ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education Counts: Achieving Results. 2008 Report
Author: Connecticut Department of Higher Education
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Graduation Rate,Elementary Secondary Education,In State Students,Teacher Certification,Early Intervention,College Preparation,Access to Education,Student Costs,Minority Group Students,Student Financial Aid,Economic Development,College Graduates,Research and Development,Educational Attainment,School Holding Power,Enrollment,Licensing Examinations (Professions),Expenditures,Labor Force Development,Teacher Shortage,Financial Needs,Education Work Relationship,Bachelors Degrees,College Faculty,Teacher Salaries,Employment,College School Cooperation,Outreach Programs,College Freshmen,Remedial Mathematics,State Aid,Student Educational Objectives,Distance Education,Student Attitudes,Satisfaction,College Students,Accreditation (Institutions)

&quot;Higher Education Counts&quot; is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to basic questions about institutional performance and return on investments in Connecticut's higher education system. As directed by the Co-Chairs of the Higher Education and Employment Advancement Committee, each constituent unit submitted its accountability data to the Department of Higher Education directly this year via new data collection templates. The Department, in turn, was responsible for providing data analysis and writing the reports. Full supplemental data, information and commentary provided by each constituent unit is now included in a single comprehensive appendix. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. While there are no major changes in reporting format this year, the Department has made a concerted effort to streamline the written portions of each measure report. Constituent unit commentary and supplemental data is provided in full at the end of the document in an appendix. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. An index is included. [For related reports, see &quot;Higher Education Counts: Achieving Results, 2008. Executive Summary&quot; (ED528304); and &quot;Higher Education Counts: Achieving Results&quot; (ED528305).]
Higher Education Counts: Achieving Results, 2008. Executive Summary
Author: Connecticut Department of Higher Education
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Graduation Rate,Elementary Secondary Education,In State Students,Teacher Certification,Early Intervention,College Preparation,Access to Education,Student Costs,Minority Group Students,Student Financial Aid,Economic Development,College Graduates,Research and Development,Educational Attainment,School Holding Power,Enrollment,Licensing Examinations (Professions),Expenditures,Labor Force Development,Teacher Shortage

&quot;Higher Education Counts&quot; is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is intended to provide state policy-makers with specific information on a number of important indicators of progress measured against specific goals and/or peer institutional benchmarks, and to serve as a backdrop for key state policy discussions on the importance of educational attainment for the future welfare and economic development of the state. Overall performance results again are somewhat mixed with goals reached or strong progress made on several strategic measures such as licensure pass rates, reducing the brain drain, student retention and real price per students. Other indicators, however, have shown little improvement or have actually declined over the last five years. Among those of particular concern are graduation rates within comprehensive four-year and two year colleges, participation, retention and completion rates among Hispanic students, degree productivity in several key workforce cluster fields, academic research intensity and educational costs per student. Results on each state goal area are summarized. [For related reports, see &quot;Higher Education Counts: Achieving Results&quot; (ED528305); and &quot;Higher Education Counts: Achieving Results. 2008 Report&quot; (ED528303).]
Higher Education Counts: Achieving Results
Author: Connecticut Department of Higher Education
Date: 2008-02-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Graduation Rate,Academic Degrees,Licensing Examinations (Professions),Elementary Secondary Education,Brain Drain,In State Students,Minority Group Students,Enrollment,Access to Education,Student Costs,Student Financial Aid,Financial Needs,Online Courses,Economic Development,Labor Force Development,Research and Development,Educational Attainment,Expenditures,School Holding Power

This brochure highlights some of the performance indicators used by Connecticut's public higher education institution to demonstrate accountability. This paper reports on the results of these goals: (1) Student Learning; (2) Learning in K-12; (3) Access and Affordability; (4) Economic Development; (5) Societal Needs; and (6) Resource Efficiency. [For related reports, see &quot;Higher Education Counts: Achieving Results, 2008. Executive Summary&quot; (ED528304); and &quot;Higher Education Counts: Achieving Results. 2008 Report&quot; (ED528303).]
Turkish High School Students' Attitudes towards Seeking Professional Psychological Help
Author: Sahin, Hulya
Date: 2011-00-00
Type: Journal Articles
Subjects: Help Seeking,Student Attitudes,Foreign Countries,Psychology,High School Students,Mental Health,Gender Differences,Parent Attitudes,Educational Attainment,Parents,Psychological Patterns

