Assessing the feasibility of a classroom-based visual attention training program targeting academics for students with extremely low IQ

Background This feasibility study investigated the viability of implementing a cognitive-based training program (NeuroTracker) and assessing its potential effects on academic performance for adolescents with extremely low IQ. Methods Twenty-six adolescents aged between 11 and 16 years with a Wechsler-based IQs in the extremely low range (MIQ = 56.00, SDIQ = 13.89) completed 15 training sessions on either the NeuroTracker or an active control task; math and reading performance were assessed using clinically validated instruments before and after training. Recruitment and retention rates, adherence, and properties of the academic measures were assessed. Results All recruited participants completed 15 training sessions within a 6-week period. Eighty-three percent of participants meeting initial inclusion criteria completed all stages of the study from baseline to post-intervention assessments. Some limitations of the academic measures were identified. Conclusions Results suggest that implementing NeuroTracker as a classroom-based intervention and using clinically validated outcome measures is feasible with this population.

Toward better ways of measuring school climate

As states consider non-academic measures of school quality for their accountability plans under the Every Student Succeeds Act, few are choosing to focus on the school climate in which students learn. That’s not a surprise, given concerns about the validity and usefulness of existing climate surveys. However, the authors argue, a recent study suggests that by making a couple of modest changes to their data collection and analysis, states can significantly improve their measurement of school climate. Doing so is more than worth the effort, they add, as it will create strong incentives for schools to improve their learning environment.

The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes

In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school year for the students in the instructional group. Teachers’ lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation, and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students’ beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed.

The Influence of Measurement Error Associated With Oral Reading Progress Monitoring Measures on the Consistency and Accuracy of Nonparametric Single-Case Design Effect Size Outcomes

Researchers and practitioners frequently use curriculum-based measures of reading (CBM-R) within single-case design (SCD) frameworks to evaluate the effects of reading interventions with individual students. Effect sizes (ESs) developed specifically for SCDs are often used as a supplement to visual analysis to gauge treatment effects. The degree to which measurement error associated with academic measures like CBM-R influences said ESs has not been fully explored. We used simulation methodology to evaluate how common magnitudes of error influenced the consistency and accuracy of outcomes from two nonparametric SCD ESs, percentage of data exceeding baseline trend and TauU. After accounting for other data characteristics, measurement error accounted for a statistically and practically significant amount of variance in the consistency and accuracy of outcomes from both ESs. This article suggests that the psychometric properties of academic measures are important to consider when interpreting ESs from SCDs.

Abdul Halim Hasan and His Methodological Approach in Tafsir al-Quran al-Karim (Abdul Halim Hasan dan Metodologinya dalam Tafsir al-Quran al-Karim)

Abdul Halim Hasan was a Malay exegetical writer of Indonesian origin. His work on Qur’anic exegesis or tafsir, transcended geographical boundaries and reached audiences around the Malay regions, especially Malaysia. The academic value of this particular tafsir is undeniably outstanding as an early twentieth century exegetical writing. This paper highlights Abdul Halim Hasan and his academic measures in the writing of Tafsir al-Quran al-Karim. Emphasis was given towards his biography and methodological contribution in tafsir. This qualitative study utilized deductive and inductive method to examine and discuss his tafsir as well as methodology. The result indicated that Abdul Halim Hasan implemented specific methodology in his tafsir, benefitting from his reference of the past scholars in this field. Keywords: Tafsir methodology, Tafsir al-Quran al-Karim, Abdul Halim Hasan, Tiga Serangkai, Indonesian exegesis, Malay Archipelago. Abstrak Abdul Halim Hasan merupakan ulama tafsir Melayu yang berasal dari Indonesia. Pengaruh tafsirnya melangkaui sempadan ke seluruh Nusantara terutamanya Malaysia. Nilai akademik bagi karya tafsirnya ini tidak dapat disangkal lagi sebagai sebuah tafsir berpengaruh awal kurun ke dua puluh. Artikel ini bertujuan untuk melihat latarbelakang bagi pengarang tafsir ini, Haji Abdul Halim Hassan, dan karya akademiknya, Tafsir al-Quran al-Karim. Fokus utama akan diberikan terhadap biografi penulis sumbangannya dari sudut metodologi dalam penafsiran al-Quran. Kajian ini adalah suatu kajian kualitatif yang akan menggunapakai kaedah deduksi dan induksi, bagi menkaji dan menyususun metodologi yang dipraktik oleh beliau dalam penulisan tafsirnya. Kajian mendapati beliau menggunakan kaedah khusus didalam penafsirannya yang diambil dari kefahamannya keatas penulisan tafsir oleh ulama-ulama terdahulunya, Kata Kunci: Metodologi Tafsir, Tafsir Al-Quran Al-Karim, Abdul Halim Hasan, Tiga Serangkai, Ulama Tafsir Indonesian, Kepulauan Melayu Nusantara.