ethanporcaro/eric-fulltext-meta huggingface dataset:
Successful Attendance Policies and Programs. Research Brief
Author: Education Partnerships, Inc. (EPI)
Date: 2012-00-00
Type: Reports - Research
Subjects: Attendance,Educational Improvement,High School Students,Truancy,Transitional Programs,Career Education,Dual Enrollment,Extracurricular Activities,School Health Services

What steps can be taken to assure that High School students have the best attendance possible? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor, encourage, and reward student attendance using available resources and without burdening faculty and staff with cumbersome monitoring and reporting procedures. Most important, to be truly successful, attendance policies and procedures must be part of a comprehensive plan to create and maintain student centered, achievement focused learning communities. (Contains 8 online resources.)
Hispanic Transfer in 2-Year Hispanic-Serving Institutions. A White Paper for HACU
Author: Nunez, Anne-Marie
Date: 2012-07-00
Type: Reports - Research
Subjects: Student Attitudes,Community Colleges,Institutional Characteristics,Student Characteristics,College Transfer Students,Predictor Variables,Hispanic American Students,College Students,Higher Education,Transfer Rates (College)

Community colleges offer Hispanic students a critical gateway to bachelor's degrees, but these institutions also have low transfer rates to four-year institutions. Some research suggests that Hispanic-Serving community colleges have higher Hispanic transfer rates. This paper examines transfer patterns of a national sample of Hispanic community college students who began their postsecondary education in a Hispanic-Serving community college during the 2003-4 academic year. These students' postsecondary experiences and outcomes were tracked six years later. In this white paper, we compare characteristics of Hispanic students' who began in Hispanic-Serving community colleges with those of Hispanic students who successfully transferred to a 4-year institution within six years. In addition, we evaluate the characteristics of the Hispanic-Serving community colleges of the whole group of Hispanic students compared with those who transferred within six years. (Contains 2 tables.)
Hispanic Higher Education and HSIs. Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Hispanic Americans,Demography,Educational Attainment,Hispanic American Students,College Students,Colleges

This paper presents facts about Hispanic higher education. Facts on the following topics are presented: (1) Hispanic demographics; (2) Hispanic academic attainment; (3) Hispanic higher education; and (4) Hispanic-Serving Institutions (HSIs).
Leading the 21st Century Demographic: Multi Context Theory and Latina/o Leadership. White Paper Prepared for the Hispanic Association of Colleges and Universities
Author: Valle, Fernando
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Transformational Leadership,Hispanic Americans,Case Studies,Cultural Background,College Faculty,Instructional Leadership,Biographies

Public and higher education alike have much to gain from serving the largest and fastest growing demographic in the United States. The Latina/o population in the U.S. is young and fervent and will continue to influence political, financial and educational communities, both geographically and socioeconomically. In this theoretical analysis and case examples, the authors apply Robert Ibarra's (2001) perspective on the development of Multicontextuality with Latina/os in educational spaces, focusing on leadership and examining the cultural wealth and contributions Latina/o leaders and educators bring to educational systems and communities. We argue for the development of future Latina/o leaders by examining the multicontextuality of Latina/o educational leaders in the P-20 pipeline as an untapped resource where they exhibit unique and diverse sets of abilities to respond to the trends in economic, civic, and personal spheres. Proficiency in multicontextual leadership advances the democratic, transformational, and distributive with ultimately a transformative leadership discourse in higher education, advancing the development of Latina/o's throughout the educational pipeline.
The Latino/a Health Professions Pipeline: An Overview
Author: Olivares-Urueta, Mayra
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Race,Health Occupations,Patients,Census Figures,Hispanic Americans,Population Trends,Health Services,Cultural Awareness,Labor Force,Access to Health Care

The 2010 Census summary data and demographic projections for the country accentuate the astronomical growth of the Latino/a population. Mirroring these demographic trends, there is a critical shortage of Latino/as in the healthcare industry which negatively impacts the ability of the field to provide quality and culturally congruent healthcare to the largest racial/ethnic group in the country. According to Komaromy et al. (1996) it is imperative to have a diverse healthcare workforce because patients tend to gravitate to healthcare providers from their own race. Diversity in healthcare is necessary not only to reflect the demographics of the country but also because diverse perspectives are necessary for the advancement, increased access to and equity in healthcare (Mitchell & Lassiter, 2006). [This paper was prepared for the Hispanic Association of Colleges and Universities Hispanic Higher Education Research Collective (H3ERC).]
Third Grade Reading
Author: Utah State Office of Education
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: English Instruction,Reading Instruction,Criterion Referenced Tests,Language Arts,Grade 3,Reading Achievement,Standardized Tests,Economically Disadvantaged,Racial Differences,Gender Differences,Socioeconomic Status,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Disabilities

