ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Aid through a Bourdieu-ian Lens: Inequality Perpetuated or an Opportunity for Change?
Author: Gieser, James D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Student Financial Aid,Social Justice,Tuition,Enrollment,Enrollment Management,College Admission

The fiscal climate for institutions of higher education has changed dramatically in recent decades. Public and private colleges and universities have felt the squeeze of the economic downturn while many public institutions have experienced regular and significant declines in state appropriations. At the same time, families are being asked to pay more for their students' education. In this climate many colleges and universities, particularly state institutions, have begun to shift from a low-tuition, low-aid model to a high-tuition, high-aid model. This shift means that colleges and universities are awarding more and more aid based on merit rather than need. There is growing concern amongst educational leaders that these developments are making it more and more difficult for needy students to afford a college education. What impact do these developments have on the ideals of access and equity upheld by many educators and academic leaders in higher education? Will these rising pressures limit efforts to effectively serve the traditionally underserved? This article explores these issues and provides a critique based on the theoretical work of Pierre Bourdieu. It concludes with a series of implications for institutional leaders and enrollment managers interested in pursuing goals of social justice and access in an increasingly fiscally-tight environment.
Documenting Student Performance: An Alternative to the Traditional Calculation of Grade Point Averages
Author: Volwerk, Johannes J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Grade Point Average,Scholarships,Higher Education,Comparative Analysis,Achievement Gap,Weighted Scores

Traditionally, students in secondary and postsecondary education have grade point averages (GPA) calculated, and a cumulative GPA computed to summarize overall performance at their institutions. GPAs are used for acknowledgement and awards, as partial evidence for admission to other institutions (colleges and universities), and for awarding scholarships. Given the high stakes nature of the GPA as a tool to compare and rank overall student proficiency and potential, it is important that it be appropriately scaled. In this study, results from a re-scaled GPA reflect a true (proportional) interval scale and are compared to the traditional (ordinal) GPAs for various student groups thereby demonstrating that differential effects for critical populations are absent so that equality opportunity is maintained. Implications, including, lack of research on this topic are discussed. (Contains 2 figures and 1 table.)
Examining the Presence of Social Media on University Web Sites
Author: Greenwood, Grant
Date: 2012-00-00
Type: Journal Articles
Subjects: Marketing,Social Networks,Internet,Web Sites,Higher Education,Colleges,Universities,Student Recruitment

Over the past few years, social networking has exploded into a massive medium that has captured the attention of a large portion of the American population. The ever-growing social networking site(s) (SNS) movement has filled a networking gap and thus, has presented higher education institutions with unique opportunities (Reid 2009) to further connect with a target market that is familiar with and frequently using social media. With such a widely-used and relatively cheap medium on the rise, universities have begun to harness SNS to bolster recruiting and marketing efforts. This study records and analyzes these efforts, documenting which universities are using SNS and how. (Contains 4 tables.)
College Choice of Minority Students Admitted to Institutions in the Council for Christian Colleges and Universities
Author: Confer, Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: College Choice,Grade Point Average,Student Financial Aid,Minority Groups,Recruitment,Minority Group Students,Statistical Analysis,Interaction,Higher Education,Church Related Colleges,Surveys,Enrollment,Student Diversity,College Admission,Colleges

The study examined the factors that affected minority students' choice to enroll at private  four-year faith-based institutions in the Council of Christian Colleges and Universities (CCCU) in the United States. The study utilized the data from the College Board's Admitted Student Questionnaire PLUS (ASQ PLUS) survey. The final sample included 283 admitted minority students from eight CCCU member institutions that participated in the ASQ PLUS survey between the years 2005 and 2010. The results from Chi-Square and t-Tests revealed that race, parents' income, high school GPA, institution's distance from home, financial aid awards (i.e., grants and loans), institutional recruitment strategies (i.e., campus interaction, electronic communication and Web site), and perceived institutional characteristics (i.e., extracurricular activities, recreational facilities, academic facilities, availability of majors, and academic reputation) were significantly related to minority students' decision to enroll at a CCCU member institution. However, in the final logistic regression, only high school GPA, campus interaction and promotional materials remained significant. The findings of this study can potentially aid CCCU member institutions to improve their marketing strategies and eliminate the barriers in the enrollment process to better recruit and serve racially diverse students. (Contains 4 tables.)
Effects of a Coaching Class on the ACT Scores of Students at a Large Midwest High School
Author: Moss, Gary L.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Entrance Examinations,College Admission,Standardized Tests,Test Preparation,Higher Education,Test Coaching,Scores

