ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multilevel Analysis of a Guided Inquiry Curriculum Unit on Motion and Force for a Diverse Student Population in &quot;Ability-Grouped&quot; Classrooms
Author: Rethinam, Vasuki
Date: 2011-00-00
Type: Reports - Research
Subjects: Low Achievement,High Achievement,Academic Achievement,Motion,Program Effectiveness,Grade 6,English (Second Language),Second Language Learning,Quasiexperimental Design,Science Curriculum,Science Education,Middle Schools,Pretests Posttests,Models,Outcomes of Education,Physics,Scores

This study is an evaluation of &quot;Exploring Motion and Forces: Speed, Acceleration, and Friction&quot; (&quot;M&amp;F&quot;) developed by ARIES of the Harvard-Smithsonian Center for Astrophysics (2001). Although &quot;M&amp;F&quot; has been used in many schools and field-tested, it has never been evaluated in rigorous experimental or quasi-experimental studies. This research also asks if &quot;M&amp;F&quot; is equitable, inquiring about its effectiveness in different types of classrooms where 6th grade students are grouped by ability, as well for demographic subgroups of students (ethnicity or by socioeconomic, English for Speakers of Other Languages [ESOL], or disability status). The setting for this study is a large metropolitan school system in the Central Atlantic region of the U.S. This study showed that the &quot;M&amp;F&quot; guided inquiry curriculum unit (with many of the important attributes identified by the Project 2016 Curriculum Analysis as important for effective instruction and learning) yielded higher mean classroom level outcome scores on an assessment of motion and force concepts, ES = 0.65. This study also explored classroom level effects of &quot;M&amp;F&quot; for classrooms with low, medium or high achievement histories, but showed no significant interactions between curriculum condition and classroom achievement history. This indicates that the positive effects of &quot;M&amp;F&quot; were spread more or less evenly across classroom types, an important finding because some types of curriculum materials are often assumed to be better suited for some types of classrooms (and students) than others. The finding that there was a significant interaction in a negative direction for student's eligible for ESOL services when placed in low achievement history classrooms, irrespective of curriculum condition, is particularly worrisome. Students eligible for ESOL services scored lower on the Motion and Forces Assessment (MFA) compared to their peers not eligible for ESOL services. Moreover, ESOL students in the low achievement history classrooms were at a substantial disadvantage compared with their ESOL peers in medium achievement history classrooms. This suggests that &quot;M&amp;F&quot; alone is not making up for placement in low achievement history classrooms, and that some other services are needed. (Contains 2 tables.)
Mini-Digest of Education Statistics, 2010. NCES 2011-016
Author: Snyder, Thomas D.
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Elementary Secondary Education,Higher Education,Enrollment,Outcomes of Education,Dropouts,Graduation Rate,School Statistics,Statistical Data,Tables (Data),Teacher Characteristics,Student Characteristics,Federal Aid,Reference Materials

This pocket-sized compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The &quot;Mini-Digest&quot; is designed as an easy reference for materials found in detail in the &quot;Digest of Education Statistics&quot;. These volumes include selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data in the &quot;Mini-Digest of Education Statistics, 2010&quot; are extracted from the &quot;Digest of Education Statistics, 2010&quot;. (Contains 1 footnote, 1 figure and 42 tables.)
Mini-Digest of Education Statistics, 2008. NCES 2009-021
Author: Snyder, Thomas D.
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Educational Objectives,Outcomes of Education,School Statistics,Undergraduate Students,Elementary Secondary Education,Educational Attainment,Adult Education,Graduation Rate,Tables (Data),Educational Finance,Enrollment,Higher Education,Dropouts,Teacher Characteristics,Student Characteristics,Graduates,Ethnic Groups,Racial Differences,Elementary School Teachers,Secondary School Teachers,Public Schools,Federal Aid,Teacher Salaries,Expenditures,Private Schools,Academic Achievement,Reading Achievement,Mathematics Achievement,Science Achievement,College Faculty,Disabilities,Student Financial Aid

