ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Advising in British Columbia. Executive Summary
Author: British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Date: 2016-03-00
Type: Reports - Research
Subjects: Foreign Countries,Academic Advising,Postsecondary Education,Literature Reviews,Faculty Advisers,Online Surveys,Web Sites,Focus Groups,College Students,Transfer Programs,Canada Natives,Student Attitudes,Nontraditional Students

&quot;Advising&quot; consists of those activities and tasks that result in providing information to students. British Columbia's (BC) post-secondary education has evolved over the past number of years and student advising has changed along with it. Post-secondary institutions are currently challenged to increase student engagement, improve workplace readiness of their graduates, internationalize, increase retention rates of Aboriginal and non-traditional students, and prepare students for sustained participation in a learning economy. This executive summary of the full report examines academic advising in BC, references it to the literature on the topic, offers examples of successful practices, and identifies areas for future research. The research consisted of a literature search, an online survey of advisors currently working in BC Transfer System institutions, a website review, and student focus groups. [For the full report, &quot;Academic Advising in British Columbia,&quot; see ED573322.]
Adult Education: An Essential Element in a Poverty Reduction Plan to Improve Economic Opportunities for Low-Income Individuals and Families. BCTF Research Report. RR2013-02
Author: White, Margaret
Date: 2013-01-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Education,Poverty Programs,Poverty,Economic Opportunities,Low Income Groups,At Risk Persons,Unemployment,Dropouts,Educational Attainment,High School Students,Graduation Rate,Barriers,Attendance,Canada Natives,Young Adults,High School Graduates,Outcomes of Education

Part 1 provides evidence, drawing on Statistics Canada reports, that Canadians without a high-school certificate are most at-risk of unemployment, low earnings, and poverty. Young adults are especially hard hit, with significantly higher unemployment rates and lower average earnings than high-school graduates. Part 2 cites research that shows the high-school graduation rate in BC improves significantly after taking into account young adults (20 to 24 years) who complete high school, after the age of 19, in adult education programs. The data also show that some groups of young adults are at much higher risk of not graduating, suggesting they face multiple barriers to attending adult education courses. Part 3 concludes that adult education programs that are responsive to the needs of young adults facing multiple barriers to high-school graduation are essential to reducing the risk of high unemployment and low earnings that contribute to poverty.
Descriptive Analysis in Education: A Guide for Researchers. NCEE 2017-4023
Author: Loeb, Susanna
Date: 2017-03-00
Type: Guides - Non-Classroom
Subjects: Guidelines,Educational Research,Scientific Methodology,Scientific Research,Research Methodology,Research Tools,Research Reports,Communication Strategies,Visual Aids,Educational Resources,Research Skills,Educational Practices,Research Design

Whether the goal is to identify and describe trends and variation in populations, create new measures of key phenomena, or describe samples in studies aimed at identifying causal effects, description plays a critical role in the scientific process in general and education research in particular. Descriptive analysis identifies patterns in data to answer questions about who, what, where, when, and to what extent. This guide describes how to more effectively approach, conduct, and communicate quantitative descriptive analysis. The primary audience for this guide includes members of the research community who conduct and publish both descriptive and causal studies, although it could also be useful for policymakers and practitioners who are consumers of research findings. The guide contains chapters that discuss the important role descriptive analysis plays; how to approach descriptive analysis; how to conduct descriptive analysis; and how to communicate descriptive analysis findings. The following are appended: (1) Resources Related Especially to Communications and Visualization; and (2) References. [Tom Szuba was a contributing writer for this report.]
The Hidden Costs of California's Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students
Author: Rumberger, Russell W.
Date: 2017-03-00
Type: Reports - Research
Subjects: Suspension,Grade 10,Predictor Variables,Graduation Rate,High School Students,Influences,Demography,School Districts,Economic Impact,Educational Finance,Student Records,Statistical Analysis

