ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Homeschooled and Non-Homeschooled Students' Performance on an ACT Mathematics Achievement Test
Author: Qaqish, Basil
Date: 2007-00-00
Type: Reports - Research
Subjects: Home Schooling,College Entrance Examinations,Standardized Tests,Achievement Tests,Mathematics Tests,Comparative Analysis,Item Response Theory,Test Items,Scores,Academic Achievement,Statistical Analysis,Test Reliability

ACT college test publisher provided scores. On average, non-homeschoolers performed better than homeschoolers, by about two items, out of sixty items, on the ACT mathematics test that was analyzed. This result may be due to the different teaching/learning media used in teaching each of the two groups, to different teacher/student interaction, or to the number of years homeschooled before taking the ACT mathematics test. More investigative research is needed in this regard. Score differences are not very large, practically speaking. The home educated might be taught differently than those in institutional schools which might explain the difference on a test that is designed mainly for those attending institutional schools.
An Analysis of the Economic Impact of Home and Private Schooling in Nevada
Author: Wenders, John T.
Date: 2007-00-00
Type: Journal Articles
Subjects: Home Schooling,Private Schools,Economic Impact,Public Schools,Educational Finance,Cost Effectiveness,Taxes,Tax Allocation,Enrollment

Public school advocates have argued that homeschooling &quot;costs&quot; the school system money through lost per-pupil taxpayer funding whenever a child is homeschooled rather than public schooled. In fact, home school students benefit school districts in the long run by relieving them of the far greater total costs of educating them. In Nevada, these cost savings are well in excess of the &quot;lost&quot; state aid. By not being educated in public schools, homeschool children either save taxpayers money, or make additional tax money available for other uses, including bolstering the educational opportunities for children who remain in public schools. Similar savings result from private school students. The present analysis measures the extent of this saving home- and private school students were placed in public schools. Based on 2003 data, the analysis shows an annual potential cost savings to Nevada taxpayers ranging from $24.3 million to $34.6 million attributable to homeschool students, and another $101.9 to $147 million attributable to private school students, for a combined total of $126.2 million to $181.7 million. This total amounts to an annual potential cost savings ranging from $327 to $471 per Nevada public school student. Local educators should look at home and private school students as assets, not as liabilities. Because of them, Nevada public schools' expenses decrease by a greater amount than their revenues decrease, producing a net gain. We calculate the net gain to local school districts to be between $25.9 million and $42.7 million. Moreover, if taxpayers' cost savings are used to enhance the educational opportunities of those students who attend public schools, the benefit to public schools would be even greater.
Social Skills and Satisfaction with Social Relationships in Home-Schooled, Private-Schooled, and Public-Schooled Children
Author: McKinley, Marcia J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Interpersonal Relationship,Home Schooling,Private Schools,Public Schools,Satisfaction,Comparative Analysis,Elementary School Students,Psychological Patterns,Questionnaires,Student Attitudes,Parent Attitudes,Scores,Statistical Analysis

Despite the fact that 1.5 to 2.1 million children are home-schooled, there is limited research on the impact of home-schooling on children's social skills. This study compares 53 home-schooled, 49 private-schooled, and 48 public-schooled children between the ages of 8 and 12 on social skills, as measured by the Parent and Student Forms of the Social Skills Rating System (SSRS). In addition, the groups' satisfaction with social relationships were compared using the Peer Network and Dyadic Loneliness Scale (PNDLS), the Loneliness and Social Dissatisfaction Questionnaire (LSDQ), and the Friendship Qualities Scale (FQS). There were significant differences between the home-schooled children and private-schooled children on the SSRS-Student Form and between home-schooled children and the public-schooled children on the FQS.
Chinese Graduate Students' Perspectives on Home Schooling
Author: Romanowski, Michael H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Home Schooling,Graduate Students,Student Attitudes,Interviews,Knowledge Level,Beliefs,Social Influences,Socialization,Females,Sex Role,Politics of Education,Teacher Education Programs,Parenting Styles,Parent Role,Focus Groups,Qualitative Research

