ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Relationship between Parental Attitudes and Children&apos;s Receptive and Expressive Language Skills
Author: Altinkaynak, Senay Özen
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Receptive Language,Expressive Language,Language Skills,Correlation,Young Children,Preschool Education,Foreign Countries,Gender Differences,Language Acquisition,Age Differences,Family Structure,Siblings,Democracy,Child Rearing,Parenting Styles,Authoritarianism

The purpose of the current study is to determine the relationship between parental attitudes and children's receptive and expressive language skills. In the current study investigating the relationship between parental attitudes and children's expressive and receptive language skills, the relational survey model; one of the survey models, was employed. The universe of the study is comprised of 5-6 years old children attending pre-school education institutions in the city of Kars and their parents. The sampling of the study consists of 165 children selected by means of the convenience sampling method and their parents. According to the findings of the current study, there is no significant relationship between the children's gender and their language development. There is a significant relationship between the children's perceptive and expressive language skills and their age and the number of siblings. There is no significant relationship between parents' attitudes and both the gender of the child and the gender of parents. Yet, the relationship between the number of children and parents' attitudes is significant. A significant relationship was found between democratic and authoritarian parental attitudes and children's language development.
Views of Classroom Education Department Teacher Candidates about Ideal Physical Sciences Teaching
Author: Orhan, Ahmet Turan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Physical Sciences,Foreign Countries,Teacher Characteristics,Schools of Education

The goal of this research is to present the ideas and views of teacher candidates in the department of classroom education about an ideal physical sciences class. Qualitative research model was used in the process of forming the study, during which interviews with classroom teacher candidates were held; the obtained data is presented in the study through descriptive analysis. Study group of the research involves a total of 40 teacher candidates who studied in Sivas Cumhuriyet University, Faculty of education, Department of Basic Education, Classroom Education; students involved in the study were at 4th grade during 2018-2019 fall semester and had taken Science and Technology teaching I and Science and Technology teaching II lessons. Teacher candidate interview form, which was created by the researcher, was used in the study as the data collection tool. At the end of research, views of teacher candidates were divided into three basic categories; these categories are: Positive teacher features for an ideal physical sciences class, Negative teacher features in physical sciences class and Issues that should be researched and focused by a teacher for an ideal physical sciences class. The study presents prospective detailed viewpoints of teacher candidates about physical sciences teaching after they had received science teaching lessons.
How America Pays for College, 2018: Sallie Mae&apos;s National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2018-00-00
Type: Reports - Research
Subjects: Paying for College,Student Loan Programs,Undergraduate Students,National Surveys,Family Financial Resources,Parent Financial Contribution,Student Financial Aid,Grants,Scholarships,Income,Work Study Programs,Loan Repayment,Financial Aid Applicants,Credit (Finance),Geographic Distribution,Student Characteristics,Family Characteristics

Since 2008, Sallie Mae has surveyed American families with an undergraduate student about their attitudes toward college and how they paid for it. For the past ten years, the &quot;How America Pays for College&quot; research has provided insight regarding families' belief in the value of a college education, how they are making college more affordable, and the relationship between education-related choices and cost considerations. Sallie Mae has again partnered with Ipsos, a global independent market research company, to conduct this study. &quot;How America Pays for College 2018&quot; reflects the results of online interviews Ipsos conducted with: (1) 799 parents of children ages 18-24 enrolled as undergraduate students; and (2) 790 undergraduate students ages 18-24. This report includes a full set of response tables associated with each itemized question. Percentage amounts reported may not sum to 100 percent due to rounding. &quot;How America Pays for College 2018&quot; explores how families of undergraduates paid for college in 2017-18--the resources they used, the amounts paid from each source, and the choices they made regarding how to pay for college. [For the 2017 report, see ED577456.]
Are Kentucky&apos;s Districts Closing the Achievement Gap? A Research Brief
Author: Butler, Aaron
Date: 2019-00-00
Type: Reports - Research
Subjects: Achievement Gap,School Districts,Racial Differences,Ethnicity,Socioeconomic Status,At Risk Students,Mathematics Achievement,Grade 3,Grade 5,Grade 8,Achievement Gains

