ethanporcaro/eric-fulltext-meta huggingface dataset:
Demand for MBA and Business Master&apos;s Programs: Insights on Candidate Decision Making. Supplemental Report. mba.com Prospective Students Survey 2019. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Masters Programs,Business Administration Education,College Choice,Educational Demand,School Location,Foreign Countries,College Applicants,Foreign Students,Business Schools

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this supplemental report are based on responses from a total of 9,617 individuals surveyed between January and December 2018. Survey respondents represent demand for various MBA and business master's &quot;program categories&quot;, including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific &quot;program types&quot;. For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. This report--a supplement to &quot;Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making&quot; summary report--provides detailed breakdowns of 2018 candidate survey responses by a number of variables of interest to school professionals, including by program type, candidate country of citizenship and residence, and candidate preferred study destination. [Contributors of the report include: Rhonda Daniel, Matt Hazenbush, Gregg Schoenfeld, Tacoma Williams, and Devina Caruthers. For the summary report, see ED598219.]
The Efficacy of the Family Check-Up on Children&apos;s Emotional and Behavior Problems in Early Elementary School
Author: Garbacz, S. Andrew
Date: 2018-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Kindergarten,Student Behavior,Emotional Problems,Behavior Problems,Grade 1,Family Programs,Family Involvement,Student Adjustment,Intervention,Prevention,Elementary School Students,Child Behavior,Behavior Modification

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children's emotional and behavior problems in first grade. Children's emotional and behavior needs at pretest were examined as a moderator. Participants were primary caregivers and teachers of 365 children in early elementary school. Using an intent-to-treat approach, results indicated children in the FCU condition outperformed children in a business-as-usual control condition on teacher report of emotional and behavior problems in first grade. Children experiencing higher levels of emotional and behavior problems at pretest benefited from the FCU more than did children who experienced lower levels of problems. Implications for family-centered interventions, study limitations, and future research directions are discussed. [This paper will be published in the &quot;Journal of Emotional and Behavioral Disorders.&quot;]
Critical Thinking in Education: The Case in Palestine
Author: Qablan, Fatma
Date: 2019-06-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Foreign Countries,Teacher Role,Sciences,Religion,Teaching Methods,Science Teachers,Religious Education

Knowledge and skills are the central themes of an education system. Nowadays, the main focus in on skills generally and on thinking skills specifically. The principle adapted currently is that education is not just transferring knowledge to learners or students but rather it is a process that is also directly related with the cognitive, emotional and artistic aspects. Cognition refers to reasoning and thinking skills in education. In this context, thinking skills and specifically critical thinking is to be considered in curriculum development process. The critical thinking helps the learners to express their opinions on the scientific or social issues, making decisions, constructing plans and solving their problems. This study aims to determine the impact of utilizing critical thinking skills in education. In fact, educators believe that critical thinking is important because criticism leads to creativity, criticism and creativity. The results of this process will help problem solving, innovation and development. But the challenge here is how learners can have the required critical thinking skills. The role of the teacher in developing the skills of critical thinking is another challenge. The data for this qualitative research was collected with the help of face to face interview, focus group discussion with participation of 8 teachers of Science and Religion for the intermediate stage in Palestine during 2018-2019. The data were analyzed and the findings were given under subtitles.
Genetics and Education: Recent Developments in the Context of an Ugly History and an Uncertain Future
Author: Martschenko, Daphne
Date: 2019-00-00
Type: Journal Articles
Subjects: Genetics,Educational Research,Educational History,Educational Trends,Molecular Biology,Scientific Research,Research Design,Social Differences,Learning Disabilities,Biomedicine,Social Science Research

Driven by our recent mapping of the human genome, genetics research is increasingly prominent and beginning to reintersect with education research. We describe previous intersections of these fields, focusing on the ways that they were harmful. We then discuss novel features of genetics research in the current era, with an emphasis on possibilities deriving from the availability of molecular genetic data and the proliferation of genome-wide association studies. We discuss both the promises and potential pitfalls resulting from the convergence of molecular genetic research and education research. The floodgates of genetic data have opened. Collaboration between those in the social and biomedical sciences; open conversation among policy makers, educators, and researchers; and public engagement will all prove critical for enacting regulations and research designs that emphasize equity. [This article was published in &quot;AERA Open&quot; (EJ1210498).]
Professional Skills and Work Ethics of Selected Faculty in a Local College
Author: Asio, John Mark R.
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Teaching Skills,Professionalism,Work Ethic,College Faculty,Teacher Characteristics,Teaching Experience,Religious Factors,Catholics,Gender Differences,Teacher Responsibility,Pedagogical Content Knowledge,Critical Thinking