This California study focuses on the economic impact of school suspensions at the district level. Every 10th grade student in California was tracked for three years to determine the degree to which suspensions predicted lower graduation rates at the state and district level. This estimated impact on graduation was then used to calculate the economic costs of suspension for the state, and for every district. These California findings are consistent with other studies that found that even accounting for demographic differences, the factors that educators can control are strong predictors of whether suspension rates are high or low (Fabelo et al., 2011; Skiba, 2014, 2015). In other words, because school and district-controlled factors do predict suspension rates, they can also determine whether or not economic benefits from reducing suspensions are realized. The report describes the data sources, methods, limitations, with additional analyses in the appendix. First provided are statewide findings, and then findings for the state's 15 largest districts. In the discussion section, explored is how this report could help inform the development of school climate indicators, and make recommendations for Local Control and Accountabilty Plan (LCAP) budgets as well as encourage the use of a school discipline indicator as part of California's school accountability system this year and for many years to come. Descriptive statistics and model estimates are appended.
Suspended Education in Massachusetts: Using Days of Lost Instruction Due to Suspension to Evaluate Our Schools
Author: Losen, Daniel J.
Date: 2017-03-00
Type: Reports - Research
Subjects: Suspension,Educational Policy,Performance,Educational Indicators,Accountability,Attendance,School Policy,Discipline,Racial Differences,Disabilities,Student Behavior,Behavior Problems,School Districts,Statistical Analysis

Missed instruction can have a devastating impact on educational outcomes. Some reasons for missed instruction are beyond the control of schools and districts: some students miss school due to mental or physical illness or injury, and transportation problems sometimes are to blame. One major reason for missed instruction that schools can directly influence is the decision school administrators make to suspend students, as well as the length of suspensions. As this report will demonstrate, numerous schools in the Commonwealth regularly remove a high number of students, culminating in large amount of lost instruction time. The purpose of this report is to encourage systemic reform, and it serves as a call to use discipline data in evaluating Massachusetts' schools. This descriptive report is intended to influence administrative policymakers in Massachusetts who are currently working with stakeholders across the state to develop school performance indicators for use in the state's accountability system.
The Role of Education as a Tool in Transmitting Cultural Stereotypes Words (Formal's): The Case of &quot;Kerem and Asli&quot; Story
Author: Bulut, Mesut
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Role of Education,Stereotypes,Folk Culture,Literature,Social Values,Oral Language,Oral Tradition,Discourse Analysis,Narration,Socialization

In terms of the individual and society folk literature is an important educational tool product; plays an important role in the transmission of culture between generations is an important element of the social culture. Which is an important educational tool for the individual and society folk literature, folk tales products, is one of the major types of folk narratives. Play an important role in public education products and these products are created folk stories and attributes of the society that created it, is to see people thinking and their way of life significantly. The continuity of cultural values, folk tales for centuries, playing an important role in the education of children, and community education, products, contributed to the development of oral literature. Oral literature, poetry and prose, often formal's (stereotypes words) (the patterns) is used. This is one of the characteristics of oral literature. Formal's (stereotypes words), in other words, the phrases, certain ideas and feelings, in certain ways, describe a certain word groups and traditional. Formal's (stereotypes words) , the narrator refers to the expression of the most important support. Adding formulas enhances the expression of the narrator, narrative Smooths, community education, makes it indispensable. Socialization of individuals, to express itself, adopting the vocabulary enrichment and cultural values of the transport of the desire to transfer to future generations, of course, is an undeniable fact that the contribution of folk literature. In this study, by the people, which is one of the most well-known and beloved folk tales story Kerem and Asli motion, put forward the importance of folk tales and formal's (stereotypes words), formal's (stereotypes words) analyzed and used in this story have been studied in the importance of education.
The Effects of Social Capital Elements on Job Satisfaction and Motivation Levels of Teachers
Author: Boydak Özan, Mukadder
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Capital,Job Satisfaction,Predictor Variables,Correlation,Regression (Statistics),Teacher Motivation,Mixed Methods Research,Interviews,Teacher Attitudes,Measures (Individuals),Foreign Countries,Sense of Community,Gender Differences,Interpersonal Relationship,Social Values,Networks,Participative Decision Making

