ethanporcaro/eric-fulltext-meta huggingface dataset:
Uptake of GCSE Subjects 2016. Statistics Report Series No. 114
Author: Carroll, Matthew
Date: 2017-08-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Disadvantaged Schools,Single Sex Schools,Intellectual Disciplines

This report looks at the uptake of General Certificate of Secondary Education (GCSE) (and International General Certificate of Secondary Education (IGCSE)) subjects in England in 2016. The data for these analyses was taken from the National Pupil Database (NPD). This is a database held by the Department for Education, consisting of results for all students in all subjects in schools and colleges in England, as well as student characteristics such as age and gender. For analyses here, the Key Stage 4 (KS4) extract of the NPD was used, consisting of all students who were at the end of KS4 in 2016 (i.e. in year 11). Uptake in this report is defined as the percentage of these students taking a GCSE in the subject, and includes exams taken by these students in previous years. Uptake of GCSEs in this report is presented by different student classifications: gender, school type, attainment level, school gender and deprivation level. In the tables in this report, the numbers of students in each of the classifications are presented. [For the 2015 report, see ED621981.]
Reporting an Experiment Live-Streaming Classes in a Distance Learning Course
Author: da Silva, Ketia Kellen Araújo
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Distance Education,Internet,Synchronous Communication,Foreign Countries,Handheld Devices,Social Media,Extension Education,College Students,Student Attitudes,Teaching Methods,Online Courses

This paper aims to identify limitations and opportunities for using live streaming for distance learning classes in a course offered at a Brazilian public university. The number of videos on social networks in different fields and about various topics increases each year. Real-time classes are also increasingly being used in distance learning courses. Live streaming through YouTube enables an interactive experience because it allows for images, videos, music, and screenshots to be used during the broadcast. This enhances the experience and interaction between the spectator and presenter and enables real-time discussions. A distance learning course was offered in the first semester of 2019 (between May and July) to foster discussions about pedagogical architectures for the construction of digital competences in Distance Learning (DL). During the course, six classes were live-streamed and broadcast via YouTube. There was one class per week, lasting an average of 40 minutes each and covering distinct topics. This is a qualitative case study with 14 subjects between the ages of 35 and 64. They were primarily female and mainly their mobile devices to watch the classes. Different types of data collection instruments were applied including an online questionnaire and YouTube video platform metrics. The students reported that the classes were essential for interaction and helped to answer their questions due to real-time feedback, which qualifies the teaching and learning processes. The metrics from the YouTube platform revealed that the videos were watched mainly in Brazil and the United States, with over 1,500 views so far, 10% of which had live interactions through chat. This example shows both the range and engagement of students with the live streamed classes as well as the possibilities for interaction. Therefore, live-streamed classes are important for DL courses and should be integrated in planning in order to contribute to the distance learning process. [For full proceedings, see ED621941.]
Uptake of GCSE Subjects 2017. Statistics Report Series No. 120
Author: Carroll, Matthew
Date: 2018-12-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Disadvantaged Schools,Single Sex Schools,Intellectual Disciplines

This report looks at the uptake of General Certificate of Secondary Education (GCSE) (and IGCSE/International GCSE) subjects in England in 2017. The data for these analyses was taken from the National Pupil Database (NPD). This is a database held by the Department for Education, consisting of results for all students in all subjects in schools and colleges in England, as well as student characteristics such as age and gender. For analyses here, the Key Stage 4 (KS4) extract of the NPD was used, consisting of all students who were at the end of KS4 in 2017 (i.e., in year 11). Uptake in this report is defined as the percentage of these students taking a GCSE in the subject, and includes exams taken by these students in previous years. Uptake of GCSEs in this report is presented by different student classifications: gender, school type, attainment level, school gender and deprivation level. In the tables in this report, the numbers of students in each of the classifications are presented. [For the 2016 report, see ED621984.]
Analysis of Students&apos; Self-Assessment and Generic Skills Using Daifuku-Cho and PROG Test
Author: Takahashi, Akiko
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Physical Education,Teacher Student Relationship,Skill Development,Foreign Countries,Competence,Reflection,Interpersonal Communication,Evaluation Methods,Student Evaluation,Secondary School Students,Adolescents,Feedback (Response),Written Language

