ethanporcaro/eric-fulltext-meta huggingface dataset:
College Student Entrepreneurship in China: Results from a National Survey of Directors of Career Services in Chinese Higher Education Institutions
Author: You, You
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Entrepreneurship,National Surveys,Human Resources,Higher Education,Administrator Surveys,Administrator Attitudes,Questionnaires,Predictor Variables,Intention,Institutional Characteristics,Regional Characteristics

As the number of college graduates increases dramatically in recent years in China, the Chinese Central government encourages college graduates to partake in entrepreneurial activities. The current study uses data from a nationwide institutional survey of directors of career services of 840 Chinese colleges and universities to study the current situation of student entrepreneurship and relevant institutional guidance practices. Our results show that, although China's college graduates have a high level of entrepreneurial intention, the actual entrepreneurship population is low, and the entrepreneurship survival rate is not high. Among all colleges and universities, directors of career services in most competitive universities rate higher to the entrepreneurial guidance practices provided in their institutions. Our findings suggest that governments and higher education institutions should pay attention to cultivating college students' entrepreneurial spirit, encouraging opportunity entrepreneurship, as well as providing substantial startup supports based on actual needs.
Did Better Colleges Bring Better Jobs? Estimating the Effects of College Quality on Initial Employment for College Graduates in China
Author: Yu, Li
Date: 2017-00-00
Type: Journal Articles
Subjects: College Graduates,Foreign Countries,Unemployment,Labor Market,Educational Quality,Employment Opportunities,Competition,Institutional Characteristics,Selective Admission,Public Sector,Universities,Employment Level,Surveys,Questionnaires,Multiple Regression Analysis,Student Characteristics

The unemployment problem of college students in China has drawn much attention from academics and society. Using the 2011 College Student Labor Market (CSLM) survey data from Tsinghua University, this paper estimated the effects of college quality on initial employment, including employment status and employment unit ownership for fresh college graduates. The propensity score matching method was employed to account for the potential endogeneity of elite college attendance. The empirical evidence suggested that students who attended Project 985 colleges were more likely to find jobs immediately after college graduation. Moreover, students graduated from Project 211 universities gained a competitive edge by entering into public working sectors, such as the government or state-owned enterprises (SOEs), compared with students from non-elite colleges. The results imply the students who graduated from non-elite universities faced labor market segmentation. They not only had obstacles in finding jobs, but also ended up in the secondary labor market.
How Socio-Emotional Support Affects Post-Compulsory Education Decisions in Rural China
Author: Yao, Haogen
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Areas,Academic Aspiration,Academic Achievement,Foreign Countries,Dropouts,Nongovernmental Organizations,Correlation,Trust (Psychology),Employment,Vocational Education,Academic Education,Decision Making,Program Descriptions,Social Support Groups,Academic Persistence,Personality Traits,Delphi Technique,Regression (Statistics),Questionnaires,Middle School Students,Student Attitudes,Secondary Education,Diaries,Volunteers,Teacher Attitudes,Graduate Students,Program Effectiveness,Statistical Significance,Statistical Analysis

This study develops a sequential mixed model of Delphi-Propensity Score Matching to discuss how an NGO's socio-emotional support affects the decisions of dropout, work, and two types of upper secondary schooling in rural China. Data were collected from 6,298 students in 2012 after a subgroup of them were treated. The analysis shows that socio-emotional support affects education decisions by boosting educational aspiration, though the impact fades gradually if there is no follow-up service. It also confirms that educational aspiration beats more traditional or intuitive factors like wealth and academic performance in the decision process. Further data exploration points out that such an impact may result from the students' attempts at copying the tracks of service providers, who are mostly college or graduate students, once trust has been built.
Teachers' Expectations of Educational Leaders' Leadership Approach and Perspectives on the Principalship: Identifying Critical Leadership Paradigms for the 21st Century
Author: Thompson, Canute Sylvester
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Leadership Effectiveness,Outcomes of Education,Educational Quality,Administrator Role,Teacher Education,Self Efficacy,School Effectiveness,Teacher Attitudes,Faculty Development,Leadership Qualities,Expectation,Teacher Administrator Relationship,Likert Scales,Measures (Individuals),Foreign Countries,Correlation,Reliability,Validity,Surveys,Community Colleges

