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Descriptors:
Talent; Gifted; Identification; Intervention; Small Group Instruction; Gender Differences; Academic Ability; Instructional Program Divisions; Talent Development; Acceleration (Education); Language Arts; Mathematics Education; Science Education; Student Attitudes; Individualized Instruction; Mathematics Instruction

Abstract:
Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary and middle school students occurs via the process of above-level testing, usually offered through university-based centers. The essence of talent search program intervention is acceleration, which has robust research support as the most effective intervention for high-ability students. Whereas talent search identification and programming are university based, talent search participants receive nearly all of their instruction in K-12 settings, where academic acceleration is less likely to be implemented. In this investigation, a large sample of talent search participants (n = 5,844) were asked questions designed to measure the various ways in which the students study mathematics, science, and language arts (writing and reading) in the K-12 setting. More than two thirds of the study sample reported that they were taught in the regular classroom, learning the same material, at the same level and pace as nongifted peers. The type of curriculum differentiation or program delivery model (e.g., small-group instruction) reported by the students varied according to subject area, with the greatest percentage of reports of differentiated delivery in mathematics. Main effects were found for gender, grade, and ability. Implications for school-based accelerative interventions are presented. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Factor Analysis; Measures (Individuals); Elementary Schools; English (Second Language); Second Language Learning; Test Anxiety; Elementary School Students; Predictor Variables; Age Differences; Gender Differences; Economic Status; Instructional Program Divisions; Questionnaires; Correlation

Abstract:
Many studies on test anxiety among adult language learners have been performed, while only a few studies have dealt with overall test anxiety. In addition, these studies do not specifically address test anxiety in foreign language learning among elementary school language learners. Thus, this study aims to investigate the level of test anxiety among young learners of English as a foreign language (EFL) and the relationship between test anxiety and factors such as gender, age, grade, achievement level, and economic background. The sample group for the study consisted of 477 EFL learners from five elementary schools. A background questionnaire and the Test Anxiety Scale (TAS) were used to collect data. The collected data were used to provide a descriptive and correlational analysis to address the research questions. The results show that young language learners have a low level of test anxiety and that the variables are significantly correlated with some items in the scale. Appendixes present: (1) Numbers, means and standard deviations of the TAS items; and (2) Factor analysis of the scale. An extended study summary written in Turkish is included. (Contains 5 tables.) [Support for this study was provided through Balikesir University's project, "Test Anxiety among Primary School EFL Learners" (2008/43).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Social Status; Social Networks; Dating (Social); Gender Differences; Violence; Risk; Role; Longitudinal Studies; Peer Influence; Instructional Program Divisions; Friendship; Prosocial Behavior; Adolescent Attitudes

Abstract:
The peer context is a central focus in research on adolescent risk behaviors but few studies have investigated the role of the peer context in the perpetration of adolescent dating violence. This longitudinal study examined between-subjects and within-person contemporaneous and lagged effects of peer attributes, measured with social network analyses, on trajectories of dating violence perpetration and determined if effects varied by grade and/or sex of the adolescent. Data are from adolescents who participated in a five-wave panel study beginning when they were in 7 through 9th grade and ending when they were in 10 through 12th grade (n = 3,412); half were male, 40.5 % were white, 49.9 % were black and 10.4 % were of another race/ethnicity. Significant between-subjects effects indicate that adolescents who typically have friends who use dating violence, and girls who are typically high in social status, are at increased risk for using dating violence throughout adolescence. Adolescents who typically have high quality friendships and girls who typically have friends with pro-social beliefs are at decreased risk for using dating violence throughout adolescence. Significant within-person contemporaneous effects indicate that both boys and girls reported lower levels of dating violence than usual at times when they had more friends with pro-social beliefs, and reported higher levels of dating violence than usual at times when they had higher social status. None of the lagged effects were significant and none of the effects varied across grade. These findings suggest that the peer context plays an important role in the development of the perpetration of adolescent dating violence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Metacognition; Thinking Skills; Undergraduate Students; History Instruction; Gender Differences; Instructional Program Divisions; Statistical Analysis; Foreign Countries