This publication is the 14th edition of the &quot;Mini-Digest of Education Statistics,&quot; a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The &quot;Mini-Digest&quot; is designed as an easy reference for materials found in much greater detail in the &quot;Digest of Education Statistics, 2008&quot;. These volumes include selections of data from many government sources, especially drawing on results of surveys and activities carried out by the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data are extracted from the &quot;Digest of Education Statistics, 2008&quot;. Unless indicated as a projection or estimate, all data presented in this report are actual. Information on statistical procedures, definitions, and survey sources appears in the introduction and appendixes A and B of the &quot;Digest of Education Statistics, 2008&quot;. (Contains 1 footnote, 1 figure and 42 tables.) [For the &quot;Digest of Education Statistics, 2008&quot;, see ED504502.]
Mini-Digest of Education Statistics, 2007. NCES 2008-023
Author: Snyder, Thomas D.
Date: 2008-03-00
Type: Numerical/Quantitative Data
Subjects: Educational Objectives,Outcomes of Education,School Statistics,Undergraduate Students,Elementary Secondary Education,Educational Attainment,Adult Education,Graduation Rate,Tables (Data),Educational Finance,Enrollment,Higher Education,Dropouts,Teacher Characteristics,Student Characteristics,Graduates,Ethnic Groups,Racial Differences,Elementary School Teachers,Secondary School Teachers,Public Schools,Federal Aid,Teacher Salaries,Expenditures,Private Schools,Academic Achievement,Reading Achievement,Mathematics Achievement,Science Achievement,College Faculty,Disabilities,Student Financial Aid

This publication is the 13th edition of the &quot;Mini-Digest of Education Statistics,&quot; a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The &quot;Mini-Digest&quot; is designed as an easy reference for materials found in much greater detail in the &quot;Digest of Education Statistics, 2007&quot;. These volumes include selections of data from many government sources, especially drawing on results of surveys and activities carried out by the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data are extracted from the &quot;Digest of Education Statistics, 2007&quot;. Unless indicated as a projection or estimate, all data presented in this report are actual. (Contains 1 footnote, 1 figure and 42 tables.) [For the &quot;Digest of Education Statistics, 2007&quot;, see ED500670.]
Aligning Education and Workforce Goals to Foster Economic Development--Proceedings from &quot;Cities for Success: A BHEF Leadership Summit&quot;
Author: Business-Higher Education Forum
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Economic Development,Higher Education,Educational Improvement,Leadership,Educational Strategies,Access to Education,Disproportionate Representation,Student Interests,School Community Relationship,Educational Objectives,Labor Force,Labor Force Development,College Preparation,College Bound Students,Academic Achievement

Across the United States, civic leaders from all sectors are working avidly to identify education and workforce strategies that can bolster regional economic development. One notable success story is found in Louisville, Kentucky, where a broad coalition of local leaders identified powerful educational improvement strategies and then successfully mobilized the community around those strategies. That work, spotlighted in a landmark meeting of leaders that the Business-Higher Education Forum (BHEF) sponsored in Louisville October 28-29, 2010, is the focus of this publication. The meeting, &quot;Cities for Success: A BHEF Leadership Summit&quot;, was supported by BHEF's members and through the generosity of the American Fidelity Foundation. The summit was part of an ongoing BHEF effort, the College Readiness, Access, and Success Initiative (CRI), through which prominent leaders in business and higher education work together to promote college readiness, access, and degree completion--particularly in math and science--for underserved populations, and seek to address the misalignment between workforce needs and student preparation and interest.
Improving Education through Collaboration: A Case Study of the Long Beach Seamless Education Partnership
Author: Nielsen, Natalie
Date: 2009-00-00
Type: Reports - Research
Subjects: Preschool Education,Elementary Secondary Education,Higher Education,Alignment (Education),Outcomes of Education,Educational Improvement,Partnerships in Education,Case Studies,Community Leaders,School Community Relationship,Local Issues,Context Effect,Human Capital

Business-Higher Education Forum's study of the Seamless Education Partnership began with a theory of action for cross-sector efforts to increase alignment from Pre-K through graduate school (P-20) and improve educational outcomes. BHEF's theory of action posits that community leaders coalesce around a shared vision that is shaped by local context and needs. Collaborative efforts are solidified through governance structures and by allocating resources to support the effort. Participants identify P-20 improvement strategies to address the academic core (curriculum and instruction), student experience (support services and co- and extra-curricular activities), and relevant policies. These strategies are specifically designed to achieve the community's desired outcomes. In August 2009, BHEF interviewed approximately 50 leaders from various sectors of the community--K-12 and higher education, community and faith organizations, and business--and analyzed those interviews for common themes related to the theory of action and research questions. BHEF also reviewed documents related to the Partnership. This report briefly summarizes some key findings of this analysis. (Contains 1 table, 2 figures and 1 footnote.)
Increasing the Number of STEM Graduates: Insights from the U.S. STEM Education &amp; Modeling Project
Author: Business-Higher Education Forum
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Careers,Majors (Students),Undergraduate Study,College Graduates,Leadership,STEM Education,Student Interests,Educational Strategies,Models,Public Officials,Academic Persistence,School Holding Power,Academic Achievement,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teacher Competencies,Elementary Secondary Education,Higher Education,Teachers