Although an established alternative form of American education, the concept of home schooling is just beginning to surface in China. Few Chinese have knowledge of home schooling yet alone consider this form of education. However, graduate students studying in the field of education are aware of this unusual alternative to traditional schooling, one that leads to many questions and discussion. Findings from interviews with twenty-four graduate students (former teachers in Chinese schools) present their understandings, concerns, and perspectives of home schooling. These include implications of a one-child policy, concerns about socialization, changing roles for Chinese women, cultural values, economic issues and lessons Chinese teachers could learn from home schooling. Findings provide a unique Chinese-Marxism perspective on home schooling and discussion addresses the potential of home schooling in the PRC.
Teaching for Hot Conceptual Change: Towards a New Model, beyond the Cold and Warm Ones
Author: Kural, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Concept Formation,Concept Teaching,Teaching Methods,Educational History,Educational Change,Educational Theories,Change Strategies,Trend Analysis,Models,Teaching Models,Student Motivation,Student Interests,Conflict,Teamwork,Persuasive Discourse,Scientific Concepts,Student Evaluation,Motivation Techniques,Metacognition,Grade 11,Foreign Countries

At the beginning of the 1980s, one of the most striking explanations of conceptual change was made by Posner, Strike, Hewson &amp; Gertzog (1982) with a Conceptual Change Theory based on a Scientific Revolution Theory of Kuhn (1970). In Conceptual Change Theory, learning was explained with the Piaget (1970)'s concepts such as assimilation and accommodation. Especially at the beginning of 1990, the Conceptual Change Theory was called as a cold conceptual change, for solely taking the cognitive factors of individuals, and for not taking the affective factors like motivation into consideration (Pintrich, Max &amp; Boyle, 1993). In their studies Tyson, Venville, Harrison &amp; Treagust (1997) and Alsop &amp; Watts suggested a multidimensional structure of conceptual change including affective characteristics. Dole &amp; Sinatra (1998) have emphasized information processing in conceptual change and have also described the impact of motivation on conceptual change in their Cognitive Reconstruction of Knowledge Model. The Authors explain how the affective and cognitive characteristics interact with each other, and they come up with the warming trend in the conceptual change. Gregoire (2003) has emphasized the automatic evaluation of message and emotions such as fear and anxiety. In order to show how these constructs effect conceptual change, the author has proposed Cognitive Affective Model of Conceptual Change called Hot Conceptual Change. According to the Zhou (2010), although hot factors, such as motivation, are added up to the conceptual change models cumulatively in time, they have little evidence at the point of science teaching. Author proposed a model called &quot;Argumentation Approach in Teaching Science&quot; in order to raise temperature in science teaching by using argumentation approach. In this study, we tried to raise temperature more than Zhou (2010) did and started hot trend in science teaching. In this paper, conceptual change literature has been summarized and our teaching model based on a hot conceptual change and supported by motivational and metacognitive strategies has been introduced. Furthermore, application of our hot model to the Photoelectric Effect Teaching was presented.
Negative Life Events Scale for Students (NLESS)
Author: Buri, John R.
Date: 2015-08-08
Type: Speeches/Meeting Papers
Subjects: Experience,Social Indicators,Stress Variables,Affective Measures,Questionnaires,Test Items,Rating Scales,Scoring Formulas,Scoring,Social Experience,Test Construction,Psychometrics,College Students,Measurement Techniques

Rationale is presented for the derivation of a new measure of stressful life events for use with students [Negative Life Events Scale for Students (NLESS)]. Ten stressful life events questionnaires were reviewed, and the more than 600 items mentioned in these scales were culled based on the following criteria: (a) only long-term and unpleasant events were retained, (b) duplicates were eliminated, and (c) items measuring the same event domain were combined to form one item. The NLESS provides the following measures of negative life event stress: (a) normative scoring, (b) subjective scoring, (c) recent versus distal events, and (d) total number of events experienced.
Exploring the Impact of Internet Addiction on Academic Achievement
Author: Iyitoglu, Orhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Addictive Behavior,High School Students,Academic Achievement,Correlation,Predictor Variables,Grade Point Average,Surveys,Statistical Analysis,Gender Differences,Intellectual Disciplines,Likert Scales,Social Media

