ethanporcaro/eric-fulltext-meta huggingface dataset:
The Appalachian Region: A Data Overview from the 2010-2014 American Community Survey. Chartbook
Author: Pollard, Kelvin
Date: 2016-04-00
Type: Reports - Research
Subjects: Community Surveys,Housing,Ethnicity,Race,Age,Population Distribution,Population Groups,Population Growth,Population Trends,Income,Unemployment,Employment Patterns,Labor Force,Educational Attainment,Veterans,Migration Patterns,Disabilities,Health Insurance,Poverty,Trend Analysis,Statistical Data,Statistical Distributions

This study examines state- and county-level data on population, age, race and ethnicity, housing occupancy and housing tenure, education, labor force, employment and unemployment, income and poverty, health insurance coverage, disability status, migration patterns, and veteran status from the 2010-2014 American Community Survey (ACS) for the 13 Appalachian states. Information is summarized for five Appalachian subregions and five metro designations. The study includes ACS data topics that were in the 2010 decennial census, as well as others that are no longer available in the census, to provide a comparable time series of data for all counties in Appalachia. For the first time, this report compares two non-overlapping five-year periods and allows for the study of trends in the data.
The Appalachian Region: A Data Overview from the 2011-2015 American Community Survey. Chartbook
Author: Pollard, Kelvin
Date: 2017-03-00
Type: Reports - Research
Subjects: Community Surveys,Population Distribution,Population Trends,Age Differences,Age,Race,Ethnicity,Housing,Labor Force,Employment Patterns,Unemployment,Income,Poverty,Health Insurance,Disabilities,Migration Patterns,Veterans,Educational Attainment,Statistical Data,Population Growth,Population Groups,Regional Characteristics

This study examines state- and county-level data on population, age, race and ethnicity, housing occupancy and housing tenure, education, labor force, employment and unemployment, income and poverty, health insurance coverage, disability status, migration patterns, and veteran status from the 2011-2015 American Community Survey (ACS) for the 13 Appalachian states. Information is summarized for five Appalachian subregions and five metro designations. The study includes ACS data topics that were in the 2010 decennial census, as well as others that are no longer available in the census, to provide a comparable time series of data for all counties in Appalachia. The report compares two non-overlapping five-year periods and allows for the study of trends in the data. [For the 2010-2014 edition, see ED580140.]
College Completion Rates and Remedial Education Outcomes for Institutions in Appalachian States
Author: Armstrong, John
Date: 2014-09-00
Type: Reports - Research
Subjects: College Graduates,Graduation Rate,Remedial Instruction,Remedial Programs,Outcomes of Education,Comparative Analysis,Regional Characteristics,Barriers,Academic Persistence,Transfer Rates (College),Age,Grants,Credits,Two Year Colleges,Enrollment Rate,Success,Outcome Measures,Time to Degree,Tables (Data),Statistical Distributions,Statistical Data,School Statistics

This report analyzes college completion metrics for the Appalachian Region, compares outcomes of students attending campuses in the Region with those of students attending campuses outside the Region, and offers insight about major stumbling blocks to college progression and completion for students in Appalachia.
Stakeholder Perspectives. Proceedings of the Ed-ICT International Network Symposium (Montreal, Quebec, Canada, May 30-Jun 1, 2017)
Author: Jorgensen, Mary
Date: 2018-01-11
Type: Reports - Descriptive
Subjects: Stakeholders,Conferences (Gatherings),Postsecondary Education,Technology Uses in Education,Assistive Technology,Influence of Technology,Accessibility (for Disabled),Models,Change Strategies,Access to Computers,Access to Information,Focus Groups,Educational Practices,Educational Change,Educational Improvement,Educational Technology,Foreign Countries