The purpose of this study is to investigate the progress being made to close the current achievement gap in Kentucky. Guiding the study is the following research question: Which districts are closing racial and socioeconomic achievement gaps at rates that exceed expectations? The authors assess districts' progress in closing racial and socioeconomic achievement gaps in school year 2017-2018 by employing a growth measure--specifically, a residual gain model--to estimate districts' expected achievement gaps from prior years' achievement gaps. The brief begins with a description of the primary findings of the analysis and next steps for research. It closes with an overview of the study's methodology.
The Evolving Mission of Workforce Development in the Community College. CCRC Working Paper No. 107
Author: Jacobs, James
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Labor Force Development,Community Colleges,Role of Education,Educational Trends,Educational History,School Business Relationship,Definitions,Academic Achievement,College School Cooperation,High Schools,Career Education,Job Skills,Skill Development,Noncredit Courses,Philanthropic Foundations,Dislocated Workers,Apprenticeships,Entrepreneurship,STEM Education,Economic Factors

Postsecondary workforce development is one of the major innovations of the modern community college. In a workforce approach, curriculum is driven by the needs of local industry, course delivery systems are sufficiently flexible to meet the diverse needs of students and industry, and students experience a mixture of work-based and classroom learning. These features combine to help students succeed at a postsecondary education and gain important training with less than a four-year degree. This paper describes how community colleges came to be a major resource for the nation's workforce development requirements and discusses the ways this role continues to evolve to meet the needs of students, employers, and local communities. The authors conclude by identifying major trends that will inform the future of workforce development in the American community college. [This paper is based on a chapter in &quot;13 Ideas That Are Transforming the Community College World,&quot; edited by Terry U. O'Banion and published by Rowman &amp; Littlefield and the American Association of Community Colleges in March 2019.]
Louisiana&apos;s High School Planning Guidebook: A Path to Prosperity for Every Student. Version 2
Author: Louisiana Department of Education
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: High School Students,College Readiness,Career Readiness,At Risk Students,Basic Skills,Job Skills,Skill Development,Student Financial Aid,Paying for College,School Counseling,Accountability,Graduation Requirements,Students with Disabilities,Grade 9,Grade 10,Grade 11,Grade 12,Educational Opportunities

&quot;Louisiana Believes,&quot; the state's comprehensive plan to prepare students for college and career success, includes a system of related policies and programs that help schools provide students with pathways to future prosperity, give schools the resources to offer these pathways, and reward schools when students achieve their goals. This guidebook is designed to help administrators, counselors, and teachers use key policies, programs, and resources to help both students and schools achieve their goals. Specifically, this resource focuses on the following processes: (1) Planning for struggling students; (2) Focusing on foundational academic skills; (3) Developing basic and advanced college and workplace skills; (4) Providing Jump Start opportunities; (5) Counseling and supporting; and (6) Earning recognition for school excellence.
Lift the Cap: Why New York City Needs More Charter Schools. Issue Brief
Author: Domanico, Ray
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Urban Schools,School Effectiveness,Public Schools,Academic Achievement,Mathematics Achievement,Language Arts,African American Students,Hispanic American Students

Charter schools have become a significant part of the education sector in New York City since enabling legislation was passed in 1999. They now educate 123,000 students, or 10% of all public school students in the city, in 236 schools. The state law that allows the creation and funding of charter schools limits the number of charters that can be operated in the city and state. New York City is fast approaching the current cap, with only seven slots remaining for new charters. Unless the state legislature raises or eliminates the cap, the creation of new charter schools in the city will cease once the seven slots are filled. This paper offers a snapshot of past empirical research on New York City charter schools; it discusses results from the 2018 statewide tests in math and English language arts (ELA); and it explains why the success of charters has not come at the expense of traditional public (&quot;district&quot;) schools.
College Affordability Update: Value, Price, and Choice in U.S. Higher Education. Issue Brief
Author: Akers, Beth
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Student Costs,Paying for College,Debt (Financial),Student Loan Programs,College Choice,Outcomes of Education,Associate Degrees,Bachelors Degrees,Family Income,Race,Public Colleges,Two Year Colleges,Private Colleges,Proprietary Schools,Ethnicity,College Students

In 2015, Lumina Foundation introduced the Rule of Ten, a new method for assessing college affordability for students in the U.S. The rule rests on the assumption that an &quot;affordable&quot; cost for college should not exceed the total of: (1) what a student and his family can save by putting away 10% of their income for the 10 years before enrollment; and (2) a student's earnings, working 10 hours per week while in college. In 2017, Manhattan Institute for Policy Research published a report comparing actual student expenses in 2011-12, based on data from the U.S. Department of Education's National Postsecondary Student Aid Survey (NPSAS), with those recommended by the Rule of Ten. This paper updates the earlier analysis with the most recent NPSAS data. In 2015-16, students from the wealthiest households continued to attend the priciest institutions and continued to take on the most debt. This suggests that many students prefer higher short-run costs in exchange for higher expected long-run returns (often in the form of better-paying jobs). Thus, efforts to assess college affordability that ignore long-run returns and focus exclusively on short-run costs paint an incomplete picture of the value delivered to students.
Performance of Maryland Community College Transfer Students at Public Four-Year Colleges and Universities, October 2013
Author: Maryland Higher Education Commission
Date: 2013-10-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Community Colleges,Bachelors Degrees,Time to Degree,Grade Point Average,Racial Differences,Ethnicity,Minority Group Students,African American Students,White Students,Hispanic American Students,Public Colleges