This study provides an account of the phenomenon of internet addiction from the perspective of academic achievement. In other words, this study aimed to explore the relation between academic performance of Turkish high school students in such different subject as Maths, English, History, GPA and their use of internet. Different school subjects were selected consciously as the predictor of success in different domains such as social sciences, language, mathematics and the mean of them (GPA). In this respect, employing convenience sampling method, 217 high school students (107 males, 110 females) were included in the study. The level of internet addiction among the participants was determined through administering one dimension of the adopted version of The Social Networking and Social Media Status Scale (Arslan &amp; Kirik, 2013) (a = 0.88). For academic performance, the students were asked to write down the grade points for the specified three subjects and GPA as in their recent school reports. Following the statistics and the procedures run for the reliability and validity of the scale using both SPSS 21 and Liesrel 6 for Windows; adequacy of the sampling; normality and homogeneity of the distribution, parametric tests (Independent Sample T tests &amp; Pearson Product Moment Correlation) were run to analyze the data through SPSS 21 for Windows. The results suggested no gender impact on internet addiction. In terms of the academic performance, statistically positive relation was found between EFL performance and internet use while GPA scores were found to be negatively correlated with it. No correlation between performance in history or math and internet use was found.
Identifying Competencies and Actions of Effective Turnaround Principals. Briefing Paper
Author: Copeland, Glenda
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Effectiveness,School Turnaround,Leadership Qualities,Documentation,Educational Improvement,Educational Quality,Sustainability

Research over the past 30 years has found that effective principals can significantly improve various components of student achievement and learning. In addition, there are few examples of improving student achievement that were not led by an effective principal. Research has also identified the need for the change to be systemic or comprehensive in the school turnaround process to ensure sustainability. Along with a systemic improvement process, Duke (2006), identifies 10 &quot;essential&quot; school components for the turnaround principal's focus and action as keys to sustained success for the benefit of all students. This briefing paper addresses the essential competencies and actions of the turnaround principal. Identifying competencies and actions exhibited by the turnaround principal is crucial to guiding development of effective future leaders. It may help districts to improve their capacity to identify and select the best leaders for their schools. Competencies and actions of existing leaders could be compared to those identified in research, allowing methods for developing, supporting, and evaluating turnaround principals to be refined. These topics are discussed following descriptions of the procedure by which resources were selected for this paper and the limitations of this paper.
Engaging Diverse Learners through the Provision of STEM Education Opportunities. Briefing Paper
Author: Howard-Brown, Beth
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: STEM Education,Access to Education,Student Diversity,Student Interests,Disproportionate Representation,Teacher Education Programs,Faculty Development,Teacher Competencies,After School Programs,Summer Programs,Females,Economic Impact,Educational Improvement

Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in the preparation of our next generation. This is evidenced by President Obama's goal of &quot;moving our nation from the middle to the top of the pack in math and science education&quot; and his focus on (a) hiring additional STEM teachers; (b) enhancing STEM literacy so students can think critically in key subjects; (c) improving the quality of instruction to help U.S. students perform competitively with those in other nations; and (d) expanding STEM education and career opportunities for women, minorities, and other underrepresented groups (The White House, 2010). To begin laying this foundation for students as they compete in the 21st century economy, educators and decision makers must continue to increase their understanding of various STEM education opportunities. They must also realize the need to establish support systems for diverse learners as they relate to STEM education, while at the same time recognize the economic impact of not moving in this direction. However, before this journey can begin, a deeper understanding of STEM and a workable definition must be established. The components of STEM are discussed in this brief following descriptions of the procedure by which resources were selected for this paper and the limitations of this paper. Summaries of STEM education initiatives for the states of Georgia, South Carolina, and Texas as well as contact information for individuals in the state departments of education that may provide additional information is included.
Preparing English as a Second Language Students for College Level Math
Author: Valenzuela, Hector
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Colleges,Second Language Learning,English Language Learners,Mathematics Instruction,College Mathematics,Developmental Studies Programs,Pretests Posttests,Scores,Algebra,Outcomes of Education,Vocabulary Development,Statistical Analysis,Remedial Mathematics,Cultural Awareness,Computer Uses in Education,Technology Integration,Computer Assisted Instruction