There has been acceptance of the view that leadership is a critical variable in determining the outcomes of schools. Leithwood et. al (2004) contend that effective leadership is second only to the quality of classroom instruction in determining student outcomes. The quality of classroom instruction is a function of a number of variables including teacher training, teachers' sense of personal efficacy, and the quality of the relationship between teachers and their principals. Fullan (2014) addresses the issue frontally by asserting that there is an urgent need to further explore the role of the principalship in the discourse on what makes for effective teachers and effective schools. There is an emerging theme in the discourse of quality/effective principal leadership which affirms that the performance of schools is dependent on the quality of leadership. Among the questions this discourse raises are: &quot;to what extent does leadership matter?&quot; and &quot;what are the essential ingredients in successful leadership? Blasé and Blasé (1999) who conducted a study among a sample of 809 teachers in the United States of America, provides clues which point to the answers to those questions&quot;. Two major themes which defined teachers' perspectives on effective instructional leadership were discovered. These themes were &quot;talking with teachers to promote reflection&quot; and &quot;promoting professional growth&quot;. This work, like Fullan's (2014), seeks to focus on the role of the school principal and takes account of aspects of the findings of Blasé and Blasé (1999), whose conclusions (referenced above) are similar to those of this study. Thus this study seeks to answer the question of the extent to which the quality of the principalship matters and the specific leadership qualities required in the principal, as seen through the eyes of teachers. The commonality of the findings between this study of that of Fullan (2014) and Blasé &amp; Blasé (1999), suggest that the findings of this study may be applicable beyond Jamaica.
Study Abroad during College: Comparison between China and the United States
Author: Li, Jing
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Program Effectiveness,Cross Cultural Studies,Cultural Differences,National Surveys,Comparative Analysis,Student Characteristics,Parent Background,Educational Attainment,Urban Areas,Student Participation,Academic Achievement,Regression (Statistics),Probability,Correlation,Learner Engagement,Student Surveys,Grade Point Average,College Students,Statistical Analysis

Study abroad can be a life-changing experience, but evidence of its effectiveness is mixed. We examine the experience of studying abroad at colleges in the US and China, which are the largest receiving and sending countries of international students respectively. Using data from two comparable national surveys that follow the same design, we estimate causal effects by matching students who studied abroad during college to those who did not, based on their propensity to study abroad. First, we survey student profiles to better understand who studied abroad. We found that parental education and urbanity makes difference in participation. Second, we examine the impact of study abroad on student academic achievement, using multivariate regression and propensity score matching. Finally, we exploit the matched samples to examine impact heterogeneity by student background. We find a positive, statistically significant but small impact on student academic achievement in both countries, with a higher impact for American students.
Social and Emotional Learning and Equity in School Discipline
Author: Gregory, Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Equal Education,Discipline Policy,Educational Change,Cultural Differences,Racial Bias,Power Structure,Advantaged,Student Motivation,School Districts,Gender Bias,At Risk Students,Public Policy,Suspension,Elementary Secondary Education,Educational Legislation,Federal Legislation,State Legislation

Beginning as early as preschool, race and gender are intertwined with the way US schools mete out discipline. In particular, black students and male students are much more likely than others to be suspended or expelled--punishments that we know can hold them back academically. These disparities, and the damage they can cause, have driven recent reforms, including some that incorporate social and emotional learning (SEL) practices. Anne Gregory and Edward Fergus review federal and state mandates to cut down on punishments that remove students from school, and they show how some districts are embracing SEL in their efforts to do so. Yet even in these districts, large disparities in discipline persist. The authors suggest two reasons current discipline reforms that embrace SEL practices may hold limited promise for reducing discipline disparities. The first is that prevailing &quot;colorblind&quot; notions of SEL don't consider power, privilege, and cultural difference--thus ignoring how individual beliefs and structural biases can lead educators to react harshly to behaviors that fall outside a white cultural frame of reference. The second is that most SEL models are centered on students, but not on the adults who interact with them. Yet research shows that educators' own social and emotional competencies strongly influence students' motivation to learn and the school climate in general. Gregory and Fergus describe how one school district is striving to orient its discipline policies around a conception of SEL that stresses equity and promotes both adults' and students' SEL competencies. Although such reforms hold promise, they are still in the early stages, and the authors call for rigorous empirical work to test whether such efforts can substantially reduce or eradicate racial and gender disparities in discipline.
Promoting Social and Emotional Competencies in Elementary School
Author: Jones, Stephanie M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Competence,Elementary School Students,Skill Development,Student Characteristics,Intervention,Program Evaluation,Age Differences,Randomized Controlled Trials,Evaluation Methods,Developmental Stages,Classroom Environment