The present study analyzes the relationship between a teacher's evaluation of students' self-assessment by &quot;Daifuku-cho,&quot; which is used for teacher-and-student interaction in PE class, and their competency improvement using PROG test scores. It turns out that there is a correlation between them, and the higher the teacher's evaluation of students' comments is, the higher the students' scores in &quot;Competency&quot; part of PROG test are. Compared with athletic skills, competency improvement in PE class is difficult to assess, but this study suggests that by evaluating students' self-assessment in &quot;Daifuku-cho,&quot; we could possibly estimate their competency improvement. [For full proceedings, see ED621941.]
COVID-19 Related Consultations 2020-2021: A Register of Change Supplementary Document. Research Report
Author: Rushton, Nicky
Date: 2022-03-08
Type: Reports - Descriptive
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,COVID-19,Pandemics,School Closing,Vocational Education,Certification,Evaluation Methods,Educational Change

In 2020, the COVID-19 pandemic led to many changes to education in England. Schools closed to almost all students starting March 20th, 2020, and the government cancelled most assessments including GCSEs, A levels and many vocational qualifications. The interruptions to schooling and assessment continued during the 2020-21 and 2021-22 academic years. During this time, the Department for Education have carried out numerous consultations about the approaches to assessment and awarding of qualifications during this time. This document lists the consultations that have occurred during this time and provides basic details about their content.
U.S. Department of Education Annual Report, Fiscal Year 1988
Author: Department of Education (ED)
Date: 1989-00-00
Type: Historical Materials
Subjects: Educational Administration,Elementary Secondary Education,Planning,Budgets,Evaluation,Agency Cooperation,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Private Education,Public Education,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Advisory Committees,Grants,Contracts,Organizational Change

This annual report presents a program-by-program analysis of the U.S. Department of Education's principal operating components: the Office of the Secretary; the Office of the Under Secretary; the Office of the General Council; the Office of Planning, Budget, and Evaluation; the Office of Management; the Office of Intergovernmental and Interagency Affairs; the Office of Elementary and Secondary Education; the Office of Postsecondary Education; the Office of Educational Research and Improvement; the Office of Special Education and Rehabilitative Services; the Office of Vocational and Adult Education; the Office of Legislation; the Office for Civil Rights; the Office of Bilingual Education and Minority Language Affairs; and the Office of Inspector General. The report includes information on program activities, grants and contracts, organizational structure changes, and new legislation. A list of agency advisory councils, boards, and commissions is included.
Universal Preschool: Lawmakers Should Approach with Caution. Policy Analysis. Number 924
Author: Hroncich, Colleen
Date: 2022-03-29
Type: Reports - Evaluative
Subjects: Preschool Education,Access to Education,Federal Legislation,Government Role,Educational Policy,Low Income Students,Preschool Children,Disadvantaged,Educational Quality,Federal Programs,Social Services,Preschool Teachers,Teacher Certification,Teacher Salaries,Parent Attitudes,Religious Schools,Preschools,Disabilities,Gender Discrimination,Educational Legislation

Education is not a one-size-fits-all endeavor. When looking at preschool or K-12 education, having a diversity of options is essential. Yet there continue to be calls for the federal government to pass a universal preschool program like the one in President Biden's Build Back Better Act. The author states that this is clearly unconstitutional: the U.S. Constitution grants no authority over education to the federal government. But, perhaps just as important, a universal preschool program would be harmful policy. The mandates and regulations that would accompany a federal universal program would likely put many providers out of business. Smaller providers would be particularly hard-hit. The most likely to survive would be one of the less popular options: secular, center-based preschools. There is strong evidence that universal programs are less helpful for disadvantaged children than targeted programs, while the research is mixed as to the benefits of preschool programs of all sizes. This article argues that, all things considered, implementing universal preschool, with the goal of helping lower-income families, would likely be counterproductive.
A Trend Study of High School Offerings and Enrollments: 1972-73 and 1981-82. Contractor Report. NCES 84-224
Author: West, Jerry
Date: 1984-12-00
Type: Historical Materials
Subjects: High Schools,Enrollment,Educational Trends,Courses,Course Selection (Students),Secondary School Curriculum,Longitudinal Studies

The educational system is a reflection of the society in which it functions. Curriculum and Instructional philosophies are tied to public concerns and problems. For example, concern over technological superiority was expressed in the mathematics and science curricula of the late fifties and early sixties, and concern for the education of the whole child was reflected in the popularity of special interest and personal development courses in the late sixties and seventies. The back-to-basics movement of the seventies arose partly from a public perception that the level of mathematical and linguistic literacy of youth was woefully inadequate. This report summarizes the findings of the analyses of National Center for Education Statistics (NCES) data on course offerings and enrollments in the public secondary schools of the United States. [Evaluation Technologies Incorporated (ETI) was contracted to conduct the trend study analyzed in this report.]
Hispanic Students in American High Schools: Background Characteristics and Achievement. Contractor Report. NCES 82-219x
Author: Nielsen, Francois
Date: 1981-11-00
Type: Historical Materials
Subjects: Hispanic American Students,High School Students,Student Characteristics,Academic Achievement,High School Seniors,Family Characteristics,Immigrants,Language Usage,Language Proficiency,Native Language,Spanish,English (Second Language),Age Differences,Parent Background,Educational Attainment,Family Income,Family Environment,Gender Differences,Ethnic Groups

