1,153 research outputs found
NFL Scores and Pointspreads
No full textThe datasets described in this article, created by Robin H. Lock of St. Lawrence University, contain information for all National Football League (NFL) regular season and playoff games played from 1993 to 1996. In addition to game scores, the data give oddsmakers' pointspreads and over/under values for each game. The article itself contains: an introduction, a primer on pointspreads, pedagogical uses, information on obtaining the data, and references. The sets are in .dat formats. This is a great lesson for anyone interested in the statistics of American football
1993 New Car Data
No full textThis dataset, created by Robin H. Locke of St. Lawrence University, describes 93 new cars for the 1993 model year with 26 variables, including price, mpg ratings, and engine size. It also illustrates a broad range of statistical techniques such as box-whisker plot, confidence intervals, difference in means, one-way ANOVA, contingency table, scatterplot, regression, and correlation. If further research is required the author has included a list of references
1st international round robin test on safety characteristics of hybrid mixtures
No full textThere is no applicable existing standard for the determination of safety characteristics for hybrid mixtures. While developing a new standard in a joint research project in Germany first results from parameter studies led to a standard procedure that can be adopted by laboratories that are already testing dusts in the so called 20L-sphere with as little additional effort as necessary. In fact, one of the main objectives of this research project was to keep modifications and adjustments from the generally accepted dust testing procedures as easy and minimal as possible so as to limit potential deviations from one laboratory to another. In this first round robin test on hybrid mixtures ever, with methane as gas component and a specific corn starch as dust sample, the practicality of the whole procedure, the scattering of the results and the deviation between the testing apparatuses is investigated. This paper summarizes the experimental procedure adopted and objectives of the first round-robin phase involving three of the four original German companies, plus volunteering laboratories from Australia, Belgium, Czech Republic, France, Poland and P.R. China. The results will have an impact on the new standard and may lead to robust data for later simulation purposes.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Fluid Mechanic
Texas Special Education Due Process Hearing Decisions for Economically Disadvantaged School Districts: An Analysis of Trends and Patterns from 2018 Through 2021
No full textSpecial education is the result of past and present events, with continuous consideration given to the planning and advocating for a special education student’s future needs. In this diverse and highly litigious domain umbrellaed within the field of education, it is important to first examine some of the historical, civil, and legislative events that have helped to shape special education as we know it today. Under the Individuals with Disabilities Education Act (IDEA) and state law, parents are guaranteed certain legal protections known as procedural safeguards during the evaluation and provision of special education services for their child. When parents are not in agreement with what the school is proposing for their child, within these procedural safeguards, parents have the right to access various dispute resolution options to help remedy the situation. In the state of Texas, when voluntary individualized education program facilitation, mediation, and complaint resolution options have all been exhausted, the Texas Education Agency offers parents the option to file for a special education due process hearing. Within the literature, there are a limited number of studies that have analyzed due process hearing cases in Texas that have examined the economic status of the school districts represented at the hearings. This study utilized quantitative methodology and descriptive statistics to analyze trends and patterns among Texas special education due process hearing decisions from January 1, 2018 through December 31, 2021 among economically and non- economically disadvantaged school districts. The findings indicated that there were no statistically significant differences between the disputed issues, the disability categories, the cases where the parents prevailed, and the Education Service Centers most often included among economically disadvantaged school districts represented at due process hearings. The researchers offer suggestions to strengthen current special education practices including building collaborative informational relationships with parents and providing more specific professional development for school personnel.Embargo status: Restricted until 06/2173. To request the author grant access, click
on the PDF link to the left
Teachers’ knowledge of the characteristics of gifted and talented students in visual arts
No full textThis study, conducted in Lubbock, Texas, examined teachers’ knowledge of the characteristics of gifted and talented students in visual arts. The study presents a specific definition, describes characteristics of individuals who are gifted and talented, and provides suggestions for instructing gifted and talented students in general and in Art. The participants in this study were 25 inservice and retired teachers from the fields of Art, general education and special education. An electronic survey was distributed in order to measure the ability of teachers to identify the characteristics of students who are gifted and talented. The results of this study were varied because of the different disciplines and years of service. Also, the results discovered the strong need to do a larger study in order to determine if preservice and inservice teacher need more preparation in order to successfully instruct children who are gifted and talented particularly in the area of visual arts
Addressing Two Fifth-Grade Students’ Reading and Emotional/Behavioral Issues Within the Same Intervention: A Design-Based Qualitative Study on the Effects of Integrating Self-Instruction Training and Growth Mindset Statements During Reading Intervention Sessions