There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults. Evidence from the most rigorous studies of elementary-school SEL programs however is ambiguous. Some studies find few or no effects, while others find important and meaningful effects. Or studies find effects for some groups of students but not for others. What causes such variation isn't clear, making it hard to interpret and act on the evidence. What are the sources of variation in the impacts of SEL programs designed for the elementary years? To find out, Stephanie Jones, Sophie Barnes, Rebecca Bailey, and Emily Doolittle examine how the theories of change behind 11 widely used school-based SEL interventions align with the way those interventions measure outcomes. Their central conclusion is that what appears to be variation in impacts may instead stem from imprecise program targets misaligned with too-general measures of outcomes. That is to say, program evaluations often fail to measure whether students have mastered the precise skills the programs seek to impart. The authors make three recommendations for policy makers, practitioners, and researchers. The first is that we should focus more on outcomes at the teacher and classroom level, because teachers' own social-emotional competency and the quality of the classroom environment can have a huge effect on students' SEL. Second, because the elementary years span a great many developmental and environmental transitions, SEL programs should take care to focus on the skills appropriate to each grade and age, rather than taking a one-size-fits-all approach. Third, they write, measurement of SEL skills among children in this age range should grow narrower in focus but broader in context and depth.
The Incidence and Influencing Factors of College Student Term-Time Working in China
Author: Guo, Fei
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Employment,Part Time Employment,Employment Patterns,Student Surveys,Regression (Statistics),Correlation,Incidence,Financial Problems,Student Characteristics,Institutional Characteristics,Least Squares Statistics,Education Work Relationship

As the labor market pressure for college graduates keeps rising in the past decade, working while attending college becomes increasingly popular among undergraduate students in China. With a nationally representative dataset of 6,977 students from 49 institutions, this study examines the incidence and influencing factors on undergraduate student term-time working in four-year universities and colleges in China. Overall, the paper finds that: 1) 63% of undergraduate students work for about 23 hours per week in academic semesters for an average of 5.7 months in college; 2) student term-time working pattern (i.e. participation, length, and intensity) differs across forms of work, and varies by types of institution; 3) students' non-academic ability, financial constraint, and institutional environment jointly influence the participation and intensity of term-time working. The findings provide implications to policies regarding financial and developmental support to undergraduate students.
Social and Emotional Learning as a Public Health Approach to Education
Author: Greenberg, Mark T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Public Health,Evidence Based Practice,Intervention,Outcomes of Education,Prevention,Student Development,Educational Benefits,Educational Practices,Program Implementation,Holistic Approach,Well Being

Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater social emotional competence are more likely to be ready for college, succeed in their careers, have positive relationships and better mental health, and become engaged citizens. Those benefits make SEL programs an ideal foundation for a public health approach to education--that is, an approach that seeks to improve the general population's wellbeing. In this article, Mark Greenberg, Celene Domitrovich, Roger Weissberg, and Joseph Durlak argue that SEL can support a public health approach to education for three reasons. First, schools are ideal sites for interventions with children. Second, school-based SEL programs can improve students' competence, enhance their academic achievement, and make them less likely to experience future behavioral and emotional problems. Third, evidence-based SEL interventions in all schools--that is, &quot;universal interventions&quot;--could substantially affect public health. The authors begin by defining social and emotional learning and summarizing research that shows why SEL is important for positive outcomes, both while students are in school and as they grow into adults. Then they describe what a public health approach to education would involve. In doing so, they present the &quot;prevention paradox&quot;--&quot;a large number of people exposed to a small risk may generate many more cases [of an undesirable outcome] than a small number exposed to a high risk&quot;--to explain why universal approaches that target an entire population are essential. Finally, they outline an effective, school-based public health approach to SEL that would maximize positive outcomes for our nation's children.
Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools
Author: Vakili, Khatoon
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Females,Mathematics Anxiety,Comparative Analysis,Science Education,Mathematics Education,Physics,Questionnaires,Observation,Hypothesis Testing,Statistical Analysis,Correlation,Academic Achievement