The data and analyses presented in this report are from the first (1980) wave of the National Center for Education Statistics (NCES) study, &quot;High School and Beyond,&quot; a longitudinal study of U.S. high school seniors and sophomores. This study was conducted for NCES by the National Opinion Research Center at the University of Chicago. Information of several sorts was obtained in the survey. Students completed questionnaires of about one hour in length and took a battery of tests with a total testing time of about one and one-half hours. School officials completed questionnaires covering items of information about the schools. A sample of parents of sophomores and seniors (about 3600 for each cohort) was surveyed primarily for information on financing of postsecondary education. Finally, teachers gave their perceptions of specified characteristics of students in the sample whom they had had in class, to provide information beyond the students' own reports about themselves.
National Longitudinal Study of the High School Class of 1972: School File Documentation. Updated
Author: Henderson, Louise
Date: 1981-06-00
Type: Historical Materials
Subjects: Longitudinal Studies,High School Students,Student Records,School Statistics,Public Schools,Private Schools,Students with Disabilities,Special Schools,Documentation

This documentation was prepared to facilitate use of the National Longitudinal Study (NLS) school file prepared from information collected, processed, and systematically stored for the National Longitudinal Study of the High School Class of 1972, conducted under contract to the National Center for Education Statistics, Office of the Assistant Secretary for Educational Research and Improvement, U.S. Department of Education. The NLS school file is a companion file to the NLS student-based data file. The school file is composed of 1,318 school records, one record for each high school from which NLS students were sampled. This file contains information about the environment, staff, procedures, facilities and curricula of the NLS sample high schools. The 504 variables that make up the file are primarily from the School Questionnaire and/or one or two Counselor Questionnaires for each of the 1,318 participating schools. The sample design for the NLS is a stratified, two-stage probability sample of students from all schools, public and private, in the 50 states and the District of Columbia, which contained twelfth graders during the 1971-72 school year. The study excluded students from schools for the physically or mentally handicapped, schools for legally confined students, and special school situations (such as area vocational schools) where students were also enrolled in other high schools in the sampling frame. [This report was prepared by the Center for Educational Research and Evaluation at the Research Triangle Institute.]
An Meta-Analysis on the Effect of Adaptive Hypermedia Learning System Using Learning Style Adaptor
Author: Wu, Sirui
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Meta Analysis,Hypermedia,Cognitive Style,Academic Achievement,Electronic Learning,Individualized Instruction

The usefulness and limitation of Adaptive Hypermedia Learning System (AHLS) using Learning Style as an adaptor has been long discussed, and many empirical studies show the system can help students increase their academic performance comparing with the traditional classroom learning, but these studies were based on different subjects and participators, thus hard to demonstrate the general effect of this system. This study summarized 13 studies to see whether there is a positive effect of AHLS comparing with the traditional learning in general contexts, and then see whether two factors, Learning Style Theory Choosing and Additional Adaptors, would moderate this effect. The result found that AHLS has a positive effect on student's academic performance, but the moderating effect of two covariate was non-significant. Based on this, the study further gave some suggestions of application AHLS in classroom. [For full proceedings, see ED621941.]
U.S. Department of Education Annual Report, Fiscal Year 1987
Author: Department of Education (ED)
Date: 1987-00-00
Type: Historical Materials
Subjects: Educational Administration,Elementary Secondary Education,Planning,Budgets,Evaluation,Agency Cooperation,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Private Education,Public Education,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Advisory Committees,Grants,Contracts,Organizational Change

The annual report of the U.S. Department of Education includes the Secretary of Education's report, and program-by-program analysis of agency principal operating components: the Office of the General Council; the Office of Planning, Budget, and Evaluation; the Office of Management; the Office of Intergovernmental and Interagency Affairs; the Office of Elementary and Secondary Education; the Office of Postsecondary Education; the Office of Educational Research and Improvement; the Office of Special Education and Rehabilitative Services; the Office of Vocational and Adult Education; the Office of Legislation; the Office for Civil Rights; the Office of Bilingual Education and Minority Language Affairs; and the Office of the Inspector General. The report includes information on grants and contracts, organizational structure changes, and new legislation. An appendix lists agency advisory, boards and commissions, and the Secretary of Education's regional representatives.
Errors in the Study of the Variational Behavior of Functions in the University Engineering Students
Author: Espino, Alejandro Ecos
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Engineering Education,College Students,Error Patterns,Mathematics,Thinking Skills,Mathematical Concepts,Foreign Countries