In a diverse classroom, there are students who are in need of both mathematics and English as a second language instruction. One of the challenges faced at Lake Washington Institute of Technology (LWIT) was the development of a pathway for English language learners into core academic courses at the college. In addition, English language learners were faced with difficulty in understanding the vocabulary terminology in a typical mathematics course. Because of these two critical issues, the Bill and Melinda Gates Foundation provided a research grant for an Integrated Basic Education Skills Training shown high failure rates for both ESL and non-ESL students 2011; Howard &amp; Whitaker, 2011), another reason for this program was to help improve the success rates of such ESL students. The primary focus of the study was to prepare ESL (English as a Second Language) students at CASAS levels II and III (levels II and III are low level English speaking students that have learned basic phrases and sentences in English) for a successful pathway to college level mathematics based on Washington State CASAS testing for college level mathematics.
Leadership of Special Students in Strengthening Their Ability by Understanding Their Weaknesses
Author: Rajbhandari, Mani Man Singh
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Special Needs Students,Special Education,Disabilities,Cerebral Palsy,Dyslexia,Fear,Leadership,Transformative Learning,Behavior Change,Empowerment,Persistence,Competence,Experiential Learning,Semi Structured Interviews,Observation,Data Analysis,Self Efficacy,Qualitative Research,Case Studies,Biographies,Personality Development

This paper explores the traits of the leadership dexterity of special students. Leadership in special students is not an expected phenomenon. Cases of special students studying at the University of Tampere, Finland are reported on here. Each case contributes uniqueness and offers qualitative insight into this phenomenon. Interviews were conducted on the respondent's willingness. The interviewees were special students who suffered from different special dexterities such as cerebral palsy, dyslexia, and height phobia. The findings suggest that realizing weakness is important and transforming these in strengths that lead to behavioral changes. Initiating special abilities enhances in strengthening the weaknesses empowering them to perform better through adaptability. Their initiative persistence is high because they are pushing themselves harder. This empowers them to increase their competence through maintaining the stability and adaptability to perform. However, losing persistence is another form of weaknesses.
Guide to Mathematics Released Items: Understanding Scoring
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Mathematics Instruction,Mathematics Skills,Critical Thinking,Thinking Skills,Mathematical Logic,Common Core State Standards,Standardized Tests,Mathematical Models,Scoring,Mathematics Tests

The Partnership for Assessment of Readiness for College and Careers (PARCC) mathematics items measure critical thinking, mathematical reasoning, and the ability to apply skills and knowledge to real-world problems. Students are asked to solve problems involving the key knowledge and skills for their grade level as identified by the Common Core State Standards (CCSS), using mathematical practices, reasoning, and modeling. PARCC assessment is administered in paper-based and computer-based formats; both modes contained constructed response items. This document is designed to help educators understand the scoring of constructed response items.
Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016--September Quarter
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Statistical Data,Apprenticeships,Trainees,Annual Reports,Computation,Tables (Data),Learning Activities,Enrollment Rate,Graduation Rate,Program Termination,Withdrawal (Education),Geographic Distribution,Learning Modules,Foreign Countries

This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2016. Highlights include: (1) In-training as at 30 September 2016--There were 278,500 apprentices and trainees in-training as of 30 September 2016, a decrease of 5.7% from 30 September 2015; (2) Quarterly training activity--In the September quarter 2016, compared with the September quarter 2015: (a) commencements increased by 2.9%, to 37,800; (b) completions decreased by 15.6%, to 22, 800; (c) cancellations and withdrawals increased by 11.9%, to 25,300; (3) Training activity: 12-month ending series--In the 12 months ending 30 September 2016, compared with the 12 months ending 30 September 2015: (a) commencements decreased by 3.8%, to 169,700; (b) completions decreased by 18.4%, to 103,200; and (c) cancellations and withdrawals decreased by 3.3%, to 97 000. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 90 (December 2016 estimates). The most recent figures in this publication are estimated (that is, for training activity from the March quarter 2015 to the September quarter 2016). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are the actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the December quarter 2016 for seasonally adjusted and smoothed commencements at the national level for trades and non-trades occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory. Note that the percentages presented in this publication are reported to one decimal place. All other numbers, after aggregation, have been rounded to the nearest hundred. Rounding can lead to instances where the numbers in the body of a given table might not add to the rounded totals. [For &quot;Adjustment Notes for Apprentice and Trainee Estimates: September Quarter 2016. Support Document,&quot; see ED573504. To access &quot;Apprentices and Trainees: Terms and Definitions. Support Document,&quot; see Ed573505.]