The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical population in this study consisted of all secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari that is the equivalent of 1,900 people according to the latest figures cast of Education in Sari city. According to the population size and referring to the Morgan's sample size table, the sample size was considered 320 people. Simple random sampling method was used to select research samples. Data collection methods included library and observation. Data collection tool in the survey is questionnaire. Pelick and Parker (1982) math anxiety questionnaire that their reliability was calculated 0.98 by using Cronbach's alpha. Research Hypothesis test and data derived from questionnaires were analyzed by using SPSS software and descriptive and inferential statistics. The tests used in the research included Kolmogorov-Smirnov test and Pearson correlation and T of two independent groups. The results show a difference between math anxiety among students of mathematics and science. According to the average score of students' math anxiety, we find out students' math anxiety in science is more than math. There is an inverse relationship between math anxiety and students' academic achievement. Students, who have high math anxiety, have lower academic achievement.
Philosophical Study on Two Contemporary Iranian Muslim Intellectual Responses to Modern Science and Technology
Author: Shamsaei, Maryam
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Muslims,Religious Factors,Religious Cultural Groups,Islam,Sciences,Technology,Western Civilization,Science and Society

Iranian modern thinkers in either of the two categories: Western-minded and religious. The most prominent aspect of Western minded thinkers is their emphasis on separation of tradition and modernity. On the other hand, religious thinkers look forward to combining the two. The Western-minded thinkers believe that the most important burden on development in Islamic countries is in the Islamic culture itself. Therefore, they try to minimize the impact of religion on culture and society. The other group which is more religious put the emphasis on encountering the negative responses to modernity by the religious society. They also have the concern for maintaining the religious identity and at the same time pushing the society toward development. The rise of such religious thinkers was also simultaneous with the Persian Constitutional Revolution. In this article I will discuss in detail the views of Murteza Mutahhari and Mehdi Golshani on modern science and technology.
Teachers and Students Knowledge about Global Warming: A Study in Smoke Disaster Area of Indonesia
Author: Rosidin, Undang
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Knowledge Level,Junior High School Students,High School Students,Secondary School Teachers,Statistical Analysis,Comparative Analysis,Gender Differences,Professional Identity,Age Differences,Correlation,Attitude Measures,Environment,Natural Disasters,Tests,Instructional Program Divisions

The average temperature on the Earth's surface has globally increased. This issue was generally caused by the increasing of greenhouse gases concentrations due to human activities. Therefore, the knowledge about global warming becomes major topics for students and educators. This research aimed to investigate how the teachers and students knowledge about global warming. The data was retrieved through objective tests on 230 teachers and 573 junior and senior high school students in Lampung Province as one of the most potential black smoke disaster area in Indonesia. Data were collected and analyzed using two Way ANOVA, and Tukey multiple comparison to understand the relationship of global warming knowledge towards gender, teachers' identity, students' educational level. The results showed that students and teachers knowledge about global warming are very low. The students knowledge is higher than the teachers. For students, it was found that an educational level hold the important factors of students' global warming knowledge, in which secondary school students has better knowledge and experiences relative to the primary students. There is no difference in students' knowledge of global warming caused by gender. There is a correlation between attitude and knowledge about global warming at a senior high school students while in junior high school students there is no correlation. The conclusion there is a difference in students' knowledge about global warming caused by differences in the learning experience but not by gender. There was no difference in knowledge between the teacher caused by field of study, gender, or where they teach. Students are more mature and have better knowledge about global warming would have a disagreement on the behavior that led to the increasing greenhouse gases and are willing to sacrifice pleasures.