The study of the variational behavior of functions constitutes an important element in the understanding of the change of phenomena in real life. His understanding is an essential axis in the mathematical training of university students, especially those who pursue engineering careers. This article presents the results of a study whose objective was to determine the mistakes made by engineering students about the variational behavior of functions. The Duval Semiotics Records Theory was taken as a reference and a questionnaire was prepared with questions about identification of regions of variability for &quot;x&quot; and &quot;y&quot;; regions of growth, decrease, stability, extreme values and, analysis and description of the behavior of the function. The evaluation of the answers was done in a quantitative-qualitative way, from an exploratory and descriptive perspective, with 100 students participating in the civil engineering career. The results indicate that students do not make a real reflection on the variational behavior in intervals of the variables or in a global way. They have difficulty discriminating between the behavior of the function and the location of the function. They present cognitive difficulties that do not allow them to make an adequate conversion from one register to the other. Errors related to mathematical language were found, to the limitations to obtain spatial information, to establish erroneous inferences and to the inadequate development of previous knowledge, which does not allow them to properly evaluate the variational behavior of the functions. [For full proceedings, see ED621941.]
The Role of Cambridge Technicals in the Post-16 Qualifications Landscape. Research Report
Author: Vidal Rodeiro, Carmen
Date: 2021-11-30
Type: Reports - Research
Subjects: Foreign Countries,Employment Qualifications,Certification,Job Skills,Vocational Education,Student Characteristics,Postsecondary Education,Secondary Education,Academic Achievement,Socioeconomic Status,Apprenticeships,Educational Certificates,Educational Attainment,Intellectual Disciplines,Gender Differences,Racial Differences,Ethnicity

Cambridge Technicals are vocational qualifications offered by OCR at Levels 2 and 3, for students aged 16 and above. They are designed with the workplace in mind and provide an alternative to A levels. The successful completion of a Cambridge Technical can provide opportunities to progress into employment, onto professional development programmes including apprenticeships, or to continue studying in Higher Education. This research aims to provide further evidence about the types of students who take Cambridge Technicals, and how the qualifications fit into their overall education. The purpose of this work is to inform efforts to increase the support for Cambridge Technicals and their role in the future post-16 qualifications landscape. This research considered the following research questions: (1) What are the characteristics of Cambridge Technicals candidates?; (2) What qualifications do candidates combine with Cambridge Technicals?; (3) How do candidates perform in Cambridge Technicals, in comparison with other qualifications taken at the same time?; and (4) To what extent do Cambridge Technicals support the progression of students, in particular to Further and Higher Education? Answering these research questions is an important step towards a better understanding of the value of Cambridge Technicals, and will provide further insights into the progression of students with different qualifications and backgrounds. This study analysed data from three different sources: (1) The National Pupil Database (NPD); (2) Individualised Learner Record (ILR) database; and (3) Higher Education Statistics Agency (HESA) student records database. This research provided evidence to better understand the value of Cambridge Technicals and their role in the post-16 qualifications landscape by investigating the types of students who take them and the progression to Further and Higher Education of students with different qualifications and backgrounds. There is clear evidence that the Cambridge Technicals, and programmes of study combining Cambridge Technicals with other qualifications (e.g., AS/A levels) help students to progress and do not close students' options after Key Stage 5. In particular, Cambridge Technicals can facilitate progression to Higher Education courses and apprenticeships in Further Education settings. [This work was produced using statistical data from the Office for National Statistics (ONS).]
Student Rank Order and Post-16 Subject Choices. Research Report
Author: Williamson, Joanna
Date: 2022-04-05
Type: Reports - Research
Subjects: Class Rank,Exit Examinations,Postsecondary Education,Foreign Countries,Grades (Scholastic),Majors (Students),Predictor Variables,Mathematics,Computer Science,Sciences,Humanities

The transition from Key Stage 4 (KS4) to post-16 education marks a shift from a broad programme of study (around 8-10 subjects) to a narrower programme (usually 1-4 subjects). Within the constraints of course availability and entry criteria, students must make important choices. Students' post-16 pathways matter because different subjects as well as qualifications are associated with variable future opportunities in higher education, training, and careers, and with differing labour market returns. In this study, the authors investigated how a student's rank within a GCSE subject in their school relates to their progression to post-16 study in that subject, by making use of an unusual dataset from summer 2020. The authors obtained a complete dataset of summer 2020 GCSE results data from OCR. The descriptive statistics showed that within-subject progression to AS/A level increased with GCSE grade in almost all subjects. [This work was produced using statistical data from the ONS (Office for National Statistics).]