The purpose of this study is to examine the effects of social capital elements' on job satisfaction and motivation levels of teachers. The mixed method was used in the study. The quantitative data were analyzed through Correlation and Multiple Regression analyses. An interview form developed by the researchers was used for analyzing the qualitative data. According to the correlation analysis, there is a positive and high level of relationship between social capital and job motivation. According to the regression analysis results, the three sub dimensions of social capital are significant predictors of job motivation levels of teachers; the other finding suggests that only the communication-social interaction sub-dimension is a significant predictor of teachers' job satisfaction levels.
Investigation of the Relationships between Lifelong Learning and Social Emotional Learning
Author: Akcaalan, Mehmet
Date: 2016-01-00
Type: Journal Articles
Subjects: Lifelong Learning,Social Development,Emotional Development,Undergraduate Students,Foreign Countries,Correlation,Scores,Interpersonal Competence,Informal Education,Statistical Analysis,Peer Relationship

The current research aims to investigate the relationship between lifelong learning and social emotional learning. Study group consists of 590 university students (390 females, 200 males) studying in different undergraduate programs in University of Sakarya, Faculty of Education in the Fall Term of 2015. In this research, relationships between the variables of lifelong learning and social emotional learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized so as to investigate these relationships. As consequence of the research, lifelong learning and social emotional learning scores were correlating significantly. According to these results, it can be discussed that social emotional learning which can be explained as the behavioral reflection of social and emotional skills in a systematical and consistent way, has a positive relationship with lifelong learning which can be defined as all kinds of learning including formal or informal through one's life. Results are discussed within the context of the associated literature.
Demographic Influence on Emotional Intelligence of Science Technology and Engineering Teachers in Region 1 Philippines
Author: Llego, Jordan Hso
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Demography,Emotional Intelligence,Science Teachers,STEM Education,Statistical Analysis,Age Groups,Gender Differences,Academic Rank (Professional),Tenure,Age Differences,Experienced Teachers,Interpersonal Competence,Effect Size,Statistical Significance,Social Cognition,Profiles,Public School Teachers,Teacher Surveys

This study investigated the Emotional Intelligence (EI) of Science, Technology and Engineering (STE) science teachers based on their demographic profile. Total enumeration was used and 113 STE science teachers in Region 1 Philippines participated in this study. The study adopted descriptive- quantitative research design, frequency count and percentage, weighted mean (WM), t-test and ANOVA were utilized and to look deeper on the magnitude of the demographic profiles on EI, effect size was used. The results showed that some of STE science teachers belongs to 30-39 age bracket. In terms of sex most of STE science teachers are females. In terms of position some are Teacher III. In terms of length of service, some are in service for 0-5 years. STE science teachers have an average EI. Difference of EI on respondents' age was also investigated and revealed in over-all EI, that there is a significant difference between STE science teachers' age. Further, an effect size of 0.01 was tabulated which means it has a small effect. Difference of EI between sexes had also been investigated and found out that there is a significant difference between the STE science teachers' sex and EI. Further, the effect size was 0.27. Differences of EI against the STE teachers' position had also been investigated results revealed that, there is no statistically significant difference. Difference of EI against respondents' length of service had also been investigated and revealed that, there is no statistically significant difference between respondents' length of service and EI. Conclusions include: STE science teachers is female-dominated in their middle-age, and who are relatively young in the service; STE science teachers' can assess others' emotion, moreover, they can highly assess their own emotion with high level of emotional control, and thus they can interact excellently with other people, and use their emotion in a positive way with positive outlook in life; STE science teachers EI is dependent on their age and sex.
Formalist (Linguistic) Criticism in an English Language Teacher Education Program: The Reward Approach
Author: Arikan, Arda
Date: 2008-00-00
Type: Journal Articles
Subjects: Literary Criticism,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Interdisciplinary Approach,Surveys,Qualitative Research,Reading Processes,Thinking Skills,Student Attitudes,Teacher Education Programs,Literature,Writing (Composition),Foreign Countries,Aesthetics,Films,Art,Creativity,Higher Education