The Business-Higher Education Forum's (BHEF's) Securing America's Leadership in STEM Initiative has broken new ground in addressing one of the nation's most critical challenges--increasing the number of students who are interested in and pursue careers in science, technology, engineering or mathematics, the so-called &quot;STEM&quot; fields. The Initiative, which identified as its goal the doubling of U.S. bachelor's degrees earned in STEM fields, produced the first simulation model of STEM education in the United States. The BHEF U.S. STEM Education Model (the Model), developed by Raytheon Company and donated to BHEF, has provided a number of powerful insights about the highest leverage points and potential strategies that can lead to increased numbers of students who are proficient in STEM fields, and who may pursue STEM careers. It has also pointed to the need for a comprehensive, national STEM education strategy that targets critical leakage points in the STEM education pipeline, and to the need for new, more sophisticated tools that can help guide policymakers and educators. Among the most significant insights from this multi-year effort are: (1) Increasing the number of STEM college graduates will require a carefully integrated (in fact, mutually reinforcing) P-12 and higher education strategy; (2) Improving persistence and student success in STEM undergraduate education can produce significant returns in the near term; (3) Increasing the number of STEM-capable teachers is vital to increasing the number of students who choose and succeed in STEM majors; and (4) In addition to increasing student proficiency in STEM subjects, the United States must increase students' interest in STEM majors and careers. Securing America's Leadership in STEM Initiative: Working Group 2010 is appended. (Contains 6 figures and 7 footnotes.)
Modeling the Role of Community Colleges in Increasing Educational Attainment and Workforce Preparedness. BHEF Working Paper
Author: Business-Higher Education Forum
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Elementary Secondary Education,Industry,Educational Attainment,Labor Market,College Role,Job Skills,Employment Qualifications,Postsecondary Education,STEM Education,Colleges,Government Role,School Community Relationship,Interaction,Models,Stakeholders,Systems Approach

In light of recent data showing that educational attainment rates in the United States have stagnated, the Obama administration and others have called for renewed efforts to bolster higher education outcomes. Strengthening the role of community colleges is undoubtedly an important component of any plan to dramatically increase the number of students earning postsecondary credentials. This project was undertaken by the Business-Higher Education Forum (BHEF) with support from the Bill &amp; Melinda Gates Foundation. The project uses a system dynamics modeling approach to develop a framework that can help stakeholders understand the role and potential of community colleges in increasing postsecondary degree attainment and workforce preparedness, either through the lens of a region or an industry sector. It also begins to examine strategies that the community college system could use to increase degree attainment and increase the capacity or efficiency of the community college system to accommodate this growth both generally, and specifically in science, technology, engineering, health and mathematics (STEHM) related disciplines. This report describes the results from a system dynamics modeling approach that was used to examine the community colleges &quot;ecosystem,&quot; including the K-12 education system, employers, four-year institutions, government, and local communities. Through this approach, a range of problems, factors of interest, and policy levers were identified and clustered to generate two broad model frameworks. The first, &quot;a regional model&quot;, focuses on a community or region and a community college (or colleges). It allows users to explore interactions among government, education, and workforce as they contribute to increasing the number of students earning credentials or degrees with workforce value over time. A second model--&quot;a sectoral model&quot;-- focuses on the labor market dynamics of a single workforce or profession (e.g., the allied health fields) and articulates the relationships between employers and the community college that fuels the future workforce for a particular industry. Appended are: (1) System Dynamics Modeling; (2) Detailed Description of Building a Qualitative System Dynamics Model; and (3) Tables showing various problems and concerns of different stakeholder(s), illustrative examples of challenges and solutions in STEHM and illustrative examples of solutions and strategies to increase enrollment of students in community colleges. (Contains 7 figures and 19 footnotes.) [This paper was prepared by Business-Higher Education Forum and Emtect Solutions.]
Lessons in Education Philanthropy. Proceedings from BHEF's Inaugural Institute for Strategic Investment in Education. April 3-5, 2008, Harvard Graduate School of Education
Author: Business-Higher Education Forum
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Private Financial Support,Change Agents,Educational Change,Philanthropic Foundations,Instructional Leadership,Economic Impact,Cost Effectiveness,School Business Relationship,Context Effect,Partnerships in Education,Information Utilization,Decision Making,Expertise,School Districts,Case Studies,Cooperation,Educational Strategies