Abstract:
This paper aims to study the levels of metacognition of students of History Department of Karabuk University and whether they differ according to their variables terms. Screening model was used in this study. Basic information about the concept of metacognition and metacognitive theory from movement of national and international literature were given; and the opinions related to the level of metacognition from a sample of students were evaluated. Ideas and suggestions for increasing levels of metacognition and metacognitive levels of History Department students of Karabuk University were discussed. Metacognitive strategies aim to use research and problem-solving activities based on the ability to do homework of students, fulfilling of process and content-related objectives. These entire cognitive approaches can be used successfully in evidence of history lesson and concept based on learning. Metacognitive skills of undergraduate students were analyzed in terms of gender, grade level and type of program; for descriptions of the research, frequency, standard deviation, mean square, t-test and ANOVA analyses were conducted in this context. In the evaluations, any significant difference was not found for students' metacognitive skills, gender, grade level and types of programs. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Differences; Occupational Aspiration; Expectation; Career Awareness; Knowledge Level; Children; Rural Schools; Predictor Variables; Academic Achievement; Gender Differences; Socioeconomic Status; Instructional Program Divisions; Regression (Statistics)

Abstract:
Few studies have identified individual differences in vocational knowledge or its association with career aspirations or expectations of children. We investigated whether individual differences in grade, gender, academic achievement, and SES predict levels of vocational knowledge, and further examined the relationship between vocational knowledge and career aspirations and expectations. Children in the fourth through seventh grades (N = 132) from two rural school districts were administered measures of vocational knowledge, expectations, and aspirations. The results of this study suggest no differences in vocational knowledge in groups differing in grade, gender, and SES; however, academic achievement was a significant predictor of vocational knowledge. Moreover, results of regression analysis demonstrated that vocational knowledge adds significantly to the prediction of career aspirations and expectations. These results contribute to the emerging literature exploring mechanisms involved in the career development of rural children. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indo European Languages; Reading Difficulties; Reading Strategies; Children; Accuracy; Reading Rate; Instructional Program Divisions; Error Patterns; Differences; Foreign Countries

Abstract:
Albanian is an Indo-European language with a shallow orthography, in which there is an absolute correspondence between graphemes and phonemes. We aimed to know reading strategies used by Albanian disabled children during word and pseudoword reading. A pool of 114 Kosovar reading disabled children matched with 150 normal readers aged 6 to 11 years old were tested. They had to read 120 stimuli varied in lexicality, frequency, and length. The results in terms of reading accuracy as well as in reading times show that both groups were affected by lexicality and length effects. In both groups, length and lexicality effects were significantly modulated by school year being greater in early grades and later diminish in length and just the opposite in lexicality. However, the reading difficulties group was less accurate and slower than the control group across all school grades. Analyses of the error patterns showed that phonological errors, when the letter replacement leading to new nonwords, are the most common error type in both groups, although as grade rises, visual errors and lexicalizations increased more in the control group than the reading difficulties group. These findings suggest that Albanian normal children use both routes (lexical and sublexical) from the beginning of reading despite of the complete regularity of Albanian, while children with reading difficulties start using sublexical reading and the lexical reading takes more time to acquire, but finally both routes are functional. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching (Occupation); Teaching Conditions; Teacher Role; Change Agents; Scores; Rating Scales; Teacher Effectiveness; Teacher Characteristics; Age; Sex; Instructional Program Divisions; Teaching Experience; Expectation; Standardized Tests; Faculty Workload; Teacher Responsibility; Academic Achievement

Abstract:
As a result of the proliferation of standardized testing and academic standards, there are new expectations for teachers and the role(s) they play in improving student learning and achievement (Cochran-Smith & Lytle, 1999; Garet et al., 2001). However, little is known about teachers who initiate positive changes outside of their own classrooms and even less about what they "look like." As such, this study was designed to determine whether there was a relationship between the demographic variables of age, gender, years of teaching experience, grade level taught, and primary teaching responsibility and scores on the Teacher Change Agent Scale (TCAS), its subscales, and individual items. Bivariate correlations and means comparison (ANOVA) were used to analyze the responses of 652 teachers. Results indicate that: a teacher's age is negatively correlated with teacher change agency and membership in a professional community, grade level influences a teacher's overall mean score, and teachers of all ages need support in working effectively with their colleagues. Given that teachers are being charged with making schools "work" for all students, these findings represent a meaningful contribution to the teacher change agency research. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; Educational Technology; Reading Difficulties; Reading Programs; Program Effectiveness; Computer Assisted Instruction; Program Evaluation; Elementary School Students; Educational Research; Effect Size; Meta Analysis; Intervention; Time on Task; Instructional Program Divisions; Small Group Instruction