The purpose of these conference proceedings is to provide an in-depth understanding of what was presented and discussed at the Ed-ICT International Network Montreal Symposium: Stakeholder Perspectives. The focus of the Ed-ICT International Network is to explore the role that information and communication technologies (ICTs)--including computers, assistive technologies, online learning, social networking sites--play or could play as facilitators or barriers for students with disabilities in post-secondary education generally and specifically in relation to social, emotional and educational outcomes. Jane Seale summarized the goals of the network, the topics of the five Ed-ICT conferences and the goals of the specific theme of the Montréal conference. She also presented a model of stakeholder engagement. There are substantive notes to help readers understand what was presented by the two keynote speakers: &quot;Creating a Culture of Sustainable Accessibility: Stakeholders, Models, and Methods of Change&quot; (Alaina Beaver) and &quot;Adaptech Research Network: What Can be Learned from Industry for Making Postsecondary Education More Digitally Accessible?&quot; (Jennison Asuncion), as well as what was discussed during the three different panels which took place during the conference.
Stakeholders&apos; Perceptions of Effective EFL Teachers
Author: Kwangsawad, Thooptong
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Effectiveness,Preservice Teachers,Teaching Methods,Foreign Countries,Questionnaires,Teacher Attitudes,Administrator Attitudes,Teacher Characteristics,Interpersonal Competence,Teacher Education Programs,Educational Change,Universities,Statistical Analysis,Teacher Student Relationship,Student Attitudes

Teacher preparation is important as the component of teachers' ongoing learning and development. Well-designed teacher preparation can also be a powerful vehicle for preparing the next generation of teachers to implement new curriculum and innovative teaching methods. The rationale for this quantitative study was to explore stakeholders' perceptions of effective EFL teachers in the EFL pre-service education program at Mahasarakham University, Thailand. The questionnaires were completed by stakeholders (472 students, 34 EFL pre-service teachers and 70 school administrators). The results of this study showed that the top three categories of EFL effective teachers, according to the students, were: (1) EFL teachers' knowledge (2) teacher-student relationship in effective EFL teachers, and (3) attributes of EFL teachers. The top three categories of EFL effective teachers, according to the EFL pre-service teachers were: (1) EFL teachers' professional attributes (2) EFL teachers' pedagogical approaches, and (3) characteristics of good EFL teachers. The top three categories of EFL effective teachers, according to the school administrators, were: (1) EFL teachers' professional attributes (2) EFL teachers' interpersonal skills, and (3) EFL teachers' pedagogical approaches. The information gleaned here will be used to revise the EFL pre-service teacher education program.
Stress Placement on Phrases and Compounds in English
Author: Yurtbasi, Metin
Date: 2017-00-00
Type: Journal Articles
Subjects: Phrase Structure,English (Second Language),Intonation,Second Language Instruction,Teaching Methods,Drills (Practice)

The three types of stresses namely &quot;word stress,&quot; &quot;compound stress&quot; and &quot;phrasal stress&quot; are the key elements to determine the exact means of conveying a specific intent in an utterance. Therefore during perception and production of such meaning-carrying codes, being able to use the right stress pattern is vitally important to establish the intended communication, or the language learning and teaching technique to be followed. This research investigates the learner's ability to perceive, distinguish and produce the meaning differences between words, phrases and compounds during L2 acquisition through various stress patterns. In such contrastive patterns as &quot;HOT dog&quot; (type of food) [compound] vs. &quot;hot DOG&quot; (hot canine) [phrase]&quot; and a &quot;GREEN house&quot; (a building made of glass for growing plants inside) [compound] vs. a &quot;green HOUSE&quot; (a house which is painted green) [phrase] the difference in the stress placement is a clear indication of meaning changes expressed. Compounds have primary stress on the first word and on those following them they have secondary stress. In the compound &quot;GOLF ball,&quot; the first word has primary stress and the following the secondary stress. As for phrases, however, their qualified elements i.e. the words second in line are stressed more prominently. Therefore the acquisition of such a distinction in stress patterns in phrases and compounds is very important for learners of English in order to analyze what is said and convey their meaning more precisely in their oral communication. Natives make little mistake in distinguishing between the two because they are consciously familiar with them from their childhood on in their immediate environment. We, as language teachers, can and must help our student to acquire this skill by teaching them special stress paradigms, and allow them to compare minimal pairs using pictures representing a compound word or a phrase and asking them to tell the difference between the two. Students can hear a prerecorded tape with the names of the items, and be asked to indicate which one it is that they've heard. Such words may be marked with capitalized letters in relevant syllables or phonetic transcriptions with suprasegmental features to show relevant stress patterns with primary or secondary stress where necessary. These drills may also include many other activities until we are satisfied of their performances. Thus our students having full consciousness of the meaning-determining feature of stress placement in compounds and phrases are eventually able to understand and convey their intended meaning more clearly.
High School Students&apos; Views on Who Influences Their Thinking about Education and Careers. Stats in Brief. NCES 2018-088
Author: Oymak, Ceylan
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Student Attitudes,Career Choice,Influences,Social Theories,Longitudinal Studies,Decision Making,Statistical Analysis,Academic Aspiration,Correlation,Student Surveys,Family Influence,Socioeconomic Status,Low Income Groups,Teacher Influence,School Counselors,Peer Influence,Employers,Athletic Coaches,Information Sources