Professionalism and ethicality in the institution are fundamental in running an organization. It aims to assess the professional skills and work ethics of some selected faculty of a local college in Central Luzon. A descriptive-correlational design was used, and we also used a convenience sampling technique in this study. A self-made questionnaire was made which focuses on the two major aspects of the research the professional skills with seven indicators and the work ethics with five indicators. After the survey, the data were subjected to statistical treatment using SPSS 20 and the following results were got: the respondent was a College of Education Arts and Sciences (CEAS) instructor, aged between 36 years old and above, female, single, with MA/MS units, with teaching experience of 1-5 years and a Roman Catholic by belief. For professional skills and work ethics, the respondents were &quot;Very Good&quot; in all the indicators. There were no significant differences in the professional skills of the respondents when grouped according to the demographic profile, however, with work ethics, there were significant findings in terms of sex and college. A relationship exists between professional skills and the work ethics of the respondents. We observed the same between work ethics, sex, and college. Based on the results of the study, recommendations were given and proposed. [This article was published in the &quot;PAFTE Research Journal&quot; v9 n1 p164-180 2019 (ISSN 2094-6775).]
Class of 2019: High School Edition
Author: Gould, Elise
Date: 2019-06-06
Type: Reports - Research
Subjects: Employment Level,Unemployment,Underemployment,Wages,Ethnic Groups,Racial Differences,Gender Differences,Labor Market,Barriers,Economic Factors,Educational Attainment,High School Graduates,Postsecondary Education,Adults,Paying for College

The members of the high school Class of 2019 who enter the labor market right after graduating have better job prospects than young people who graduated from high school into the aftermath of the recession, a result of the steady (if slow) progression of the economic recovery. This study analyzes data on recent young high school graduates (ages 18-21) to learn about the Class of 2019's economic prospects as they start their careers. The report begins by providing a snapshot of the educational attainment of all young adults in this age group (not just graduates) side by side with the educational attainment of all adults over age 21, to provide context and get a sense of these graduates' likely future educational prospects. In the second section, the authors look specifically at those in this age group who have graduated from high school to learn what shares of these young adults are now enrolled in further schooling, employed, both, or neither. Third, the authors narrow the focus to only those graduates who are not enrolled in further schooling to find out how they are faring in the labor market--specifically, looking at their unemployment and underemployment rates. In the fourth section, the authors analyze the wages of those who are employed (and not enrolled in further schooling), making comparisons with wages in earlier periods as well as looking at important differences by gender and race/ethnicity. In the fifth and final section, they discuss the challenges facing those students who wish to pursue a college degree: stagnating family incomes, the rising price of college and resulting student loan debt, uncertain future wage prospects, and the complicating role of for-profit colleges. This report focuses exclusively on those graduating from high school.
John Dewey&apos;s Education and Social Inquiry: A Nexus towards Democratic Consolidation and Citizenship Education in Nigeria
Author: Adidi, Dokpesi Timothy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Progressive Education,Democracy,Citizenship Education,Citizen Participation,Problem Solving,Inquiry,Educational Theories,Participative Decision Making

The idea of good governance is central to democratic consolidation; and there can be no good governance without a vibrant democratic order that is participatory. Citizenship education is a tool for enhancing participation of the citizenry in the affairs of governance and all that pertains to the socio-economic and political life of the people as it relates to the common good. John Dewey argues that for there to be an enhanced form of participatory democracy, the education of citizens is very important and must be given utmost priority. For Dewey, this kind of education is one that is geared towards „problem solving? which comes through the process of &quot;social inquiry.&quot; It is through the process of social inquiry that citizens can take informed decision to enhance their condition for moral and economic progress. This paper critically x-rays Dewey?s concept of education and social inquiry and translates it into the current practice of democracy in Nigeria &quot;vis-a-vis&quot; the socio-economic and political realities in other to activate citizens in participating in the political life through citizens? education. It is only through education of such as envisaged by Dewey that we can activate a problem solving citizenry rather than political liabilities. This research used the qualitative method to carry out its analysis in the topic of discourse.
Entrepreneurial Intent of Engineering and Business Undergraduate Students
Author: Gilmartin, Shannon K.
Date: 2019-00-00
Type: Reports - Research
Subjects: Entrepreneurship,Engineering Education,Business Administration Education,Undergraduate Students,Predictor Variables,Majors (Students),Gender Differences,Innovation,Intention,Research Universities,Goal Orientation,Student Characteristics

