ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends in the Prevalence of Tobacco Use. National YRBS: 1991-2011
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Social Problems,Private Schools,Smoking,At Risk Students,Trend Analysis,Incidence,Public Schools,Health Behavior,Student Behavior

The national Youth Risk Behavior Survey (YRBS) monitors priority health risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. The national YRBS is conducted every two years during the spring semester and provides data representative of 9th through 12th grade students in public and private schools throughout the United States. This fact sheet presents trends in the prevalence of tobacco use from 1991 to 2011. (Contains 4 endnotes.)
Trends in the Prevalence of Sexual Behaviors and HIV Testing. National YRBS: 1991-2011
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Social Problems,Private Schools,Incidence,Public Schools,Sexually Transmitted Diseases,At Risk Students,Sexuality,Trend Analysis,High School Students,Student Behavior,Screening Tests,Prevention,Pregnancy,Drinking

The national Youth Risk Behavior Survey (YRBS) monitors priority health risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. The national YRBS is conducted every two years during the spring semester and provides data representative of 9th through 12th grade students in public and private schools throughout the United States. This fact sheet presents trends in the prevalence of sexual behaviors and HIV testing from 1991 to 2011. (Contains 4 endnotes.)
Trends in the Prevalence of Obesity, Dietary Behaviors, and Weight Control Practices. National YRBS: 1991-2011
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Private Schools,Obesity,Incidence,Trend Analysis,Public Schools,High School Students,Eating Habits,Nutrition,Body Weight,Food,Health Behavior

The national Youth Risk Behavior Survey (YRBS) monitors priority health risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. The national YRBS is conducted every two years during the spring semester and provides data representative of 9th through 12th grade students in public and private schools throughout the United States. This fact sheet presents trends in the prevalence of obesity, dietary behaviors, and weight control practices from 1991 to 2011. (Contains 4 endnotes.)
Trends in the Prevalence of Physical Activity and Sedentary Behaviors. National YRBS: 1991-2011
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,Physical Activities,Incidence,Health Behavior,At Risk Students,Trend Analysis,Public Schools,Physical Activity Level,Life Style,High School Students,Physical Education,Athletics,Computers,Television Viewing

The national Youth Risk Behavior Survey (YRBS) monitors priority health risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. The national YRBS is conducted every two years during the spring semester and provides data representative of 9th through 12th grade students in public and private schools throughout the United States. This fact sheet presents trends in the prevalence of physical activity and sedentary behaviors from 1991 to 2011. (Contains 4 endnotes.)
Improving Students' Conceptual Understanding of a Specific Content Learning: A Designed Teaching Sequence
Author: Ahmad, N. J.
Date: 2012-05-22
Type: Reports - Research
Subjects: Chemistry,Science Instruction,Instructional Effectiveness,Case Studies,Secondary School Science,Secondary School Students,Scientific Concepts,Concept Formation,Differences,Comparative Analysis,Foreign Countries,Teaching Models,Pretests Posttests

The efficacy of a teaching sequence designed for a specific content of learning of electrochemistry is described in this paper. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic. A case study involving two classes, the experimental and baseline classes was carried out for 16-year-old Malaysian upper secondary school students. In addition, eight classes of similar age in eight different schools served as convenience samples (reference groups) were selected in order to compare the differences on their conceptual understanding in a wider sample. The evaluation of students' responses in one of the items in the post diagnostic test shows that there were significant differences in the experimental class students' performances in comparison to the baseline class students and the convenience samples. The finding indicates that the tools designed in the teaching sequence are able to be utilized in the classroom teaching for a specific content of learning. (Contains 2 tables.)
What Can a Multifaceted Program Do for Community College Students? Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. Executive Summary
Author: Scrivener, Susan
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Associate Degrees,Acceleration (Education),College Programs,Graduation,Remedial Programs,Economically Disadvantaged,Full Time Students,Enrollment,Credits,School Holding Power,Student Characteristics,Program Effectiveness,Urban Universities

