ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the Success in Teaching Geometry of Basic Level Education Mathematics
Author: Yavuz, Ayse
Date: 2016-00-00
Type: Journal Articles
Subjects: Geometry,Success,Mathematics Instruction,Elementary Secondary Education,Preservice Teacher Education,Preservice Teachers,Secondary School Mathematics,Pretests Posttests,Teaching Methods,Mathematics Achievement,Foreign Countries

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Kelesoglu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analysed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.
A Career Approach to GED Instruction: A Case Study. The GED Bridge to College and Career Program at Northeast Wisconsin Technical College. Issue Focus
Author: MDRC
Date: 2016-10-00
Type: Reports - Research
Subjects: High School Equivalency Programs,Case Studies,Transitional Programs,College Readiness,Career Readiness,Technical Institutes,Adults,Adult Education,Curriculum Development,Enrollment Rate,Models,Career Development

Although high school completion rates have slowly increased over the past several decades, nearly 30 million adults today still lack a high school credential and, as a result, face a significant barrier to both higher education and employment opportunities. Policymakers and practitioners in the adult education field are searching for ways to improve the quality of programs that prepare students for high school equivalency exams, particularly in the past few years due to changes to the General Educational Development (GED) exam. The GED exam is intended to meet Common Core standards as well as to test students on the skills and knowledge required for them to transition to postsecondary education or training, and ultimately to careers. As such, GED preparation programs have been adapting their curriculum and services to focus on careers in which workers are in high demand. This movement has been part of a broader approach called career pathways, which aims to improve students' basic educational and occupational skills while they earn high school and technical credentials as well as postsecondary certifications or degrees. MDRC described the four main elements of this career-focused GED curriculum model in &quot;A Career Approach to GED Instruction&quot; (ED558494) in April 2015. These elements are (1) a career-focused curriculum; (2) support services to help students enter college or a career; (3) direct connections to postsecondary institutions; and (4) managed cohort enrollment. An example of the model is the GED Bridge to College and Career (GED Bridge) program at Northeast Wisconsin Technical College (NWTC). MDRC is currently evaluating NWTC's GED Bridge program. This case study describes the program components, the characteristics of the students in the evaluation, and early implementation findings.
Faculty Members' Views of Effective Teaching: A Case Study of Qatar University
Author: Al-Thani, Alanood Mubarak
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Instructional Effectiveness,College Faculty,Educational Practices,Barriers,Gender Differences,Intellectual Disciplines,Beliefs,Statistical Analysis,Teacher Surveys,Questionnaires,Familiarity,Cohort Analysis,Foreign Countries

Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes. The present study investigated Qatar University faculty member's (QUFM) perception of ET, characteristics, practices, and impediment, by assembling data from a cluster sample of 75, using a quantitative approach. The methodology that was utilized took the form of five research questions were answered using a basic descriptive and inferential statistical approach. Results indicate that; 52% of QUFM consider the ET term is ambiguous that means 48% of QUFM population are not contributing in fulfilling the adapted strategy of education and learning excellency, which is based on achieving ET. Moreover, the data revealed that 57.14% of QUFM's instructional knowledge is not at the acceptable rate. Finally, the results suggested that further training in implementing ET concepts is required for most academic staff.
Will They Stay or Will They Go?: International STEM Students Are up for Grabs
Author: Han, Xueying
Date: 2016-07-00
Type: Reports - Research
Subjects: Foreign Students,STEM Education,Doctoral Programs,Doctoral Degrees,Student Educational Objectives,College Choice,Student Surveys,Student Attitudes,Attribution Theory,Etiology,Educational Quality,Employment Opportunities,Learning Experience,Proximity,Cost Effectiveness,Career Development,Statistical Analysis

If current trends continue, international students will comprise half of U.S. science, technology, engineering, and mathematics (STEM) PhD graduates by 2020. The proportion of international PhD-level students on temporary visas to study STEM subjects in the United States has doubled over the past thirty years. Further, these students are much more likely than domestic students to major in and graduate with STEM-related doctoral degrees and to pursue careers in high-tech firms. The United States stands to lose its significant investment in these highly qualified students--and their potential contributions to U.S. entrepreneurship and innovation--if they return to their home countries after completing their degrees or post-doctoral work. The authors explore why foreign graduate students choose to study in the United States and what compels them to either remain in the country or return home after earning their degrees. They also compare their future plans with those of domestic graduate students. An appendix and the student survey are included.
Challenges for PISA
Author: Schleicher, Andreas
Date: 2016-00-00
Type: Journal Articles
Subjects: International Assessment,Educational Methods,Educational Policy,Minimum Competency Testing,Program Descriptions,Performance Factors,Barriers,Testing Problems,Testing Programs,Benchmarking,Achievement Tests,Foreign Countries,Secondary School Students