Background: In recent years, technological innovation and entrepreneurship have been emphasized in engineering education. There is a need to better understand which individual- and contextual-level factors are related to engineering students' entrepreneurial intentions. Purpose/Hypothesis: This study explores individual and contextual predictors of entrepreneurial intent among undergraduate women and men in engineering and business majors. Entrepreneurial intent is defined as the personal importance that students ascribe to starting a new business or organization. Design/Method: The participants included 518 engineering and 471 business undergraduates from 51 U.S. colleges and universities. We examined relationships first by discipline and then by gender in each discipline using regression models with interaction terms. Results: Innovation orientation and participation in entrepreneurship activities tied to intent more strongly for engineering students than for business students; in contrast, being at a research institution and selection of novel goals tied to intent more strongly for business students than for their engineering peers. Among engineering students only, being able to switch gears and apply alternative means for reaching one's goal in the face of setbacks was positively related with women's entrepreneurial intent but not with men's. Conclusions: Entrepreneurial intent is a function of individual-level characteristics and academic and social contexts, with some degree of discipline-specific effects. Diversifying the community of aspiring engineering entrepreneurs is a critical issue that merits attention by the engineering education community. [This is the online version of an article published in &quot;Journal of Engineering Education.&quot;]
What Accounts for Changes in the Chances of Being NEET in the UK? SKOPE Working Paper No. 128
Author: Holmes, Craig
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Out of School Youth,Unemployment,Late Adolescents,Young Adults,Mental Disorders,Individual Characteristics,Educational Attainment,Caregiver Role,Labor Force Nonparticipants,Job Applicants,Gender Differences,Family Relationship,Qualifications,Migrants,Economic Climate,Labor Market,At Risk Persons,Differences,Regional Characteristics,Government Role

The number of young people who are not in employment, education and training -- NEET, as this group has become widely known as -- is a key indicator on the state of youth labour markets and opportunities for young people more generally. The persistence and, in the years following the global financial crisis, growth of this group of young people is a major concern for policy makers in Europe for both its short term and long term consequences. However, it is a diverse group as people can be NEET for many reasons, and so understanding the importance of these reasons is crucial for targeting policy responses. This paper looks at data on young people between the age of 16 and 29 in the UK, tracks how the incidence or chance of being NEET has changed over the period between 1985 and 2015, and highlights which characteristics are associated with a higher chance of being NEET and how the importance of these drivers has changed over time. We show that the overall NEET rate has fallen considerably since the 1980s, but has remained largely the same since 2000. Over the past thirty years, the reduction in young people leaving school with few or no qualifications, fewer young people having children and improvements in the chances for young women to work alongside childcare responsibilities have all put a downward pressure on NEET rates, although penalties for women with childcare are still large. Since 2000, an increase in the incidence of mental ill health has acted in the opposite way, while a slower rate of improved educational attainment and some scarring from the 2008-9 recession has also contributed to the persistence of NEETs. We argue that the current policy focus on skills and work incentives for reducing the number of NEETs in the UK misses two key obstacles -- mental ill health and child care. Policies to either tackle increasing mental ill health rates or facilitate (where possible and desirable) some form of labour market participation specific to sufferers of mental ill health could be expected to have some large effects on their own. Moreover, the government could also look to reduce childcare costs and facilitate flexible working for those who want to balance care with work. That said, we find no relationship between the availability of part-time work in a region and NEET rates, so the solution here is unlikely to be as simple as creating more jobs -- of any type and quality -- which offer a smaller number of hours.
Disparities in Food Access around Homes and Schools for New York City Children
Author: Elbel, Brian
Date: 2019-06-12
Type: Journal Articles
Subjects: Food,Public Schools,Low Income Students,Poverty,Hunger,Obesity,Retailing,Race,Ethnicity,Eating Habits,Hispanic American Students,African American Students,Asian American Students,White Students,Neighborhoods,School Location,Place of Residence,Elementary School Students,Middle School Students,High School Students