No full textStudents with emotional behavioral characteristics frequently struggle with their behavior which often interrupts their reading achievement. Interventions have included focusing only on behavior or some only on literacy struggles. The elements required for successful intervention in improving both behavior and reading consists of addressing the student’s specific reading difficulties and their behavior: self-regulation, strengthening executive function skills, and task engagement. This design-based qualitative study implemented a self-instruction training/growth mindset statements (SIT/GMS) intervention with two fifth grade female students experiencing emotional and behavioral characteristics (E/B) and reading difficulties. Both participants took part in one-on-one online tutoring sessions which addressed both reading and E/B elements. At the end of the study, the qualitative data were coded into themes for reading and behavior. Both participants demonstrated increases in their reading comprehension scores, demonstrated improvement with their self-regulation and executive functioning skills, and demonstrated a shift in their mindset stance based on the qualitative data collected.Embargo status: Restricted until 06/2025. To request the author grant access, click on the PDF link
to the left
An evaluation of Texas secondary special education professionals perceptions teaching transition skills to individuals with low incidence disabilities
No full textThis study investigated Texas secondary special education teachers’ confidence in using evidence-based practices to teach transition skills to students with low incidence disabilities. The focus of this study is to examine how Texas special education teachers incorporate instruction in transition skills related to employability and life skill development of students with low incidence disabilities, how confident teachers are in teaching transition, and how often teachers engage in transition activities with students. The researcher conducted quantitative research utilizing equitable representation through the ESC Region 17 area of Texas. The results of this study demonstrated that secondary teachers working with students qualifying with low incidence disabilities actively engage in various methods to gain skills in teaching vocational, functional, academic, self-determination, and recreation and leisure skills to students using multiple evidence-based programs and strategies. The results further show that teachers integrate transition skill instruction into all activities during the day. Lastly, this study demonstrated a need for more in-depth integration of professional development at the district level to allow secondary teachers to gain knowledge in using evidence-based programs and strategies to increase teacher confidence and enhance the acquisition of transition skills instruction with secondary students qualifying for services with low incidence disabilities
The effects of incorporating methods for acquiring academic self-efficacy into the writing instruction for individuals with a specific learning disability
No full textThis study intended to validate whether specific instruction on the writing process embedded with self-efficacy methods improved the writing abilities and writing self-efficacy belief in students with an SLD. Four students in the fifth and eighth grades with an SLD were assessed using authentic and norm referenced writing assessments prior to, during and following instruction of the writing process that incorporated evidence-based methods to increase academic self-efficacy. A multifactor self-efficacy scale was administered prior to, during and following the intervention. Results indicated that all four students displayed gains in their scores in their post authentic and norm-referenced assessments. All four students improved their writing self-efficacy in at least one area, and three out of the four participants increased their overall writing self-efficacy. These results emphasize the importance of modifying the writing self-efficacy of students with an SLD and how it can improve their writing abilities by increasing the quality, time spent, self-regulation, and ideation in their writing
Empowering Educational Trajectories: Unveiling the Science of Reading, Early Intervention, and Amplify Texas in Shaping Academic Success and Long-Term Outcomes
No full textIn an educational landscape where literacy gaps persist, particularly for students with disabilities, this study examines the transformative potential of the Amplify Texas reading curriculum in elevating reading proficiency among K-5 students across three K-5 elementary campuses within Northern Texas ISD. Using a quasi-experimental design and analyzing pre-existing de-identified Measures of Academic Progress (MAP) data, this research tackles three critical questions: What is the impact of Amplify Texas on reading outcomes? How does its effectiveness differ across campuses? And how do the reading gains of students who engaged with Amplify Texas compared to those who did not? Through robust statistical analyses—including descriptive statistics, paired sample t-tests, ANOVA, and independent t-tests—the study reveals significant improvements in reading proficiency for students participating in Amplify Texas. These findings provide critical insights for educators and policymakers committed to closing literacy gaps and advancing educational equity for students with disabilities
The effects of peer mediated intervention on the social vocalization skills of adolescents with a developmental disability
No full textDevelopmental disabilities are often associated with neurological conditions that can be seen in early childhood and affect both verbal and nonverbal communication and the application of language skills. In 1957, B. F. Skinner published Verbal Behavior that described language as a behavior and defined verbal behavior as any behavior mediated by a listener. Behavior is now viewed as communication and when language fails to develop in the typical manner, specific intervention is required to establish verbal skills. To facilitate communication, non-vocal children with a developmental disability often use augmentative and alternative communication or AAC. A type of AAC device is a speech generating device or SGD. SGD's can now be utilized on an iPad or smartphone, making them less expensive and more portable. The study will analyze the effectiveness of peer mediated interventions utilizing technology to facilitate teaching social conversational skills to adolescents with a developmental disability, utilizing the aspects of verbal behavior within applied behavior analysis (ABA). By using a concurrent multiple baseline design across participants, adolescents with a developmental disability will be taught through peer mediated interventions to mand and use intraverbals using a 2-step sequence and respond to the questions, "What do you want?" and "How are you?". Data will be derived on the number of independent mands or vocalizations, independent responses using intraverbals, and the duration of social interactions. Results indicated that peer-mediation interventions did increase social vocalization skills of individuals with a developmental disability within limited measures. Additionally, attending skills were increased while using a virtual learning setting. Results are
discussed with respect to educational implications, limitations, and future research for enhancing social vocalization skills for adolescents with developmental disabilities
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