This paper presents results of English Language Arts Criterion-Referenced Test (CRT) of third grade students for the year 2008-2009. In 2005, 77% of third-grade students who took the 3rd grade Language Arts CRT were proficient; in 2009, 80% of third-grade students were proficient. Third grade proficiency on the Language Arts Test has gradually increased for all subgroups. The Hispanic and Pacific Islander subgroups show the greatest increases. Due to subgroups whose proficiency is typically lower than average but whose population grew faster than average, state numbers remained relatively stable even though individual subgroups improved. In a related matter, the Iowa Test of Basic Skills: Reading Subtest for the fall and spring achievement showed some improvements. Overall, third graders improved by five percent in 2008 from fall to spring and by four percent in 2009 from fall to spring and almost every subgroup improves from the fall to the spring. In 2009, American Indian students showed the most improvement (six percent).
Iowa Kids Count 2009: Trends in the Well-Being of Iowa Children
Author: Child and Family Policy Center
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Well Being,Child Health,Counties,Child Abuse,Child Neglect,Death,Child Welfare,Immunization Programs,Poverty,Social Services,Tax Credits,Mathematics Skills,Grade 8,Family Programs,Welfare Services,Prenatal Care,Scores,Food,Grade 4,Reading Skills,Low Income Groups,Graduation Rate,Eligibility,High School Students,Infant Mortality,Body Weight,Neonates,One Parent Family,Adolescents,Early Parenthood,Marital Status,Unemployment,Social Indicators,Public Health,Economic Factors,Family (Sociological Unit)

This latest annually produced Iowa Kids Count data book, &quot;Iowa Kids Count 2009: Trends in the Well-Being of Iowa Children,&quot; provides data on 18 different indicators of child and family well-being at the United States, Iowa, substate and county-level. The 18 indicators presented in the data book contain an expanse of data from economic, welfare, education and health areas including child poverty, child abuse and neglect, high school graduation and low birthweight. These indicators provide an extensive cross-section of data and information for policymakers, researchers, educators and others to use. Of the 18 indicators included in this year's data book, 10 have shown slight or moderate improvement while the other eight have shown slight to significant deterioration at the state level primarily from 2000 to 2009. This reflects a slight improvement from the previous year's data book which showed a few more indicators deteriorating than improving during the 2000 to 2008 time period. [For &quot;Iowa Kids Count 2008: Trends in the Well-Being of Iowa Children,&quot; see ED537753.]
Iowa Kids Count 2011: Trends in the Well-Being of Iowa Children
Author: Child and Family Policy Center
Date: 2012-11-00
Type: Numerical/Quantitative Data
Subjects: Well Being,Child Health,Counties,Child Abuse,Child Neglect,Death,Child Welfare,Poverty,Social Services,Tax Credits,Mathematics Skills,Grade 8,Family Programs,Welfare Services,Food,Grade 4,Reading Skills,Low Income Groups,Graduation Rate,Eligibility,High School Students,Infant Mortality,Body Weight,Neonates,One Parent Family,Adolescents,Early Parenthood,Marital Status,Unemployment,Social Indicators,Public Health,Economic Factors,Family (Sociological Unit)

This most recent Iowa Kids Count data book, &quot;Iowa Kids Count 2011: Trends in the Well-Being of Iowa Children,&quot; provides data on 20 different indicators of child and family well-being at the United States, Iowa, substate and county level. The annually produced data book presents health, education, welfare and economic data including infant mortality, reading and mathematics proficiency, food assistance and child poverty. These indicators provide an extensive cross-section of data and information for policy makers, researchers, educators and others to use. At the state level, the health and education indicators, for the most part, have shown improvement since 2000 with five of the eight health indicators and three of the five education indicators improving. However, other indicators, particularly the economic-related indicators, child abuse and neglect, and single parent families, continue to deteriorate or stagnate. The rapid and significant deterioration of some of the economic-related indicators the past few years is of utmost concern for the continued well-being of children and families in Iowa. Because of this, it is most important that the data contained in this year's Iowa Kids Count data book are made available for decision makers and others to review as policies concerning the well-being of children and families are discussed. [For &quot;Iowa Kids Count 2010: Trends in the Well-Being of Iowa Children,&quot; see ED537752.]
Iowa Kids Count 2010: Trends in the Well-Being of Iowa Children
Author: Child and Family Policy Center
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Well Being,Child Health,Counties,Child Abuse,Child Neglect,Death,Child Welfare,Poverty,Social Services,Tax Credits,Mathematics Skills,Grade 8,Family Programs,Welfare Services,Food,Grade 4,Reading Skills,Low Income Groups,Graduation Rate,Eligibility,High School Students,Infant Mortality,Body Weight,Neonates,One Parent Family,Adolescents,Early Parenthood,Marital Status,Unemployment,Social Indicators,Public Health,Economic Factors,Family (Sociological Unit)