In recent years, there has been unprecedented national focus on the importance of increasing graduation rates for community college students. Many reforms have been tried, but college completion rates remain stubbornly low: Only one-third of entering students graduate with a degree or certificate within five years. Reforms are often short-term, lasting one or two semesters, and are designed to address one or only a few barriers to student success. Accelerated Study in Associate Programs (ASAP), operated by The City University of New York (CUNY), the nation's largest public urban university system, is an uncommonly multifaceted and long-term program aimed at helping community college students stay in school and graduate. Launched in 2007 with funding from Mayor Bloomberg's Center for Economic Opportunity (CEO), the program was designed to substantially increase the proportion of students who graduate and to help them graduate sooner. This executive summary presents very promising early findings from a random assignment study of ASAP that is taking place at three CUNY community colleges: Borough of Manhattan Community College (BMCC), Kingsborough Community College (KCC), and LaGuardia Community College (LGCC). For the study, ASAP targets low-income students who need one or two developmental (remedial) courses to build their math, reading, or writing skills and are willing to attend school full time. Compared with regular college services, ASAP increased full-time enrollment and the number of credits earned in the first semester of the study, helped students complete their developmental requirements that semester, and increased enrollment in the second semester. ASAP's early effects are large, compared with the effects of other community college reforms MDRC has studied. (Contains 1 table.) [This paper was written with Hannah Fresques. For the full report, &quot;What Can a Multifaceted Program Do for Community College Students? Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students,&quot; see ED532840.]
Learning Tasks
Author: Baskas, Richard S.
Date: 2012-06-10
Type: Reports - Research
Subjects: Fire Protection,Emergency Programs,Adult Students,Learning Activities,Armed Forces,Facilities,Large Group Instruction,Small Group Instruction,Cooperative Learning,Discussion (Teaching Technique),Student Evaluation

Government budget constraints had forced the Emergency Dispatch Center (EDC) at a military installation to work with less than the normal number of staff.  A Program Proposal was developed previously that had determined that a learning gap existed in the researcher's work environment at a military installation.  To counter this gap, Learning Tasks were developed to determine the best curriculum for dispatchers to instruct firefighters in becoming 911 Dispatchers when the need became available.  The purpose of this study was to develop Learning Tasks to determine what firefighters would need to do to learn the content and accomplish achievement-based objectives.  The data for this study were drawn from the dispatchers and firefighters at the fire department where the training would need to take place.  The population for this study came from the EDC dispatchers and firefighters.  A literature review was conducted through Google Scholar and Education Resources Information Center (ERIC) where primary and secondary sources were located to support the curriculum.  Results of the literature review and learning tasks indicated a very comprehensive and effective curriculum.  The author suggests that the results provide for a very effective curriculum if collaboration exists continuously between dispatchers and firefighters.
Tuition Revenues and Enrollment Demand: The Case of Southern Utah University. Professional File. Number 124, Spring 2012
Author: Craft, R. Kim
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Evidence,Economic Research,Tuition,Educational Finance,Enrollment Influences,Enrollment Management,Enrollment Rate,Enrollment Trends,Case Studies,Politics of Education,School Policy,Performance Factors,Higher Education,Change Strategies,Organizational Change,Educational Development,College Administration,Models,Partnerships in Education,Stakeholders

This paper details our experience with successfully increasing tuition revenues at Southern Utah University and provides a case study in how economic research and the politics of tuition policy combined to increase university revenue with stakeholder buy-in. Our success was based on three key factors: (a) we had a key administrator who advocated economic modeling and a positive basis for tuition policy; (b) we obtained empirical evidence of the effects of the proposed tuition increase by estimating an enrollment demand model; and (c) we were able to obtain stakeholder buy-in. Following the largest tuition increase in over 30 years, enrollment growth has remained strong and revenues have increased. (Contains 7 tables, 1 figure and 22 footnotes.)
Do Professors Really Perpetuate the Gender Gap in Science? Evidence from a Natural Experiment in a French Higher Education Institution. CEE DP 138
Author: Breda, Thomas
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Majors (Students),Higher Education,Females,Gender Discrimination,Humanities,Gender Differences,Science Education,College Faculty,Foreign Countries,Scores,Science Tests,Disproportionate Representation,College Preparation,Masculinity,Males,Femininity,Mathematics Education,Social Sciences