As they think about their future, high school students can face a wide range of education and career choices. How do they choose? Who helps young people make their educational and career choices? In particular, to what extent do schools help students with these decisions? Given the importance of education and career decisions for life success, these are not idle questions. A significant amount of research has been done on this topic, most of which has been conducted within the framework of &quot;social cognitive career theory&quot; (SCCT). SCCT focuses on individuals' internal, cognitive processes (e.g., achievement, expectations) and how those cognitions interact with external, contextual factors (e.g., social supports and barriers) to influence career decisions and development. This Brief uses data from the High School Longitudinal Study of 2009 (HSLS:09) to explore the less well-developed area of relative influences in students' decisionmaking by quantitatively examining multiple sources of influence on students' thinking about two major life decisions: their future education and their career choices. As discussed in this brief, the HSLS:09 data allow for an examination of who students believe most influences their thinking in each domain and for a comparison of influences across the two domains. The data also enable an examination of whether students' reports on who has the most influence in each domain vary by students' socioeconomic status (SES). This Brief provides a relatively simple descriptive analysis, excluding other potential factors that research has shown influence students' decisions in combination with or in addition to the factors examined, such as students' post-high school intentions and race/ethnicity (e.g., Fouad and Byars-Winston 2005; Lent, Brown, and Hackett 1994). As with any correlational study, the reader should not infer causation from simple relationships.
Development and Progress of the Appalachian Higher Education Network: A Project of the Appalachian Regional Commission
Author: Schwartz, Jeffrey H.
Date: 2004-05-00
Type: Reports - Evaluative
Subjects: Higher Education,Networks,Educational Attainment,Program Effectiveness,High School Graduates,Access to Education,College Readiness,Barriers,Program Development,Consortia

In 1998, the Appalachian Regional Commission (ARC) began developing what is now the Appalachian Higher Education (AHE) Network. The AHE Network, currently composed of eight centers, has the mission of increasing the college-going rate in Appalachia, the numbers of students who continue their education directly after graduating high school. This paper discusses why a postsecondary education is so critical and the need for the AHE Network in the region. It then describes the history and effectiveness of the AHE Network model and presents preliminary data on the impact and success of individual AHE Network centers. The paper concludes with a discussion of future directions for the Network and the need for research on the long-term impact of these and similar programs on individual students.
An Early Look at Families and Local Programs in the Mother and Infant Home Visiting Program Evaluation-Strong Start: Third Annual Report. OPRE Report 2016-37
Author: Lee, Helen
Date: 2016-04-00
Type: Reports - Research
Subjects: Mothers,Infants,Home Visits,Early Intervention,Access to Health Care,Family Characteristics,At Risk Persons,Child Health,Recruitment,Family Violence,Socioeconomic Status,Health Behavior,Program Implementation,Delivery Systems,Community Health Services,Models,Community Resources,Program Administration,Quality Control,Information Management

The Mother and Infant Home Visiting Program Evaluation-Strong Start (MIHOPE-Strong Start) is the largest random assignment study to date to examine the effectiveness of home visiting services on improving birth outcomes and infant and maternal health care use for expectant mothers. The study includes local home visiting programs that use one of two national evidence-based models that have been effective at improving birth outcomes: Healthy Families America (HFA) and Nurse-Family Partnership (NFP). This report presents an early examination of the baseline characteristics of families and local home visiting programs in the study. Specifically, the report presents descriptive information on 1,221 families for whom data are available, representing about 40 percent of the final sample, and discusses select characteristics of the local programs participating in the study. To provide context for understanding the types of families and local programs described, the report also details the process by which the study team recruited local programs for participation.
Research Catalog, FY 2014
Author: Atchison, E. S.
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Financial Support,Intellectual Disciplines,Public Colleges,Research,Research Universities,State Universities,Economic Development,Federal Aid,State Aid,Private Financial Support,Corporate Support,Resource Allocation