Demographic and income disparities may impact food accessibility. Research has not yet well documented the precise location of healthy and unhealthy food resources around children's homes and schools. The objective of this study was to examine the food environment around homes and schools for all public school children, stratified by race/ethnicity and poverty status. This cross-sectional study linked data on the exact home and school addresses of a population-based sample of public school children in New York City from 2013 to all corner stores, supermarkets, fast-food restaurants, and wait-service restaurants. Two measures were created around these addresses for all children: 1) distance to the nearest outlet, and 2) count of outlets within 0.25 miles. The total analytic sample included 789,520 K-12 graders. The average age was 11.78 years (SD ± 4.0 years). Black, Hispanic, and Asian students live and attend schools closer to nearly all food outlet types than White students, regardless of poverty status. Among not low-income students, Black, Hispanic, and Asian students were closer from home and school to corner stores and supermarkets, and had more supermarkets around school than White students. The context in which children live matters, and more nuanced data is important for development of appropriate solutions for childhood obesity. Future research should examine disparities in the food environment in other geographies and by other demographic characteristics, and then link these differences to health outcomes like body mass index. These findings can be used to better understand disparities in food access and to help design policies intended to promote healthy eating among children.
Short-Term Programs in the Shadows: What Data Show about Program Length, Cost, and Payoff
Author: Ahlman, Lindsay
Date: 2019-00-00
Type: Reports - Research
Subjects: Federal Aid,Grants,College Programs,Program Length,Outcomes of Education,Student Costs,Eligibility,Student Financial Aid,Nontraditional Education,Labor Force Development,Community Colleges,Public Colleges,Education Work Relationship

The Pell Grant program helps low- and middle-income students earn degrees and certificates from a wide variety of postsecondary schools, including community colleges, vocational schools, liberal arts colleges, religious colleges, research universities, and many more. However, in order for students to use their Pell Grant, the programs must be offered on a for-credit basis, be approved by an accreditor and authorized by a state, and provide no less than 16 credits or 600 clock hours of instruction over the course of 15 weeks. Currently, some stakeholders are advocating for relaxing these program eligibility requirements, suggesting that even shorter programs can provide a needed alternative to existing certificate and degree programs. In order to shed light on the promise to students and taxpayers of programs that could become newly eligible for Pell Grants under pending legislative proposals, this report analyzes data on short-term programs in three states that collect and maintain it: Texas, Missouri, and Iowa. Analysis of the data shows that very short-term education and training programs are diverse in their length and focus. Some programs provide demonstrable value to students in immediate employment outcomes while others do not. The outcome data available demonstrate highly variable returns. This report begins with an overview of the Pell Grant program's current standards, followed by the study methodology, and brief discussion of the findings. Data from the short-term program landscape in Texas, Missouri, and Iowa as well as key methodological challenges encountered during the course of the study are then discussed. [This report was written with the assistance of Veronica Gonzalez.]
Class of 2019: College Edition
Author: Gould, Elise
Date: 2019-05-14
Type: Reports - Research
Subjects: College Graduates,Graduate Study,Employment Level,Unemployment,Underemployment,Wages,Ethnic Groups,Racial Differences,Gender Differences,Labor Market,Barriers,Economic Factors,Educational Attainment,Young Adults

Fallout from the Great Recession did a lot of damage to the employment prospects of young adults just entering the workforce after graduating from high school or college--and that damage persisted well into the recovery. In this study, the authors analyze data on recent young college graduates (ages 21-24) to learn about the Class of 2019's economic prospects as they start their careers. This report focuses exclusively on those graduating from college. It begins by providing a demographic snapshot of this population of young college graduates. In the second section, the authors discuss what shares of these young graduates are now enrolled in further schooling, employed, both, or neither. Third, they narrow the focus to only those graduates who are not enrolled in further schooling to find out how they are faring in the labor market--specifically, looking at their unemployment and underemployment rates. The authors also draw on literature that highlights the likelihood that many young college graduates will end up working at jobs that do not require a college degree. In the fourth section, the authors analyze the wages of those who are employed (and not enrolled in further schooling), making comparisons with earlier periods as well as looking at important differences by gender and race/ethnicity.