The role of standardized tests in general and college admission tests in particular is a hot topic for educators, administrators and others evaluating the outcomes of educational institutions. The importance of the test scores for both students and institutions is acknowledged, and the test preparation industry has spawned into a multi-billion dollar enterprise. Yet, objective evidence supporting the effectiveness of coaching for college preparatory tests, including the ACT, is virtually nonexistent. This study investigated the effectiveness of a four-week, 20-hour ACT coaching class offered at a large Midwestern high school. The results of this study show that students who participated in the coaching class increased their composite ACT score by 1.5 points over their previous highest ACT composite score. A comparable group at the same high school who did not participate in the coaching achieved an increase of 0.65 points, indicating an effect of coaching of 0.85 points. (Contains 5 tables.)
LGBT Applicants and Challenges for Admission: Five Cases
Author: Baum, Benjamin S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Homosexuality,College Applicants,Sexual Identity,High School Students,Adolescents,College Admission,Admissions Officers,Cultural Pluralism,Social Justice,Confidentiality,College Bound Students,Case Studies

Few professional processes are more personally intrusive than the college application. It demands information about your family, your finances, your interests, and your desires. For lesbian, gay, bisexual, and transgender (LGBT) applicants in their teenage years who may not be comfortable with their sexuality, admission officers need be sensitive to a key difference that can make their circumstances especially complex. That difference: in most cases, an LGBT applicant does not have LGBT parents, and his or her parents may or may not know or approve of their child's sexuality. Further, the applicant may not be &quot;out&quot; to anyone yet or perhaps even ready to acknowledge LGBT orientation. This article highlights five cases from my experience coordinating LGBT recruitment at Tufts University (MA). The names and some details are modified to protect the individuals' privacy. (Contains 1 footnote.)
NCAA: Eligibility and Success
Author: Hosick, Michelle Brutlag
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Eligibility,Athletes,Graduation Rate,College Athletics,Team Sports,Academic Standards,Scores,Higher Education,Intercollegiate Cooperation

The public service announcements during NCAA sports events use the tagline, &quot;There are over 400,000 student-athletes in the NCAA... and almost all of them will go pro in something other than sports.&quot; The numbers behind the claim are stark and the message is clear: college graduation matters. In 2011, university presidents affirmed their commitment to academic success by increasing initial-eligibility standards beginning in 2016. For nearly 20 years, NCAA members have made decisions about eligibility of student-athletes based on research, with the goal of strengthening the academic success of student-athletes. NCAA members are motivated by the principle that participation in intercollegiate athletics is part of the higher education experience; student-athletes must be students first.
Are the Best Scores the Best Scores for Predicting College Success?
Author: Patterson, Brian F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Institutional Characteristics,Predictive Validity,Scores,Grade Point Average,Higher Education,College Admission,Correlation

The College Board's SAT[R] Score Choice[TM] policy allows students to choose which set(s) of scores to send to colleges and universities to which they plan to apply. Based on data gathered before the implementation of that policy, the following study evaluated the predictive validity of the various sets of SAT scores. The value of five score sets for predicting first-year college grade-point average (FYGPA) was examined using a sample of 150,377 students from 110 institutions. These sets of scores were from students': (1) first administration, (2) latest administration, (3) section averages, (4) highest single administration, and (5) highest individual sections. The various score sets were found to have nearly equal predictive validity for the total group, by various institutional characteristics, and regardless of how often students tested. (Contains 6 tables and 2 endnotes.)
Summer Reading Goes High Tech
Author: Fink, Jennifer L. W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Novels,Classics (Literature),Teacher Role,Summer Programs,Reading Programs,Technology Uses in Education,Web Sites,Handheld Devices,Electronic Libraries,Reading Materials,Reading Motivation

Not long ago, "summer reading" meant settling under a shady tree with a hefty book. Shady trees are still around, but books with pages can seem as out-of-date as vinyl records to many kids, especially older ones. Today, they scroll through content online, swipe pages on tablets, and manage a near-constant stream of media. Teachers can take advantage of these digital devices to enhance students' reading and writing abilities. Many, if not most, students embrace reading and writing in the digital realm. Students who have access to an e-reader device or app are frequently on the lookout for free downloads--and many classic novels such as Charles Dickens's "Great Expectations" and Jane Austen's "Pride and Prejudice" fit the bill. Kids are also inspired by the digital reading choices of their peers. Of course, without guidance, many students will happily spend countless summer hours playing video games and visiting websites that have little educational value. That's where parents and teachers come in. Teachers can help by introducing students, and parents, to great websites and digital applications that encourage reading and writing. This article includes 10 websites for summer readers and 10 hot apps for skill building.
Math Games
Author: Lorenzi, Natalie
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Games,Teaching Methods,Learning Activities,Summer Programs,Student Motivation,Elementary School Mathematics,Computation,Mathematics Skills