This most recent Iowa Kids Count data book, &quot;Iowa Kids Count 2010: Trends in the Well-Being of Iowa Children,&quot; provides data on 20 different indicators of child and family well-being at the United States, Iowa, substate and county level. The annually produced data book presents health, education, welfare and economic data including infant mortality, reading and mathematics proficiency, food assistance and child poverty. These indicators provide an extensive cross-section of data and information for policy makers, researchers, educators and others to use. [For &quot;Iowa Kids Count 2009: Trends in the Well-Being of Iowa Children,&quot; see ED537750.]
Iowa Kids Count 2008: Trends in the Well-Being of Iowa Children
Author: Child and Family Policy Center
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Well Being,Child Health,Counties,Child Abuse,Child Neglect,Death,Child Welfare,Poverty,Social Services,Tax Credits,Mathematics Skills,Grade 8,Family Programs,Welfare Services,Food,Grade 4,Reading Skills,Low Income Groups,Graduation Rate,Eligibility,High School Students,Infant Mortality,Body Weight,Neonates,One Parent Family,Adolescents,Early Parenthood,Marital Status,Unemployment,Social Indicators,Public Health,Economic Factors,Family (Sociological Unit)

This new Iowa Kids Count data book, &quot;Iowa Kids Count 2008: Trends in the Well-Being of Iowa Children,&quot; is the latest annually produced book containing data on 18 different indicators of child and family well-being for the United States, Iowa and its 99 counties. The 18 indicators provide a wealth of health, education, welfare and economic data from infant mortality to teen births, child abuse and neglect to student test scores, and unemployment to child poverty. The indicators in the data book present an extensive cross-section of data and information for educators, researchers, policy makers and others to use.
Dreams and Opportunities: Immigrant Families and Iowa's Future. Iowa Kid's Count Special Report
Author: Wright, Michelle Stover
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Immigrants,Population Growth,Immigration,Education Work Relationship,Population Trends,Opportunities,Individual Characteristics,Family Characteristics,Educational Background,Labor Force,Ethnic Diversity,Social Change,State Norms

The fact that there has been population growth in Iowa at all (about 100,000 growth per decade over the last 50 years) is due in large measure to an increased level of immigration into the state. This immigration has helped to stabilize Iowa's population and workforce. Immigrants bring diverse experiences and backgrounds with them. This report focuses on Iowa's growing diversity, largely through immigration, and the opportunities these shifts present to the state, along with their policy implications in the education and development of Iowa's youth. (Contains 5 tables, 2 maps and 22 endnotes.)
A Case Study on Use of One-to-One Laptops in English as Second Language Classrooms
Author: Turgut, Guliz
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Laptop Computers,Case Studies,Second Language Instruction,Program Implementation,Semi Structured Interviews,Observation,Qualitative Research,Program Effectiveness,Computer Uses in Education,English (Second Language),Classroom Environment,Language Skills,Grounded Theory,Data Analysis,Coding,English Language Learners,Middle School Students,Urban Schools

One-to-one laptop programs, where each student has their own laptop to use in classroom, are becoming popular in schools especially in Australia and the United States. The purpose of the study was to contribute to the limited knowledge base explaining the implementation of laptop programs specifically with English language learners. Four ESL classroom teachers, six ESL students, and three school administrators participated in individually conducted, semi-structured interviews. Additionally, a total of twelve observations were completed in four ESL classrooms. Data was interpreted through Grounded Theory and open-, axial-, and selective-coding was used for coding. Three themes emerged from data analysis. The first theme focused on explaining how teacher-laptops were used. Results indicated that use of teacher-laptops ranged from making instruction visual to playing music to create a soothing classroom environment. The second theme explained use of student-laptops and indicated that they were mainly used to develop English language skills and complete projects. The third and last theme portrayed some concerns teachers and students had about technical issues and over-reliance on laptops impacting instruction and classroom culture unfavorably. Implications are discussed while reporting findings of the study. The study concludes with limitations of the study and suggestions for future research. (Contains 3 tables and 2 footnotes.)
A Contrastive Qualitative Evaluation of Two Different Sequential Programs Launched at the School of Foreign Languages of a Turkish University
Author: Cetinavci, Ugur Recep
Date: 2012-07-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Program Evaluation,Comparative Analysis,Second Language Instruction,Grammar,Qualitative Research,Teaching Methods,Interviews,College Students,College Faculty,Test Results,Attendance Patterns,Validity,Vocabulary Development,Listening,Reading,Writing Skills,Oral Language,Observation