This report provides statistical data about the number, percentage, and ethnicity of Maryland community college transfer students who earned a bachelor's degree from a public four-year campus in the state within a specified period of years after transferring. Data is based on the 2007-08, 2008-09, 2009-10, 2010-11, and 2011-12 transfer student system cohort analysis for academic year 2011-12. Statistics on the cumulative grade point average earned by community college transfer students (2011-2012) at their four-year institution in their first year after transferring is also included. For each cohort, figures are provided for all transfer students and for certain racial/ethnic breakdowns (white, African American, Hispanic, and all minorities combined).
Performance of Maryland Community College Transfer Students at Public Four-Year Colleges and Universities, February 2013
Author: Maryland Higher Education Commission
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Community Colleges,Bachelors Degrees,Time to Degree,Grade Point Average,Racial Differences,Ethnicity,Minority Group Students,African American Students,White Students,Hispanic American Students,Public Colleges

This data report provides statistics about the number and percentage of Maryland community college students who earned a bachelor's degree from a public four-year campus in the state within a specified number of years: (1) Students who initially enrolled at community colleges, who transferred during the 2006-2007 academic year, and who earned a bachelor's degree within five years of transferring; (2) Students who initially enrolled at community colleges, who transferred during the 2007-2008 academic year, and who earned a bachelor's degree within four years of transferring; (3) Students who initially enrolled at community colleges, who transferred during the 2008-2009 academic year, and who earned a bachelor's degree within three years of transferring; and (4) Students who initially enrolled at community colleges, who transferred during the 2009-2010 academic year, and who earned a bachelor's degree within two years of transferring. In addition, the report presents the cumulative grade point average earned during the first year at the new institution by community college students who transferred to a four-year institution during 2010-2011. For each of the above groups, figures are provided for all transfer students, as well as for certain racial and ethnic subgroups (whites, African Americans, Hispanics, and all minorities combined).
Performance of Maryland Community College Transfer Students at Four-Year Public Colleges and Universities, May 2014
Author: Maryland Higher Education Commission
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Community Colleges,Bachelors Degrees,Time to Degree,Grade Point Average,Racial Differences,Ethnicity,Minority Group Students,African American Students,White Students,Hispanic American Students,Public Colleges

This data report provides statistics about the number and percentage of Maryland community college students, who earned a bachelor's degree from a public four-year campus in the state within a specified period of years: (1) Community college students who transferred during the 2008-09 academic year who received a bachelor's degree five years after transferring; (2) Community college students who transferred during the 2009-2010 academic year who received a bachelor's degree four years after transferring; (3) Community college students who transferred during the 2010-2011 academic year who received a bachelor's degree three years after transferring; and (4) Community college students who transferred during the 2011-2012 academic year who received a bachelor's degree two years after transferring. Also included are statistics on: (1) community college students who transferred from community colleges to 4-year institutions during the 2012-13 academic year; and (2) cumulative grade point averages earned by community college transfer students (2012-13) at their four-year institution in their first year after transferring. For each of the above groups, figures are provided for all transfer students, as well as for certain racial and ethnic subgroups (whites, African Americans, Hispanics, and all minorities combined).
Promoting Self-Regulation in Adolescents and Young Adults: A Practice Brief. OPRE Report 2015-82
Author: Murray, Desiree W.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Self Control,Adolescent Development,Adult Development,Late Adolescents,Young Adults,Anxiety,Caregiver Role,Intervention,Program Effectiveness,At Risk Persons