The place of literary criticism in the education of pre-service English language teachers in EFL contexts is rarely discussed in the related literature. Traditional view of teaching criticism involves learning of the tenets of the critical school and applying them to literary texts. In this paper, an application of teaching criticism is discussed with examples from classroom tasks and procedures. Constructed by the researcher, the &quot;Reward&quot; approach stands for reading, elicitation, writing, articulating, representational study, and discussion. In &quot;Reward,&quot; a multidisciplinary approach to reading of a literary text was used by incorporating the study of various visual arts. In this paper, the approach is applied and the evaluation is completed through surveys and qualitative data of students' (n = 80) experiences to see how learning formalist criticism affected their literary reading processes, perception, and thinking. The results of this study suggest that the overall appreciation of the students with this approach is high and the students want to learn about literature courses through similar approaches in their future literature courses. The opening passage of &quot;Anna Karenina&quot; and the questionnaire are appended.
&quot;Let's Count&quot;: Evaluation of a Pilot Early Mathematics Program in Low Socioeconomic Locations in Australia
Author: Perry, Bob
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Socioeconomic Influences,Pilot Projects,Program Evaluation,Early Childhood Education,Mathematics Skills,Partnerships in Education,School Community Relationship,Parent Teacher Cooperation,Community Education,Family Role,Play,Investigations,Mathematics Activities,Teacher Workshops,Interviews,Teacher Attitudes,Parent Attitudes

The &quot;Let's Count&quot; pilot early mathematics program was implemented in five early childhood educational contexts across Australia during 2011. The program used specifically formulated materials and workshops to enlist the assistance of early childhood educators to work with parents and other family members of children in their settings to help develop these children's awareness, confidence and skills in early mathematics. The pilot program was evaluated by the authors of this paper using a multi-methods approach. The evaluation was focused on the success of the &quot;Let's Count&quot; program in bringing early childhood educators, parents and other family members together, to enhance children's mathematical engagement, learning outcomes and dispositions.
Coordinating Known and Unknown Quantities in a Multiplicative Context: Problem Conceptualization, Affordances and Constraints
Author: Ramful, Ajay
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Mathematical Concepts,Middle School Students,Grade 7,Grade 8,Concept Teaching,Problem Solving,Teaching Methods,Interviews,Student Attitudes,Barriers,Educational Strategies

In line with continuing efforts to explain the demanding nature of multiplicative reasoning among middle-school students, this study explores the fine-grained knowledge elements that two pairs of 7th and 8th graders deployed in their attempt to coordinate the known and unknown quantities in the gear-wheel problem. Failure to conceptualize the multiplicative relation in reverse, mainly due to the numeric feature of the problem parameters and inherent inverse proportional relationship, led the students to use more primitive fallback strategies.
Students' Summaries of Mathematical Lectures: Comparing the Discourse of Students with the Discourse of Lectures
Author: Österholm, Magnus
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Discourse Analysis,Lecture Method,Comparative Analysis,Discourse Modes,Oral Language,Pilot Projects,Teacher Student Relationship,College Students,Transcripts (Written Records),Foreign Countries,Statistical Analysis

This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of active verbs and little use of nominalisations. Students' summaries of process-oriented lectures also tend to be more process-oriented, but the differences between individual students are larger than differences caused by variations of the discourse in the lectures.
Exploring Student Reflective Practice during a Mathematical Modelling Challenge
Author: Redmond, Trevor
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Models,Comparative Analysis,Reflection,Cohort Analysis,Problem Based Learning,Student Projects,Group Activities,Competition,Student Satisfaction,Performance Factors,Barriers,Change Strategies,Middle School Students,Elementary School Students,Foreign Countries,Grounded Theory

This paper seeks to compare the reflective writings of two cohorts of students (Year 4/5 and Year 8/9) participating in mathematical modelling challenges. Whilst the reflections of the younger cohort were results oriented, the older cohort's reflections spoke more to the affective domain, group processes, the use of technology and the acquisition of mathematical knowledge. This study supports the idea that with scaffolding middle years students can engage in reflective practice to develop mathematical modelling skills.