In a year-long preparatory English class in a state university in Turkey, students are expected to develop knowledge and skills related to language including grammar, vocabulary, listening, reading, writing ,and speaking. In this context students and teachers are challenged in considering how much accuracy should be emphasized in the learning and teaching process, which leads to rethinking and reframing to what extent and how grammar teaching/learning should take place in the language program. Having been challenged with these questions, this paper presents an evaluation of two different regimes of grammar teaching, one that follows its own language content and another that follows the language content of the main course. To determine the value of the programs, the administrator, 5 instructors and 36 students were interviewed with one-on-one and group interview techniques and 6 classroom hours were observed and relevant exam results and attendance records were compared. It was found that the program following the language content of the main course is favored much more strongly as a positive step in the course of producing the desired learning outcomes. (Contains 7 tables.)
Three Women's Educational Doctoral Program Experiences: A Case Study of Performances and Journeys
Author: Selmer, Sarah
Date: 2011-07-00
Type: Journal Articles
Subjects: Females,Educational Policy,Doctoral Programs,Case Studies,Motivation,Teacher Student Relationship,Graduate Students,Educational Experience

Three academic women joined to write this piece to explore individual doctoral program experiences and to establish common understandings. They collectively analyzed their experiences using the conceptual approach of doctoral program performances and journeys. This case study shares their experiences within the conceptual approach through emerging themes. The common understandings developed herein about doctoral education based on these themes are also shared. The broader contributions of the three women's work are two-fold. First, the entire case study provides a way to view, discuss, and consider women's doctoral education pluralistically. Secondly, perhaps readers of this piece will recognize that individual and common understandings with others are a way to develop professional knowledge as academics. Further, readers of this piece might be able to relate more deeply to their own and others' unique doctoral program experiences through the lens of performances or journeys. Some of these connections might be based on the overarching framework, while others might be specific to the shared women's experiences.
Opinions of Primary School Science and Technology Teachers about Developing Students' Affective Competence
Author: Eristi, Bahadir
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Opinions,Elementary School Teachers,Science Teachers,Teacher Responsibility,Elementary School Students,Emotional Intelligence,Instructional Effectiveness,Teaching Methods,Role Models,Teacher Behavior,Instructional Materials,Student Evaluation,Case Studies,Qualitative Research,Semi Structured Interviews,Content Analysis

The present study aimed to determine the primary school secondary level science and technology teachers' opinions about developing students' affective competence. It was designed as a case study with qualitative research method. The participants of the study consisted of 19 science and technology teachers with at least five years of experience, who work at 14 different state primary school secondary levels in Eskisehir in Turkey. The data of the study were collected through semi-structured interviews with the teachers in March-April 2010. The interview form contained 10 questions and the responses to these questions were analyzed with NVivo8.0 program through content analysis approach. The findings of the study indicated that the Science and Technology teachers agreed on the significance of gaining the affective intelligence to students, however, they had lack of information and skills on this issue. According to the participant teachers, school administrators and teachers have important responsibilities for this issue, so the teachers struggled using various teaching method and techniques to gain this competence. Yet, they felt inadequate about measurement and evaluation. (Contains 10 tables and 1 figure.)
English as a Foreign Language Instructors' Induction: Early Practices of Language Teachers Teaching at Tertiary Level
Author: Ozturk, Mustafa
Date: 2012-04-00
Type: Journal Articles
Subjects: Higher Education,Teaching Experience,Teacher Education Programs,English (Second Language),Teacher Orientation,Qualitative Research,Universities,Second Language Learning,Language Teachers,Second Language Instruction,Foreign Countries,Beginning Teachers,Interviews

This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1 to 3 years of teaching experience, and (b) teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized under themes in a qualitative research tradition. Subsequently the findings were interpreted. The findings were organized around research questions and there appeared four main themes: (1) nature of induction process; (2) common concerns of novice teachers; (3) possible adaptation challenges; and (4) practices to overcome difficulties. The results revealed that pre-service education, especially of the graduates of non-Education Faculties, did not adequately respond to the needs of the novice teachers in induction period. Considering this insufficient preparation and unsatisfactory pedagogical formation processes, an effective teacher education program as well as a contributing teacher induction program was claimed to be adopted by higher education institutions. One appendix presents: Interview Schedule for Novice Instructors. (Contains 1 table.) [This study was presented as a research paper at the 15th INGED International ELT Conference on October 20, 2011 at Hacettepe University in Ankara.]