This brief reviews the importance of self-regulation for adolescents and young adults and provides guidelines for supporting self-regulation development for 14 to 25-year-olds. The following questions are answered: (1) Self-Regulation: What is it and why is it important?; (2) Why focus on self-regulation in older adolescents and young adults?; (3) How does self-regulation develop?; (4) Do older adolescents and young adults really need caregivers to help them develop self-regulation?; (5) Why do some youth need more support with self-regulation than others?; (6) What's the big deal about stress? Isn't it good for us?; (7) What is the impact of self-regulation interventions during adolescence?; (8) How can programs support self-regulation development in older adolescents and young adults?; and (9) What's the bottom line about older adolescents, young adults, and self-regulation?
Women in Physics and Astronomy, 2019. Report
Author: Porter, Anne Marie
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Females,Physics,Astronomy,High Schools,Women Faculty,Employment Level,Disproportionate Representation,Minority Group Teachers,Gender Differences,Equal Opportunities (Jobs),Salaries,Job Satisfaction,Careers,Employment Opportunities,Family Influence,Persistence,Postsecondary Education,College Faculty,Advanced Placement,Academic Degrees,Undergraduate Study,Graduate Study

This report provides a comprehensive overview of the representation and participation of women in physics and astronomy fields. The report describes the representation of women in high school physics enrollment, physics and astronomy degree completions, and faculty employment. In addition, it examines the representation of minority women at some of these levels. The report also examines potential gender differences in salary, job satisfaction, career opportunities, career resources, and family influences on career outcomes. Finally, it identifies points of attrition for women in physics and astronomy between postsecondary education and faculty employment.
Principal Turnover in New York&apos;s Charter and Traditional Public Schools, 2008-18. Issue Brief
Author: Winters, Marcus A.
Date: 2018-11-00
Type: Reports - Research
Subjects: Principals,Labor Turnover,Charter Schools,Public Schools,School Effectiveness,Low Achievement,Educational Improvement,School Demography,Urban Schools

Charter schools in the U.S. experience higher rates of student and teacher turnover than traditional public schools (TPS). Less is known, however, about principal turnover, despite the important role that a principal plays in a school's success. This paper evaluates principal turnover in New York City's charters and TPS during 2008-18. It finds that: (1) principal turnover is higher in charters than in TPS; (2) the charter-TPS turnover gap changes over time; (3) the gap may be smaller than previously thought; (4) higher turnover is &quot;not&quot; due to differences in student demographics between the two sectors; and (5) turnover is similar in low-performing charters and in low-performing TPS. Empirical research has found that principal turnover tends to negatively affect a school's performance. This paper's findings thus suggest, among others, that New York City charters--which are, in general, already more effective than the city's TPS--might further improve by reducing principal turnover.
The Changing Landscape of Early Childhood Education Leadership Development. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2013-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Development,Instructional Leadership,Leadership Training,Program Administration,Program Improvement,Administrators,Administrator Education,Administrator Qualifications,Educational Finance,Educational Needs,Leadership Effectiveness

As expectations for early childhood education (ECE) increase, there is a corresponding need for effective leadership in classrooms, programs, and the organizations that form the field's infrastructure. A recent study examined how the ECE field is addressing its need for leadership by focusing attention on the leadership development programs designed to meet the needs of the expanding field. Programs participating in the study included all delivery approaches--workshops, seminars, degree programs, fellowships, institutes, and online instruction. The second edition of the &quot;Early Childhood Education Leadership Development Compendium: A View of the Current Landscape&quot; sought to answer several questions: (1) What programs are currently available to support ECE leadership development?; (2) Who are the target audiences for these programs?; and (3) What can be learned about the field's definitions and approaches to leadership development from the descriptions provided by these programs? This compendium provides comparison data, highlighting noteworthy differences in the findings between 2009--the year the first edition was published--and 2013, and identifies emerging trends in leadership development in early childhood education.
2019-2020 School System Planning Guide
Author: Louisiana Department of Education
Date: 2018-11-00
Type: Guides - Non-Classroom
Subjects: Educational Planning,Educational Improvement,Evidence Based Practice,Disadvantaged Schools,Educational Finance,Budgets,Educational Legislation,Federal Legislation,Grants,School Turnaround,Educational Quality,School Districts,Elementary Secondary Education,Resource Allocation,Student Needs

Each year, school systems build a plan for how to improve student learning for the coming year. This process involves reviewing student achievement and student progress, establishing priorities, and building a budget aligned to these priorities using all available funding sources. Starting in the 2018-2019 school year, in preparation for the 2019-2020 school year, school systems within the Louisiana Department of Education (LDOE) will build one plan, grounded in the School System Planning Framework, and use one application to access most of their federal formula and competitive funds. This plan includes three resources: (1) School System Planning Framework; (2) Super App; and (3) School System Planning Guide. The School System Planning Guide is presented in this report and provides crucial guidance on how a school system will build a plan and submit a Super App for formula and competitive funds to support that plan. This includes the additional resources needed to build a plan that aligns to priorities highlighted in the Framework, including a checklist that outlines the process that school systems should follow to complete a Super App.