The OECD Programme for International Student Assessment (PISA) provides a framework in which over 80 countries collaborate to build advanced global metrics to assess the knowledge, skills and character attributes of the students. The design of assessments poses major conceptual and technical challenges, as successful learning. Beyond a sound conceptual foundation, PISA needed to fulfil a range of sometimes competing demands. The school administrators, policymakers, and teachers need to be able to use this assessment information to determine how to create better opportunities for student learning. Assessments should also provide productive feedback, at appropriate levels of detail, to fuel improvement and accountability decisions at each level of the education systems. In fact, also to assess of reading, mathematics and science as key foundation skills, PISA is now progressively incorporating also some of the broader cognitive, social and emotional competencies.
Are We at the Crossroads for Wisconsin Child Care? Policies in Conflict
Author: Wisconsin Council on Children and Families
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Child Care,Public Policy,State Policy,Educational Quality,Early Childhood Education,Financial Support,Teacher Competencies,Educational Improvement,Low Income Groups,State Aid,Economic Factors,Costs,Participation,Rural Areas,Grants,Barriers,Sustainability

This report examines the conflicting public policies in child care and their implications. The policy analysis tracks the history of two major child care programs, the Wisconsin Shares child care subsidy program and the YoungStar Quality Rating and Improvement System. While YoungStar shows promising trends in improving the quality of early care and education in Wisconsin, child care programs are heavily dependent on Wisconsin Shares funding, which has been steadily declining. Changes are needed to support and sustain high-quality child care. The report includes a 20 year overview and focuses on the importance of a quality child care system, the promise of YoungStar, and the decline of Wisconsin Shares and its implications. Recommendations include: (1) Adopt the Wisconsin Early Childhood Advisory Council recommendation to provide direct support to high-quality programs; (2) Improve child care payment rates; (3) Help child care programs to attract and retain a quality child care workforce; and (4) Support on-going research. The success of YoungStar and Wisconsin Shares depends on making critical investments that will lead to healthier children, stronger communities, and a vital and viable economy that benefits all. (Special acknowledgement goes to: Alliance for Early Success, Herzfeld Foundation, and Oscar &amp; Elsa Mayer Family Foundation.)
Identifying STEM Occupations: National and International Approaches. Support Document 2
Author: Siekmann, Gitta
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: STEM Education,Technical Education,Vocational Education,Job Skills,Numeracy,Measurement Techniques,Postsecondary Education,Higher Education,Foreign Countries,Data Collection,Data Analysis,Definitions,Classification,Occupations

This report explores the definition and selection of science and technology-related (STEM) jobs in-depth. Examples from the United States, United Kingdom, and Australia are described, with similarities and differences highlighted. [This document was produced by the author(s) based on their research for &quot;What Is STEM? The Need for Unpacking Its Definitions and Applications&quot; (ED570651) and &quot;Measuring STEM in Vocational Education and Training&quot; (ED570653). For &quot;Defining &quot;STEM&quot; Skills: Review and Synthesis of the Literature. Support Document 1,&quot; see ED570655.]
YoungStar: We're Turning Five! Five Year Analysis as of July 2015. YoungStar Progress Report 6
Author: Wisconsin Council on Children and Families
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Child Care,Early Childhood Education,Educational Quality,Educational Improvement,Low Income Groups,Program Effectiveness,Measurement,Young Children,Sustainability,School Readiness,Enrollment Trends,Geographic Regions,State Aid