In this study, it is aimed to present whether or not Turkish high school students' attitudes towards seeking professional psychological help is effected by gender, whether or not having any prior psychological experience, perceived parental attitude and parents' education level. Research group is composed of total of 301 students, educated at high schools in Burdur. The data have been obtained by SAPPH (Attitude Scale towards Professional Psychological Help) developed by researchers. According to research results, girls those who previously obtained professional psychological help and with democratically perceived parental attitudes have more positive attitudes towards professional psychological help. No difference has been observed between attitudes toward professional psychological help based on parents' education level. (Contains 5 tables.) [The article was presented in The Second International Congress of Educational Research in Antalya, Turkey (April 29 to May 2, 2010).]
Coping with Stress: Strategies Adopted by Students at the Winneba Campus of University of Education, Winneba, Ghana
Author: Esia-Donkoh, Kweku
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Support Groups,Coping,Foreign Countries,Stress Management,College Students,Questionnaires,Emotional Response,Problem Solving

The purpose of the study was to investigate if students of the Winneba Campus of UEW (University of Education, Winneba), have appropriate strategies to cope with stress. Four hundred students who were selected based on stratified random sampling technique from all the departments at the Winneba Campus of the university were involved in the study. The questionnaire which was adapted to suit the study environment was pre-tested at the University of Cape Coast. The results of the study showed that among the ten strategies used, &quot;active coping&quot; and &quot;positive reinterpretation and growth&quot; were the two most predominant for problem-focused and emotion-focused styles of coping respectively. The study also indicated that students of the Winneba Campus of UEW used more of emotion-focused strategies than problem-focused strategies in managing stress. Among the recommendations is that the Counseling Unit of UEW should strengthen its services by having social support groups that consist of lecturers and students, so that supportive skills, such as talking and sharing, can be developed and students may then become very comfortable to let out their feelings. (Contains 5 tables.)
Student-Related Variables as Predictors of Academic Achievement among Some Undergraduate Psychology Students in Barbados
Author: Fayombo, Grace Adebisi
Date: 2011-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Higher Education,Study Habits,Teacher Effectiveness,Academic Achievement,Achievement Tests,Measures (Individuals),Foreign Countries,Developmental Psychology,Rating Scales,Student Interests,Educational Attitudes,Predictor Variables,Undergraduate Students,Correlation,Regression (Statistics)

This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West Indies), Cave Hill Campus, Barbados. They responded to four instruments: PAT (Psychology Achievement Test), IHES (Interest in Higher Education Scale), PRS (Psychological Resilience Scale) and SHS (Study Habit Scale). Descriptive Statistics, Pearson Product Moment Correlation and Stepwise Multiple Regressions were conducted. Findings revealed significant positive correlations between the student-related variables and academic achievement. The student-related variables also jointly contributed 46% of the variance being accounted for in academic achievement (R-square = 0.464, which is the square of the measure of correlation and an indication that the model is fit for future prediction of academic achievement among university students) and this was found to be significant. Additionally, it was found that interest in higher education was the best predictor of academic achievement and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of improving these student-related variables for effective teaching of psychology and good academic performance. (Contains 3 tables and 2 figures.) [Funding for this research was provided by the University of the West Indies.]
New Hampshire Charter Schools Parent Study 2011
Author: Julius, Tom
Date: 2011-11-22
Type: Reports - Research
Subjects: Proximity,Charter Schools,School Culture,Focus Groups,Interviews,Educational Experience,Parents,Surveys,Profiles,Family Income,Educational Attainment,Neighborhood Schools,Reputation,Parent Attitudes,Satisfaction,Educational Quality,Student Needs,Teacher Qualifications