Math games bring out kids' natural love of numbers. Yet in the waning days of school, students can't wait for that final bell to ring. Each summer, most students lose about two months of mathematical computation skills. So how do teachers keep their students focused on math up till the end? Before sending them off for the summer, get them hooked on math with fun, bite-size activities! This article presents 15 ideas, in 15 minutes or less.
Your Best Summer Ever
Author: Cleaver, Samantha
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Lists,Teachers,Volunteers,Travel,Employment Opportunities,Tutoring,Lesson Plans,Mentors,Teacher Education,Teacher Collaboration

"It must be nice to have summers off." Only other teachers know just how short summer is, with much of August devoted to planning for the new school year. This article offers 17 fresh ideas for exploring, making money, and preparing for next year. Plus, a reading list that hits all the marks!
Common Core: Fact vs. Fiction
Author: Greene, Kim
Date: 2012-00-00
Type: Journal Articles
Subjects: State Standards,Textbooks,Classroom Techniques,Information Literacy,Textbook Content,Textbook Standards,Change Strategies,Educational Change,Educational Practices,Reading Materials,Teaching Methods,Educational Quality,Cognitive Mapping,Problem Solving,Inferences

Despite students' interest in informational text, it has played second fiddle in literacy instruction for years. Now, though, nonfiction is getting its turn in the spotlight. The Common Core State Standards require that students become thoughtful consumers of complex, informative texts--taking them beyond the realm of dry textbooks and self-selected reading. What has triggered the push for more informational text? For one, the goal of Common Core is to prepare students for college and career, both of which require a reservoir of knowledge about the natural, physical, and social world around them. And that's exactly what informational texts provide them. Another rationale can be summed up in one word: &quot;assessment&quot;. The developers of the standards sought to align the instructional balance of literary and informational text with that of the National Assessment of Educational Progress (NAEP)--tests administered across the country at grades 4, 8, and 12. According to this model, fourth-grade students should receive a 50-50 balance between the two types of texts across the school day. Ready to master the basics of informational text and Common Core? This article provides answers to some commonly asked questions and offers a few ideas on how instruction in informational text could look like in the classroom.
10 Questions about Independent Reading
Author: Truby, Dana
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Programs,Reading Improvement,Independent Reading,Reading Teachers,Reading Material Selection,Reading Materials,Self Esteem,Student Evaluation

Teachers know that establishing a robust independent reading program takes more than giving kids a little quiet time after lunch. But how do they set up a program that will maximize their students' gains? Teachers have to know their students' reading levels inside and out, help them find just-right books, and continue to guide them during independent time. When students are given the chance to practice and strengthen their reading skills on high-quality, high-interest books that they can read with confidence and accuracy, they will make progress--in fact, studies have shown that independent reading is the best way to get students to make gains. In this article, reading expert Jennifer Serravallo answers tough questions on how to make the most of independent time.
Election Fever
Author: Strom, Erich
Date: 2012-00-00
Type: Journal Articles
Subjects: Citizenship,Elections,Political Campaigns,Citizenship Education,Citizenship Responsibility,Experiential Learning,Learning Activities,Voting,Capacity Building,Educational Practices,Teaching Methods,Citizen Participation

Kids learn by doing, which, experts agree, is the only real way to teach citizenship. This article presents election-year activities that stress action. These activities will show students what it means to be a good citizen. (Contains 6 online resources.)
Plan for Plants
Author: Babic, Mary Jean
Date: 2012-00-00
Type: Journal Articles
Subjects: Gardening,Strategic Planning,Task Analysis,Site Development,Site Analysis,Design Preferences,Volunteers,Campuses

Sure, it would be nice to start a school garden, but there will be plenty of time to do it in the spring. Think again. If one's goal this year is to start a class garden, it's already time to start planning! In this article, the author shows just how (and when) to do each step with a full-year calendar.
A Tribute to My Ag Teacher: 2011 AAAE Distinguished Lecture
Author: Barrick, R. Kirby
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture,Graduates,Problem Solving,Lecture Method,Teacher Educators,Professional Recognition,Teaching Methods,Best Practices,Locus of Control,Scientific Concepts