This report is the sixth in a series of Wisconsin Council on Children &amp; Families (WCCF) reports tracking the progress of Wisconsin's YoungStar program, a quality rating and improvement system (QRIS) launched in 2010 to improve the quality of Wisconsin child care programs. YoungStar focuses on children of low-income working families receiving assistance from the Wisconsin Shares child care subsidy programs. Programs not serving children subsidized by Wisconsin Shares can voluntarily participate in YoungStar. YoungStar rates the quality of child care programs on a 40 point, 5-Star scale and is administered in six regions of the state. The analysis in this report is based on data as of the end of July 2015. This paper provides a close examination of the data on this five-year-old initiative, and explores several questions including: (1) Is YoungStar a valid measure of quality; (2) Is YoungStar sustainable; and (3) Is YoungStar working for children, parents and providers? Key findings include: (1) Seventy-two percent (72%) of Wisconsin Shares children are served in programs rated 3-Star or higher on a 5-Star scale; (2) A total of 31,302 children served by Wisconsin Shares were in 3- to 5-Star programs (higher quality) in July 2015, compared to 17,671 in July 2012 and 4,526 in July 2011-a remarkable increase of children in higher quality programs over that time span; (3) Focusing solely on Wisconsin Shares children in four and five star sites (the highest rated programs), there were 9,942 as of July 2015. This accounts for 23% of the 43,613 total children enrolled in Shares; (4) The distribution of children by Star level is better overall than initially projected in 2010. It is significantly better (14 percentage points higher) at the 3-Star level, but six percentage points worse at the 4-Star; and (5) The average number of children served by the Wisconsin Shares child care subsidy program has declined dramatically over the past six years, from a high of 59,501 in 2008 to 45,597 in the first eight months of 2015. Appended are the following: (1) Background; (2) YoungStar Regions; (3) List of figures; (4) More Information about YoungStar and Early Childhood Issues.
Government-Funded Students and Courses--January to June 2016. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Federal Aid,Statistical Data,Student Characteristics,Program Descriptions,Intellectual Disciplines,Delivery Systems,Profiles,Student Participation,Tables (Data),Qualifications

This publication provides a summary of data relating to students, programs, subjects, and training providers in Australia's government-funded vocational education and training (VET) system. This is broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers. Data for the &quot;Government-Funded Students and Courses&quot; series are received by the National Centre for Vocational Education Research (NCVER) in four cumulative data submissions. The data in this publication cover the quarterly period of 1 January to 30 June 2016. For comparative purposes, it also examines this data against previously submitted data for the 1 January to 30 June 2015 and 1 January to 31 March 2016 periods. In the first six months to 30 June 2016, there were 849,700 students enrolled in the government-funded vocational education and training (VET) system. This is defined as Commonwealth and state/territory government-funded training delivered by technical and further education (TAFE) institutes and other government, community education, and other registered providers. There was a 3.6% increase in the number of students undertaking government-funded training in the first six months of 2016 compared with the corresponding period in 2015. An additional 220,000 students are reported in the January to June 2016 period compared with the January to March 2016 period, which represents a 34.9% increase. In the six months to 30 June 2016, students in the government-funded VET system comprised: (1) 57.7% attending TAFE institutes and other government providers; (2) 86.6% enrolled in an Australian Qualifications Framework level program; (3) 41.7% studying certificate III programs; and (4) 18.0% enrolled in engineering and related technologies. A total of 1,787 training providers delivered government-funded VET in the first six months of 2016, a decrease from 1,827 that reported in the first six months of 2015. As the collection and reporting of data on a quarterly basis is relatively new, caution must be used in the interpretation of these data, particularly as some training authorities did not report data for the first three quarters of 2015. [For the 2015 report, see ED567014. For the report summarizing the January to March 2016 data, see ED567788.]
Quarterly Reporting of Government-Funded Activity to the 2015 National VET Provider Collection. Technical Paper
Author: Foley, Paul
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Reports,Foreign Countries,Data Collection,Data Analysis,Geographic Location,Enrollment,Intellectual Disciplines,Training,Educational Attainment,Postsecondary Education,Higher Education

The topic of more frequent and timely vocational education and training (VET) data has been an issue of interest for a number of years. Since 2015, the National Centre for Vocational Education Research (NCVER) has collected and reported data on government-funded students and courses on a quarterly basis. These quarterly data submissions are cumulative and allow additional data to be reported and corrections made to previously submitted data. The first year of quarterly reporting has provided a useful insight into how training activity is reported by the different jurisdictions over a calendar year. This paper presents the results of some initial analysis of that data using the reporting scope that was in place for 2015 reporting, broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers.
Education in the Wake of Natural Disaster
Author: Vallas, Paul
Date: 2014-01-10
Type: Reports - Descriptive
Subjects: Natural Disasters,Foreign Countries,Emergency Programs,Educational Planning,Educational Change,Access to Education,Educational History,Poverty,Private Schools,Public Schools,Higher Education,Elementary Secondary Education,Planning,Educational Finance,Governance,Ethics