Abstract:
This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades K-6 were included in the final analysis. Four major categories of education technology are reviewed: (1) Small-group integrated applications, such as Lindamood Phoneme Sequence Program and Read, Write, and Type. These tutorial educational technology applications use small-group interaction tightly integrated with reading curriculum; (2) Comprehensive models, including READ 180 and Read About. These programs use computer-assisted instruction (CAI) along with non-computer activities as students' core reading approach; (3) Supplemental CAI programs, such as Destination Reading, Plato Focus, Waterford, and WICAT. These programs provide additional instruction at students' assessed levels of need to supplement traditional classroom instruction; and (4) The Fast ForWord program. This program supplements traditional CAI with software designed to retrain the brain to process information more effectively through a set of computer games that slow and magnify the acoustic changes in normal speech. A literature search of articles written between 1980 and 2012 was carried out to find studies that met the inclusion criteria. Researchers examined the relationship between education technology effectiveness for struggling readers and three key study variables: type of intervention, grade level, and program intensity. Findings of this review indicate that educational technology applications produced a positive but modest effect on the reading skills of struggling readers (overall weighted mean effect size=+0.14) in comparison to "business as usual" methods. One of the most important practical implications of this review is that there is a limited evidence base for the use of technology applications to enhance the reading performance of struggling readers in elementary schools. [For the full report, "Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis," see ED539714.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; Educational Technology; Reading Difficulties; Reading Programs; Program Effectiveness; Computer Assisted Instruction; Program Evaluation; Elementary School Students; Educational Research; Effect Size; Meta Analysis; Intervention; Time on Task; Instructional Program Divisions; Research Design; Sample Size; Small Group Instruction

Abstract:
This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades K-6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but modest effect on the reading skills of struggling readers (ES=+0.14) in comparison to "business as usual" methods. Among four types of educational technology applications, small-group integrated applications such as "Read, Write, and Type" ("RWT") and "Lindamood Phoneme Sequence Program" ("LIPS") produced the largest effect sizes (ES=+0.32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as "Jostens" and "Lexia," had a larger number of studies (N=12) and a more modest effect size (ES=+0.18). Comprehensive models "READ 180" and "Read About" (ES=+0.04) as well as "Fast ForWord" (ES=+0.06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed. Educational Technology Reading Applications for Struggling: Program Description is appended. (Contains 2 tables.) [For the "Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis. Educator's Summary," see ED539719.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attitude Measures; Teacher Surveys; Test Validity; Elementary School Teachers; Teacher Attitudes; Manipulative Materials; Mathematics Instruction; Elementary School Mathematics; Rural Schools; Teaching Experience; Preservice Teacher Education; Inservice Teacher Education; Misconceptions; Instructional Program Divisions

Abstract:
In this study a survey instrument was developed to test elementary teachers' attitudes towards incorporating manipulatives in their math lessons frequently. Though the benefits of using math manipulatives has been reported, there seems to be a disconnect between the benefits of manipulative use and the number of teachers integrating them in their lessons on a daily basis. In this study a total of 22 regular education teachers in kindergarten through sixth grade and five learning support teachers in grades first through sixth from a rural elementary school were given a survey instrument to test its validity and reveal some trends in teachers' views on manipulative use as well as possible causation for their views. Findings from the study show that though many teachers feel comfortable using and incorporating manipulatives into their lessons, many have not had adequate preservice or inservice training in their use. Therefore, the lack of daily use of incorporating manipulatives may be connected to the lack of adequate training that teachers have received. Survey instrument is appended. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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