Stereotypes, role models played by teachers and social norms influence girls' academic self-concept and push girls to choose humanities rather than science. Do recruiters reinforce this strong selection by discriminating more against girls in more scientific subjects? Using the entrance exam of a French higher education institution (the Ecole Normale Superieure) as a natural experiment, we show the opposite: discrimination goes in favor of females in more male-connoted subjects (e.g. math, philosophy) and in favor of males in more female-connoted subjects (e.g. literature, biology), inducing a rebalancing of sex ratios between students recruited for a research career in science and humanities majors. We identify discrimination by systematic differences in students' scores between oral tests (non-blind toward gender) and anonymous written tests (blind toward gender). By making comparisons of these oral/written scores differences between different subjects for a given student, we are able to control both for a student's ability in each subject and for her overall ability at oral exams. The mechanisms likely to drive this positive discrimination toward the minority gender are also discussed. (Contains 15 tables, 3 figures and 33 footnotes.)
Institutional Dashboards: Navigational Tool for Colleges and Universities. Professional File. Number 123, Winter 2012
Author: Terkla, Dawn Geronimo
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Measurement Equipment,Database Management Systems,Management Information Systems,Educational Indicators,Case Studies,College Administration,Performance Technology,Program Descriptions,Institutional Characteristics,School Surveys,Decision Support Systems,Institutional Research

In an age in which information and data are more readily available than ever, it is critical for higher education institutions to develop tools that can communicate essential information to those who make decisions in an easy-to-understand format. One of the tools available for this purpose is a dashboard, a one- to two-page document that presents critical information (indicators) in a succinct, visually appealing format. Just as an automobile dashboard with it its speedometer, odometer, tachometer, fuel gauge, temperature gauge, engine warning, and myriad other indicators, is designed to help the driver navigate the highway, an institutional dashboard is a tool designed to help management guide an organization. Regardless of the analogy employed, at a basic level a college or university's institutional dashboard is a management tool that succinctly informs its viewers of the current state of affairs, provides information with which the viewer can evaluate performance, and thereby helps decision-makers strategically move the institution. In this article, the authors take an in-depth look at dashboards in practice. First, they describe a variety of dashboards in use at institutions across the country, paying special attention to the indicators that comprise these dashboards. Next, they take a nuts-and-bolts look at the dashboard of one institution, Tufts University, explaining how its dashboard evolved over the years, as well as how it was created and maintained. They next describe how Tufts incorporated peer data into its dashboarding process. The article concludes with a brief discussion of general administrative issues relating to dashboards. (Contains 8 figures and 12 tables.)
First, Get Their Attention: Getting Your Results Used. Professional File. Number 122, Fall 2011
Author: Leimer, Christina
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Decision Making,Data,Evaluation Utilization,Research Utilization,Knowledge Management,Information Dissemination,Attention,Writing Strategies,Writing for Publication,Audience Awareness,Research Opportunities,Time Perspective,Guidelines,Management Information Systems

Fostering data-driven decision-making is not an easy task, nor is getting busy people's attention in this age of information overload. How we write about and disseminate our findings can help. Writing to the audience, timing, formatting, choice of medium, and connecting results to institutional goals and current, even controversial, issues are keys. This paper offers suggestions and examples from a former journalist turned institutional researcher. A list of additional resources is included.
Keeping Confidence in Data over Time: Testing the Tenor of Results from Repeat Administrations of a Question Inventory. Professional File. Number 121, Summer 2011
Author: Boylan, Ellen
Date: 2011-00-00
Type: Reports - Research
Subjects: Questionnaires,Attitude Measures,College Freshmen,College Seniors,Student Attitudes,Institutional Mission,Educational Environment,Learner Engagement,Church Related Colleges,Reliability,Factor Analysis,Construct Validity,Correlation,Mixed Methods Research

The following describes research supported by the Teagle Foundation for the development and testing of an instrument for measuring college student perceptions of institutional mission in the learning environment. Findings from reliability and validity testing of a set of questions called the Mission Perception Inventory (MPI) are discussed. The MPI was first developed in 2004 from qualitative analysis of selected mission statements of postsecondary institutions in the United States. Questions were formulated around the construct of mission perception, operationally defined as an individual's judgment of his or her engagement in the learning environment of an institution as defined by its mission. Testing was performed on data from four consecutive annual administrations of the MPI appended as consortia questions to the National Survey of Student Engagement (NSSE). Data were obtained from a sample of men and women in the first and senior college years (N = 18,671). Results from reliability and factor analysis of the data support the construct validity and reliability of the scale by year in terms of stability, internal consistency, and item-total correlation matrices. This Professional File provides consistent evidence that the MPI is a valid and reliable measure over time in a changing student population. Hence, this instrument can be a useful outcomes measure for activity focused on advancing institutional mission on college campuses. (Contains 3 tables and 2 figures.)
Professional Attributes in Teacher Preparation for Teaching Students with Hearing Impairment: Implications for Inclusive Education in Nigeria
Author: Onu, V. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Hearing Impairments,Foreign Countries,Student Needs,Teacher Education Programs,Mainstreaming,Teacher Competencies,Nonverbal Communication,Pictorial Stimuli,Faculty Development,Communication Skills,Sign Language,Children,Teaching Methods