This study was conducted in Spring 2011 with the purpose of better understanding the nature and experiences of New Hampshire charter school parents. Nine out of ten operating NH charter schools participated. Parents were invited to participate in an on-line survey and on-site focus group interviews. Results provide a profile of NH charter school parents as well-educated, with relatively high household income. Despite the close proximity of a neighborhood public school, charter school parents typically transport their children to their charter school. Philosophy, reputation, and dissatisfaction with prior school experience motivated parents to choose their charter school. Parents expressed satisfaction with the attention charter schools give to their child and dissatisfaction with the state charter school funding process. Overall, ninety six percent of the parents in this study rate their charter school experience as somewhat to very positive. Academics, overall school culture, meeting their child's needs, and the quality of teaching rank high on their areas of satisfaction. This study was designed to give a general picture of NH charter school parents. Thus, it does not identify results related to specific NH charter schools. A limitation of the study is that populations of certain schools may be under-represented in the results. Recommendations include NH charter schools developing mid-level administrative positions, informing parents about state-wide charter school issues through the local charter schools themselves, and harnessing untapped sources of constituents such as professional networks and business leaders. An appendix presents: 2011 NH Charter Schools Parent Survey Complete Results. (Contains 4 footnotes, 2 figures, 6 tables, and 4 charts.)
The Impact of Teacher-Student Relationships and Achievement Motivation on Students' Intentions to Dropout According to Socio-Economic Status
Author: Bergeron, Julie
Date: 2011-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Student Attitudes,French Canadians,Dropouts,Intention,Achievement Need,Student Motivation,Socioeconomic Influences,Foreign Countries,Secondary School Students,Questionnaires,Academic Achievement,Predictor Variables,Competence,Gender Differences,Age Differences,Mathematics,Language Arts

The main goal was to test if teacher-student relationships and achievement motivation are predicting dropout intention equally for low and high socio-economic status students. A questionnaire measuring teacher-student relationships and achievement motivation was administered to 2,360 French Canadian secondary students between 12 and 15 years old during the spring of 2005. A hierarchical multiple regressions model with interactions predicted their dropout intention. The moderator variable was SES (socio-economic status). Results showed that most predictors of dropout intention acted similarly for both SES. However, strong competence beliefs in mathematics predicted low dropout intention for students from high SES. Knowing that low SES students dropout more than others, our homogeneous predictors do not explain entirely the dropout phenomenon. (Contains 1 figure and 5 tables.)
A Short Version of SIS (Support Intensity Scale): The Utility of the Application of Artificial Adaptive Systems
Author: Gomiero, Tiziano
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematical Models,Mental Retardation,Measures (Individuals),Artificial Intelligence,Programming,Computer System Design,Computer Software,Test Validity,Statistical Analysis,Test Items,Test Construction,Quality of Life,Adults,Individual Needs,Needs Assessment,Evaluation Methods,Social Support Groups

The aim of this paper is to present a shortened version of the SIS (support intensity scale) obtained by the application of mathematical models and instruments, adopting special algorithms based on the most recent developments in artificial adaptive systems. All the variables of SIS applied to 1,052 subjects with ID (intellectual disabilities) involved in the validation of the Italian version of SIS, were analyzed with the aforementioned artificial adaptive systems. This study has identified 56 items, whose responses are able to explain up to 89% of sample variance. Secondly, these same variables have been analyzed by means of specific semantic networks, in order to demonstrate the plenty of scientific suggestions emerging from such an approach to statistic processing. (Contains 5 figures and 3 tables.)
A Study on Learning Environments of Elementary School Students Taking Social Studies Course: Bursa Sample
Author: Dogan, Yadigar
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Students,Academic Achievement,Foreign Countries,Social Studies,Educational Environment,Student Attitudes,Opinions,Student Interests,Interest Inventories,Performance Factors,Student Surveys,Questionnaires

Schools as educational and instructional institutions are expected to be renewable ones where motivation is increased through establishing relationships between students' interests and needs, and subject matters of social studies lessons are derived from daily life and events. Finalizing any learning activity at school by realizing it as aimed and hence having students succeed can be achieved only through establishing an effective and positive learning environment. The aim of the present study is to examine the opinions of the elementary school students taking the social studies course on learning environments. (Contains 13 tables.) [This paper was presented at the &quot;World Conference on Educational Sciences&quot; (Istanbul, Turkey, February 4-8, 2010) co-organized by the Bahcesehir University.]
Water as Focus of Problem-Based Learning: An Integrated Curricular Program for Environmental Education in Secondary School
Author: Gutierrez-Perez, Jose
Date: 2011-00-00
Type: Journal Articles
Subjects: Environmental Education,Problem Based Learning,Active Learning,Natural Sciences,Teaching Methods,Secondary School Curriculum,Participant Satisfaction,Student Attitudes,Teacher Attitudes,Water,Integrated Curriculum,Vignettes,Classroom Techniques,Questionnaires,Interviews,Instructional Effectiveness,Educational Strategies