Although private philanthropic dollars in education make up just a fraction of overall education financial support, strategically targeted corporate philanthropic resources can serve as a vital catalyst for positive, lasting, and high-impact change in public education. Recognizing this, the Business-Higher Education Forum (BHEF) and the Harvard Graduate School of Education, with support from the Goldman Sachs Foundation, hosted the inaugural Institute for Strategic Investment in Education (ISIE) on April 3-5, 2008 at Harvard University. The event, titled "Maximizing the Impact of Corporate Philanthropy," convened over 45 corporate and private philanthropic leaders and education leaders for two and a half days to explore how best to leverage corporate philanthropic monies to maximize the impact on education. The collective knowledge and expertise of ISIE participants demanded an interactive and dynamic format. Prior to the ISIE, attendees were asked to review five case studies authored by leading practitioners and scholars. Topically, these case studies covered a range of areas, but all were designed to aid participants in critically examining philanthropic investments in education, particularly within the unique corporate context. All cases were designed to elicit rich discussion points for ISIE participants and lead to a series of lessons and best practices participants might use in their education grant-making. Harvard faculty members serving as content experts and synthesizers facilitated the discussions, and helped guide the iterative process toward "take-aways" for participants. The following five key strategies emerged from the ISIE: (1) Develop a comprehensive theory of change; (2) Consider context, both corporate and school district, when developing a philanthropic strategy; (3) Use information, research, and data to make decisions and assess outcomes; (4) Support partnerships, collaboration, and advocacy to magnify impact; and (5) Align investments with school district improvement efforts to maximize impact.
Confronting the STEM Challenge: A New Modeling Tool for U.S. Education Policymakers
Author: Business-Higher Education Forum
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Models,STEM Education,Competition,Educational Improvement,Student Interests,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teacher Competencies,Stakeholders,Public Officials

The Business-Higher Education Forum (BHEF) is an organization of Fortune 500 chief executive officers (CEOs,) prominent college and university presidents, and foundation leaders working to advance innovative solutions to the nation's education challenges in order to enhance U.S. competitiveness. This paper presents questions and answers about the BHEF U.S. STEM (science, technology, engineering, and mathematics) education model. Answers to the following questions are included: (1) Why should people care about STEM?; (2) What is the BHEF U.S. STEM Education Model?; (3) What is significant about the Model?; (4) What are the next steps?; and (5) How can one access the Model and join the effort?
The Self-Explanation Effect when Learning Mathematics: A Meta-Analysis
Author: Durkin, Kelley
Date: 2011-00-00
Type: Information Analyses
Subjects: Control Groups,Meta Analysis,Mathematics Instruction,Mathematics Education,Effect Size,Intervention,Teaching Methods,Foreign Countries,Probability,Geometry

Most people would agree that helping students learn new information is important; however, there are numerous methods for achieving this goal, and not all of them have been proven to be effective. One method with intuitive appeal and some empirical backing is prompting students to self-explain. A self-explanation can be defined as generating explanations to oneself in an attempt to make sense of new information (Chi, 2000). The self-explanation effect has been studied since the 1980s, and has been examined in many learning domains, from chemistry to mathematics to argumentation (e.g., Chi, Bassok, Lewis, Reimann, &amp; Glaser, 1989). The purpose of the current meta-analysis reported in this paper is to determine if there is a significant, positive self-explanation effect in mathematics domains or not. In addition, this meta-analysis will examine the possibility that study setting might relate to the effectiveness of self-explanation in mathematics. This meta-analysis illustrates that there is some evidence for the benefits of self-explanation in math; however, the evidence is not as strong as some researchers might think. It seems that self-explanation is not harmful to students, but whether or not it is worth the time it takes to go through them is unclear. Future studies may want to include a control group that does not self-explain so that a direct comparison can be made to test for the self-explanation effect. (Contains 1 table and 1 figure.)