This descriptive survey research study assessed the professional attributes of teacher preparation for teaching students with hearing impairment. It discussed the role of teaching competence in ensuring the smooth delivery of lessons to children with special needs, especially the hearing-impaired. THAQ (Teaching Hearing-impaired Assessment Questionnaire), a well-structured questionnaire, face validated and with high reliability index, was utilized in eliciting information from 100 respondents (mainstream teachers). Three research questions guided the study, while percentage and mean statistics were used in answering the research questions. The study revealed that teachers of hearing-impaired children acknowledged the use of their fingers, dramatization, facial expressions; but were not too sure of the use of pictures in teaching. The study concluded that for inclusive education of children with hearing impairment, teachers needed to attend regular training workshops, conferences to keep abreast with the state of the art in pedagogical trends in special education. (Contains 3 tables.)
A Self-Study in Teacher Education: Learning to Teach in Higher Education after Teaching the Arts to Young Children
Author: Garvis, Susanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teacher Educators,Methods Courses,Art Education,Young Children,Early Childhood Education,Beginning Teachers,Self Efficacy,Teacher Attitudes,Self Evaluation (Individuals),Teaching Methods,Teacher Responsibility,Transformative Learning,Negative Attitudes,Attitude Change,Communities of Practice,Professional Identity,Teaching Models,Teaching Styles,Learning Processes,Role Conflict

The arts are a key developmental area in early childhood education. Subsequently, it is important that generalist teachers know how to teach suitable arts knowledge and skills. As a teacher educator, the responsibility of this falls within the author's teaching. It is her job to teach future teachers suitable arts knowledge and skills. This self-study explores the author's pedagogical approach to teaching the arts, as the author moved from teaching in an early childhood context to teaching arts in higher education. As a beginning teacher, the author explores the &quot;ups&quot; and &quot;downs&quot; she encountered during her first year as a beginning teacher education. As a beginning teacher educator, she realized that she was working in isolation and given little guidance on suitable practice in higher education. Subsequently, this study acts as a form of professional learning to help me (the author) reflects and improves on my own pedagogical practices. Through the use of narrative, the author is able to transform her own teaching to provide better models for student learning in my future courses.
Effect of Training in Math Metacognitive Strategy on Fractional Achievement of Nigerian Schoolchildren
Author: Onu, V. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Control Groups,Quasiexperimental Design,Achievement Tests,Metacognition,Foreign Countries,Gender Differences,Experimental Groups,Hypothesis Testing,Arithmetic,Academic Achievement,Achievement Gains,Educational Strategies,Training Methods,Achievement Need,Educational Psychology,Educational Improvement,Comparative Analysis,Comparative Testing,Elementary School Mathematics,Elementary School Students

This study examined the effect of training in math metacognition on fractional mathematics among primary school pupils, with a quasi-experimental design, specifically a post-test only control group design. Two intact classes were randomly selected and assigned to treatment and control conditions. Sixty primary six pupils constituted the sample size. Two research questions and three null hypotheses guided the study. A FAT (Fraction Achievement Test) was developed, validated and used for data collection. The data collected were analyzed using mean, SD (standard deviation) and ANOVA (analysis of variance). The result of the study showed that training in math metacognitive strategy improved pupils' achievement in fractional mathematics. The study also showed a significant gender difference in the achievement of pupils in fractional mathematics. Hence, a good understanding of fractions is requisite to excellence in school mathematics; the study recommends that training in math metacognitive strategy should be urgently introduced in teacher preparation in order to remedy the prevalent mathematics fear and failure in Nigeria. (Contains 2 tables.)