The Mississippi Public Universities Research Catalog is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The Research Catalog includes only external awards and non-appropriated state awards for research and sponsored programs. The external resources identified in the Research Catalog are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities. [This report was prepared by the Office of Strategic Data Management.]
Collision Course: Embracing Politics to Succeed in District-Charter Collaboration
Author: Jochim, Ashley
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Educational Cooperation,School Districts,Charter Schools,Politics of Education,Public Schools,Urban Schools,Elementary Secondary Education

Many who attempt district-charter collaboration point to &quot;politics&quot; as a constraint that affects their work, but little is understood about why some collaborations enjoy broad support while others become mired in conflict. Drawing upon CRPE's multiyear study of district-charter collaborations in dozens of cities as well as research on other cross-sector initiatives, this report explores how politics shapes collaboration and offers strategies to help education leaders improve their chances of success. The report finds: (1) District-charter collaborations are inherently political. These efforts can succeed only if both sides see it to their advantage to work together; (2) Not all cities are well poised politically for collaboration. Declining enrollment, a weak charter sector, and unfavorable community politics can undermine district-charter work on common goals and (3) Mutual wins and shared values may offer a sweet spot where collaboration can take root. District-charter collaborations have been more likely to find success when the sectors found it in their interests to work together, not because either made a one-sided sacrifice.
Linking U.S. School District Test Score Distributions to a Common Scale. CEPA Working Paper No. 16-09
Author: Reardon, Sean F.
Date: 2017-06-00
Type: Reports - Research
Subjects: School Districts,Scores,Statistical Distributions,Database Design,Database Management Systems,Error of Measurement,Data Interpretation,School Statistics,Comparative Analysis,Achievement Tests,Accountability,Equated Scores,Evaluation Methods,Program Validation,Achievement Rating,Correlation,Test Bias,Racial Distribution,Reading Achievement,Mathematics Achievement,Cohort Analysis,Grade 4,Grade 8

There is no comprehensive database of U.S. district-level test scores that is comparable across states. We describe and evaluate a method for constructing such a database. First, we estimate linear, reliability-adjusted linking transformations from state test score scales to the scale of the National Assessment of Educational Progress (NAEP). We then develop and implement direct and indirect validation checks for linking assumptions. We conclude that the linking method is accurate enough to be used in analyses of national variation in district achievement, but that the small amount of linking error in the methods renders fine-grained distinctions among districts in different states invalid. Finally, we describe several different methods of scaling and pooling the linked scores to support a range of secondary analyses and interpretations.
Common Algorithms of Primary Stress Placement on Polysyllabic Words
Author: Yurtbasi, Metin
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Turkish,Native Language,Morphemes,Pretests Posttests,Phonology,Foreign Countries,Pronunciation,Interference (Language),Electronic Publishing,Dictionaries,Grammar,Efficiency,Teaching Methods,Computational Linguistics,Metalinguistics

Turkish students tend to make considerable stress placement errors when pronouncing English polysyllabic words because of the interference of the traditional word stress patterns of their mother tongue. They usually misplace stresses in their utterance, both either as a result of their native pronunciation habits or their lack of stress-placing knowledge in the target language. Experience has clearly shown that one of the most visible areas of weakness in Turkish students learning English is stress placement. This is the main problem to be explored and resolved in this research with an &quot;algorithm of suffixes&quot;. The learners of English in Turkey are very much in need of practising such algorithm listings and going through electronic dictionaries. The study patterns or algorithms in this research involve in at least four-syllabled words with one prominent primarily stressed syllable. Students are first given a pretest to see how they naturally fare in English rhythm to expose their wrongly-misplaced stress patterns, their stress mobility concept and their fossilized erratic stressing habits. In the pretest, 25 questions are downloaded via the audacity program given to them within 5 second-intervals three times by the computer. Those freshmen non-initiated to the English stress patterns clearly present in this test a total lack of English stress pattern marked by a general irregularity in their utterance. Then they are briefed on general characteristics of English stress pattern of such polysyllabic words based on their grammatical category within an algorithm of some general suffix patterns. After a 3 hour intensive stress placement drill, a post-test of fresh 25 words is administrated to them. This post-test determines the rate of students' improvement in their pronunciation and proves the efficiency of the algorithm of suffixes introduced.