In this paper, we explore some aspects regarding the introduction of an active learning approach to deal with environmental issues in secondary school during natural sciences lessons. Integrated curricular program and PBL (problem-based learning) are comprehensive approaches designed to engage students in investigation of authentic problems. We used a scenario regarding water as a socio-environmental issue to introduce the hydrosphere curricular topic. Two different ways were used for the presentation of the scenario. Here, we present students' and teachers' perceptions about the PBL approach, as well as students' ideas about water proposed in both cases. Discussion among students was more active, when less input was given. Even though some difficulties arose, PBL approach was appreciated by the majority of students and teachers. (Contains 5 tables.) [This paper has been supported by the I+D+i Research Program of the Spanish Ministry of Science and Innovation,]
Youth-Led Initiative in Community Service-Learning Projects and Their Learning Experience
Author: Ngee, Lee Mah
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Objectives,Citizen Participation,Service Learning,Foreign Countries,Learning Experience,Youth Leaders,Youth Opportunities,Youth Programs,Competence,Skill Analysis,Skill Development,Student Volunteers,Interviews,Likert Scales,Questionnaires,Program Attitudes,Participant Satisfaction,Program Effectiveness

This paper presents a study of 428 youths who participated in service-learning projects in developing countries in South-East Asia, China and India. Using mixed-method approach, this study examined the reasons for their participation in the YEP (youth expedition projects) and the impact of their service-learning experiences on their civic attitudes and competence skills. Positive outcomes in civic engagement, competence skills and development of sense of self for participants as a whole and in terms of age group are discussed. The author concludes that it is important to make service-learning an explicit training and educational goal in order for educators to facilitate the building of capacities in youths, so that they can appreciate the value that service-learning can bring in character development and shape early commitment to civic involvement. (Contains 5 tables.)
Does Employment Status Impact Learning Style?
Author: Seiler, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Cognitive Style,Employment Level,Academic Achievement,Learning Strategies,Education Work Relationship,Student Employment,Learning Processes,Student Surveys,Student Characteristics

Do individuals experience a change in the preferred method of learning as a result of employment? The answer to this question can greatly help educators and students be alike in the efficiency of the educational process. An introduction to this topic is provided followed by a research question and methodology for the research. Finally, results are brought forth and conclusions recommended. (Contains 4 tables and 1 figure.)
The Examination of the Needs and Stress Levels of the Parents of Handicapped Children in Terms of Some Variables
Author: Ender, Durualp
Date: 2011-00-00
Type: Journal Articles
Subjects: Unemployment,Family Needs,Mental Retardation,Stress Variables,Foreign Countries,Questionnaires,Surveys,Parents,Parent Attitudes,Educational Attainment,Marital Status,Access to Information,Psychological Patterns,Reading Skills,Employment Level,Gender Differences,Age Differences

The investigation was concerned with the examination of the needs and stress levels of the parents of mentally disabled children in terms of some variables. The study included parents (15 mothers and 13 fathers) of 28 mentally disabled children composed of 14 girls and 14 boys who were getting education in the School of Practice and Work Center for the Mentally Disabled in Cankiri. The data were collected by using &quot;The Family Introduction Form&quot;, FNS (Family Needs Survey) and QFS-F (Questionnaire on Resources and Stress-F) Turkish. The data were analyzed by Kruskal Wallis H and Mann Whitney U tests. Most of the parents examined were over 41 years old, married as well as primary school graduates. Moreover, 53.6% of them were mothers and 46.4% of them were fathers. According to the FNS, the parents mostly need knowledge. Meanwhile, they had the feeling of pessimism according to QRS-F Turkish. When the average scores from the total scale were examined, the ones who were illiterate and unemployed (p less than 0.05) had mentally retarded boy in the six to 12 age range (p greater than 0.05). Moreover, according to the measurements, the parents who were high school graduate, unemployed had mentally retarded boy in the six to 12 age range (p greater than 0.05). It was suggested that the necessities of the parents of mentally disabled children should be identified, supported with respect to economical, social and psychological, and they also should be informed about dialing with the stress. (Contains 7 tables.)