the context of technologically complex modern societies have become increasingly important to health management in later life. This study is designed to investigate the associations between problem-solving skills in technology-rich environment (PSTRE) and health, and to explore whether age-differences exist. Using the data from the 2012/2014 Program for the International Assessment of Adult Competencies (PIAAC), we used logistic regression to examine the relationship between PSTRE and self-reported health among a representative sample of American adults aged 35 years and older (N = 3,260). Overall, greater PSTRE (OR = 1.012, p &lt; 0.001) was significantly associated with better self-rated health even after adjusting for the sociodemographic characteristics. Yet, PSTRE was only partially predictive of health in some age groups. Our findings highlight the potential of PSTRE to reduce health disparities among middle-aged and older adults living in modern technology and information rich societies. [This is the online first version of an article published in &quot;Journal of Applied Gerontology.&quot;]
The Ethics of Outsourcing: Contract Cheating in Medicine and Health Sciences
Author: Eaton, Sarah Elaine
Date: 2018-02-15
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Ethics,Outsourcing,Contracts,Cheating,Plagiarism,Essays,Medicine,Health Services,Medical Education,Incidence,Medical Students

The use of essay mills and other online sites to buy academic work is a global industry estimated to be in the hundreds of millions of dollars. The practice is known as &quot;contract cheating&quot; (Clarke &amp; Lancaster, 2006), and it occurs when a student engages with a third party to complete academic work on their behalf. Canada lags behind other nations in terms of research and awareness about what contract cheating is, how extensive the industry is and the implications for students, institutions and society, but we are beginning to make advances in scholarship, awareness and advocacy. In this presentation, I synthesize available evidence about contract cheating, highlighting what is known about this form of misconduct in medicine and health sciences.
Mathematical Skills in Autism Spectrum Disorder
Author: Peklari, E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Children,Autism,Pervasive Developmental Disorders,Mathematical Aptitude,Cognitive Processes,Learning Problems,Mathematics Achievement

The aim of this paper is to examine the range of mathematical abilities of children in Autism Spectrum Disorders. Recent neuroimaging and cognitive studies propose that a particular cognitive pattern which seems to be present in people in the autistic spectrum could be beneficial for the emersion and the development of Savant skills or in the cognitive area of mathematics. Nevertheless, no firm conclusions can be drawn if it could represent a mathematical ability of a superior cognitive level. However, it could be certainly supported that this particular cognitive pattern, could give rise to a special and different way of thinking, in comparison with the neurotypical individuals, as a result of differentiated connectivity, organization and function of the brain regions, where the limited interests, motives and persistent practice enhance the development of special skills.
Using Analogy to Learn about Phenomena at Scales outside of Human Perception
Author: Resnick, Ilyse
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,STEM Education,Logical Thinking,Time,Geology,Feedback (Response),Thinking Skills,Undergraduate Students,Earth Science,Intervention,Scientific Concepts

Understanding and reasoning about phenomena at scales outside human perception (for example, geologic time) is critical across science, technology, engineering, and mathematics. Thus, devising strong methods to support acquisition of reasoning at such scales is an important goal in science, technology, engineering, and mathematics education. In two experiments, we examine the use of analogical principles in learning about geologic time. Across both experiments we find that using a spatial analogy (for example, a time line) to make multiple alignments, and keeping all unrelated components of the analogy held constant (for example, keep the time line the same length), leads to better understanding of the magnitude of geologic time. Effective approaches also include hierarchically and progressively aligning scale information (Experiment 1) and active prediction in making alignments paired with immediate feedback (Experiments 1 and 2).
Regular and Substantive Interaction: Background, Concerns, and Guiding Principle
Author: Online Learning Consortium (OLC)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Interaction,Teacher Student Relationship,Distance Education,Student Financial Aid,Eligibility,Federal Legislation,Educational Legislation,Higher Education,College Students,Online Courses,Educational Technology,Technology Uses in Education,Federal Regulation,Quality Assurance

Regular and substantive interaction (RSI) between instructors and students is a core component distinguishing distance education from correspondence education. In contrast to correspondence education where students are not in regular and substantive interaction with instructors, distance education is eligible for Title IV financial aid because of the presence of RSI. Although the statutory and regulatory definitions of distance education state, in part, that it must &quot;support regular and substantive interaction between the students and the instructor, synchronously or asynchronously&quot; (Higher Education Opportunity Act, Pub.L. 110-315, 122 Stat. 3078, codified as amended at 34 C.F.R. §600.2), the meaning of the term &quot;regular and substantive interaction&quot; (RSI) has never been clearly defined in either statute or by the Department of Education. As such, institutions offering distance education are held to a standard that impacts financial aid eligibility that remains ill-defined by the Department of Education and Congress. Although much of the recent discussion around RSI has focused on its application to online direct assessment and competency-based education (CBE), it remains a critical issue for all institutions offering distance education and must be clearly defined in such a way that takes into consideration the needs of all distance education modalities and educational innovations.
Coordination of Community Systems and Institutions to Promote Housing and School Integration
Author: Tegeler, Philip
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Neighborhoods,School Segregation,Housing,Social Influences,Transportation,Barriers,School Desegregation,Urban Schools,Agency Cooperation,Access to Education,Educational Quality,Equal Education,Montessori Schools,Student Diversity,Real Estate,School Districts,Teachers,High Achievement,Low Income Groups,Mobility,Minority Groups,Public Housing

School and neighborhood segregation are recognized as pernicious and persistent problems across the United States, originally developed through intentional government policies, and perpetuated today by both public policy and private markets that have adapted to segregated systems of housing, education, and transportation. Housing and school segregation function as mutually-sustaining phenomena that limit perceived housing and school choices, constrain social networks, and curb employment and educational potential. Despite the link between housing and school segregation, however, many initiatives combating segregation tend to focus on one or the other instead of recognizing their inherent connectedness. This research brief highlights innovative programs across the United States that consider school and housing segregation in tandem, representing an array of approaches ranging from grassroots community processes that connect housing and schools, to structural approaches seeking to build integration into community structures, to solutions focusing on access to transportation, and removal of transportation barriers to increased mobility.