The author is a product of school-based agricultural education. In a way, this distinguished lecture could also be called a tribute to his high school ag teacher, John Stimpert. Mr. Stimpert was a true professional and an excellent teacher. He changed and he changed the program with the changing school and community. The more the author became involved in agricultural education as a teacher, a state supervisor, and a teacher educator, the more he understood and appreciated just how good Mr. Stimpert was. In this lecture, the author shares three points that he believes to be key issues that need to be addressed: (1) Agriculture is a science and always has been; (2) Agriculture is problem solving; and (3) Agricultural educators are the architects of their own fate. He encourages agricultural educators to be more like Mr. Stimpert, who knew the science of agriculture and taught it that way. They need to be sure that their graduates not only know agriscience but also know how to teach agriscience. Mr. Stimpert taught using problem solving. They need to be sure that their graduates know how to teach students to solve problems rather than simply memorize scientific facts. Problem solving is what sets them apart from other subjects, including other sciences. And they need to control their future. Mr. Stimpert revamped his program to better fit the needs of a broader range of students. They need to do that in school-based agriculture education and in their university programs.
An Exploration of Graduate Student Satisfaction with Advising in Departments of Agricultural Education, Leadership, Communications, and Extension
Author: Gill, Bart E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Leadership,Communications,Mentors,Graduate Students,Academic Advising,Faculty Advisers,Extension Education,School Policy,Financial Support,Research,Higher Education,Questionnaires

Graduate students depend on their advisors to assist them in accomplishing their career goals and ambitions. According to the mentoring-empowered model, as proposed by Selke and Wong (1993), the roles that an advisor plays are: teacher, encourager, role model, counselor, and sponsor-socializer. The purpose of this study was to determine the satisfaction of graduate students in a department of agricultural education, leadership, communications, and extension with their advisors in terms of communication, trust, openness, acceptance, and growth as illustrated in Selke and Wong (1993). The following research objectives were derived from the mentoring constructs found in the mentoring-empowered model (Selke & Wong, 1993). Overall agricultural education graduate students (N = 274) are satisfied with their advisor. Agricultural education graduate advisors are knowledgeable in the areas of: (a) research; (b) university and departmental policies and procedures; (c) funding opportunities; and (d) available coursework. Agricultural education advisors are student-oriented and care about their advisees' well-being, both academically and personally. (Contains 1 figure and 5 tables.)
The Influence of Cognitive Diversity on Group Problem Solving Strategy
Author: Lamm, Alexa J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Class Activities,Agricultural Education,Group Dynamics,Problem Solving,Heterogeneous Grouping,Focus Groups,Group Activities,Cooperative Learning,Grouping (Instructional Purposes),Homogeneous Grouping,Success,Undergraduate Students

Collaborative group problem solving allows students to wrestle with different interpretations and solutions brought forth by group members, enhancing both critical thinking and problem solving skills. Since problem solving in groups is a common practice in agricultural education, instructors are often put in the position of organizing student groups and facilitating group learning. Research has shown that the factors according to which teachers arrange groups hold great influence over the success experienced by a group. The purpose of this study was to examine how arranging groups by problem solving style influenced group problem solving processes. Groups made up of members with heterogeneous or homogenous problem solving styles were given a problem to solve as a class project. Focus groups were conducted with each group at the conclusion of the project to gain an understanding of how each group progressed through the problem solving process. Differences were found in how homogenous versus heterogeneous groups progressed through the problem solving process. With a greater understanding of how problem solving style influences group dynamics, agricultural educators can be more proactive when assigning student work groups, thereby enhancing students' abilities to work interdependently when creating successful solutions. (Contains 4 figures.)
Teacher Job Satisfaction and Burnout Viewed through Social Comparisons
Author: Kitchel, Tracy
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture,Job Satisfaction,Teacher Burnout,Stress Variables,Teaching Conditions,Cultural Influences,Interaction,Interpersonal Relationship,Secondary School Teachers,Teacher Attitudes,Emotional Response,Social Influences

Understanding job satisfaction, stress, and burnout within agricultural education has the potential to impact the profession's future. Studying these factors through the theoretical lens of social comparison takes a cultural approach by investigating how agriculture teachers interact with and compare themselves to others. The purpose of this study was to determine if relationships existed between social comparison and job satisfaction and/or burnout among secondary agriculture teachers representing six states. Findings indicated that teachers were satisfied with their jobs and tended to engage most frequently in upward assimilative (UA) comparisons, leading to inspiration emotional outcomes. According to the Maslach Burnout Inventory for Educators (MBI-E), teachers experienced low levels of burnout related to personal accomplishment (PA) and depersonalization (DE), and moderate levels related to emotional exhaustion (EE). Seven moderate relationships were found between dimensions of social comparison and either burnout and/or job satisfaction. (Contains 2 tables and 1 figure.)