In this essay, Paul Vallas--education reform expert and key advisor to the government of Haiti in developing its national education plan--discusses his plan for Haiti. The paper explores the successes and challenges of education reform in Haiti, before and after the earthquake that devastated the nation in 2010. The essay describes the improvements made in other parts of the world distraught by natural disasters. Vallas explores how lessons learned could be adapted and emulated in a country like Haiti that is desperate for reform, with over 50 percent of its population under the age of 18. He describes two examples of success in systems impacted by natural disasters: post-earthquake Chile and post-Hurricane Katrina New Orleans. Vallas' paper demonstrates that there is an attainable plan for education in a Haiti determined to create a quality, accessible, and affordable education for its population, the majority of which are of school-going age. By examining the successes and challenges of education reform in Chile and New Orleans, along with the history and culture of Haiti, Vallas provides a coherent blueprint for the future of education in Haiti. [This report was written with Tressa Pankovits. Introduction by Elizabeth White. The report was produced as part of the Program on America and the Global Economy (PAGE).]
Apples to Apples: Common School Performance Frameworks as a Tool for Choice and Accountability
Author: Yatsko, Sarah
Date: 2016-10-00
Type: Collected Works - General
Subjects: Accountability,Management Information Systems,School Statistics,School Choice,Comparative Analysis,Benchmarking,Case Studies,Best Practices,School Effectiveness,Guidelines,Program Design,Program Development,Access to Information,Parent Materials,Measurement Techniques,Outcome Measures,Public Schools,Charter Schools,Private Schools

Many districts are expanding and diversifying the school options available to parents--a trend that shows no signs of reversing. While all public schools are required to test and publically report results, it remains nearly impossible for families and education and civic leaders to make school-to-school comparisons, especially across district-run and charter public schools. To address the need for parents to have reliable performance information across school type, and/or for districts and charter authorizers to hold schools accountable to the same set of measures, some cities are developing unified accountability systems. This paper focuses on developing a common school performance framework (CSPF), a tool for measuring performance of an individual school using a defined set of metrics that is common to schools across different agencies or governing bodies. This report is made up of three sections: (1) An Overview (Sarah Yatsko and Alice Opalka); (2) Lessons from Chicago (Jessica Sutter); and (3) How-To Guide: Developing a CSPF (Laura Weeldreyer and David Stewart). The &quot;Overview&quot; draws on examples of cities who have effectively developed CSPFs, such as Los Angeles and Denver. &quot;Lessons from Chicago&quot; discusses a Chicago Public Schools case study and offers &quot;pearls of wisdom&quot; for other cities looking to implement their own CSPFs. The &quot;How-To Guide&quot; outlines the major steps and key considerations a city should take into account when designing a CSPF.
College Opportunities and Success: Baltimore City Graduates through the Class of 2014
Author: Durham, Rachel E.
Date: 2015-11-00
Type: Reports - Research
Subjects: Urban Schools,High School Graduates,College Bound Students,Enrollment Rate,Declining Enrollment,Graduation Rate,Educational Attainment,Barriers,College Graduates,Access to Education,College Readiness,Scheduling,Institutional Characteristics,Community Colleges,Student Records,School Statistics,Academic Persistence,College Entrance Examinations,Aptitude Tests,High Schools

The total number of Baltimore City Schools (City Schools) graduates who enrolled in college the next fall declined across the Classes of 2007-2014. The percentage of graduates enrolling in college also decreased by more than 7.0 percentage points, from 49.8% to 42.0%. At the same time, the total number of high school graduates increased, as cohort graduation rates among City Schools students increased by 8.2%. High school graduation rates may reduce college enrollment rates in the aggregate by simultaneously increasing the overall number eligible for college and changing the composition of a graduating class, as some of these added students may experience greater barriers to continuing their academic career. Where graduates choose to begin college also appears to have significant implications for future degree completion. Approximately 2.0 - 6.0% of graduates who first enrolled in a 2-year college completed a 4-year degree within six years, while about 10.0% completed either a 2-year or 4- year degree (or both). In contrast, approximately 43.0% of those who started at a 4-year college completed degrees within six years. For the first time, the authors present comparisons of fall college enrollment by sending high school. The results represent the vast differences between schools in student characteristics, resources, and challenges, as they found stark variation in enrollment outcomes, both within and across high school types. As would be expected, entrance criteria schools have had the largest percentages of its graduating students enrolling in higher education in the fall after high school, though the share attending 4-year colleges has declined in recent years. This latter trend reflects the pattern for the district as a whole. Moreover, entrance criteria schools differ in terms of enrollment rates by as much as 25.0%. We also found that a number of Traditional high schools' graduates enroll in college the following fall at rates that are somewhat higher than for CTE high schools with entrance criteria. Five appendices are included: (1) Data Sources and Collection Methods; (2) Data Processing and Methods of Analysis; (3) Graduation (4-Year Cohort Rates) and Fall College Enrollment for the Baltimore City Schools Graduating Classes of 2010 through 2014; (4) First Fall College Enrollment and College Type for the Baltimore City Schools Graduating Classes of 2012 through 2014, by High School; (5) Degree Completion Outcomes within Six Years for City Schools Graduates and Subgroups, Classes of 2007 through 2009.