ethanporcaro/eric-fulltext-meta huggingface dataset:
College Guide, 2003: Helping Students Make the Right Choices. A Consumer Guide to Colorado's Public Higher Education Institutions
Author: Colorado Commission on Higher Education
Date: 2004-00-00
Type: Guides - Classroom - Learner
Subjects: Higher Education,Career Choice,College Choice,College Preparation,Educational Counseling,College Programs,School Activities,Student Financial Aid,Transfer Policy,Online Courses,Admission Criteria,College Bound Students,Career Information Systems,Guides,Institutional Characteristics,Public Colleges

The College Guide to Colorado's Public Higher Education Institutions presents a snapshot of important information to guide students in choosing a college or university that is right for them. It helps students compare significant information on all the schools and the communities in which they are located. This guide is a tool available to students as they investigate their post-high school education opportunities. Students might also want to visit college fairs at their local high schools and talk to college representatives or try to spend a day on each campus they think they might like to attend. It may also be helpful for students to make appointments to sit in on some classes. There is no better way to get a sense of what a campus is like. Choosing a college is one of the most important decisions students will make. This guide is designed to help them make that choice.
Scaffolded Instruction: Exploring Multidimensional Scaffolded Teacher Talk in an Adult ESL Classroom
Author: Kim, Namsook
Date: 2008-03-00
Type: Reports - Research
Subjects: Verbal Communication,Second Language Learning,Scaffolding (Teaching Technique),English for Academic Purposes,English (Second Language),Teacher Student Relationship,Classroom Communication,Teaching Methods,Student Diversity,Interaction,Adult Education,Observation,Interviews,Comparative Analysis

The purpose of this study was to explore the nature of effective teacher-student verbal interaction during the instructional time with the emphasis on teacher's talk, and its role on linguistically and culturally diverse adult English language learners' (ELL) learning English as a second language. A group of advanced-level English as a Second Language (ESL) students and their teacher were studied in terms of their classroom interaction. The student cohort included 16 adult ESL students who were enrolled in an advanced-level grammar and writing class, part of an intensive program of English for Academic Purposes (EAP). Data from multiple sources--class observations, teacher and student interviews, and documents--were constantly compared, and developmentally and spirally analyzed. Results show multidimensional aspects of "scaffolded teacher talk" (STT): Comfortable Talk, Dialogic Talk, Mediated Talk, and Purposeful Talk. Results also indicate supportive evidence of scaffolding roles of STT on varied aspects of English language learning: grammar and writing productions, classroom participation processes, and relationship building. Educators need to improve understanding of language and language learning that language is a semiotic resource and language learning can be effectively evidenced and assessed in the dynamic process of changing class participation patterns and attitudinal changes, not merely in the quantified scores in standardized tests. Also, teachers and teacher-educators need to raise awareness of their classroom language in use as a powerful tool to mediate effective learning. Crucially needed is dialogue about developing scaffolded teacher talk among practitioners. (Contains 2 tables, 1 figure, and 1 footnote.)
Curriculum and Propensity toward Online Accounting Education
Author: Cornachione, Edgard B., Jr.
Date: 2006-00-00
Type: Reports - Research
Subjects: Foreign Countries,Masters Programs,Business Administration Education,Employees,Educational Needs,Online Courses,Graduate Students,Course Content,Accounting,Employee Attitudes

Based on the framework of human resource development and workplace educational needs, this study set focus on analyzing working adults' propensity toward attending online accounting MBA courses and whether specific content areas may be related to this fact. A sample of 100 graduate students enrolled in a top-ranked face-to-face Brazilian accounting MBA was studied. Findings support the assumption that course content plays a relevant role to students' propensity toward attending online courses. (Contains 5 tables.)
Teaching Proving by Coordinating Aspects of Proofs with Students' Abilities. Technical Report. No. 2007-2
Author: Selden, Annie
Date: 2007-10-00
Type: Reports - Descriptive
Subjects: College Mathematics,Graduate Students,Undergraduate Students,Validity,Mathematical Logic,Mathematics Instruction,Problem Solving

We introduce some concepts for analyzing proofs, including various structures, and for analyzing undergraduate and beginning graduate mathematics students' proving abilities. We then discuss how the coordination of these two analyses might be used to improve students' ability to construct proofs. For this purpose, we need a richer framework for keeping track of students' progress than the everyday one. We need to know more than that a particular student can, or cannot, prove theorems by induction or contradiction or can, or cannot, prove certain theorems in beginning set theory or analysis. It is more useful to describe a student's work in terms of a finer-grained framework including various smaller abilities that contribute to proving and that may be learned in differing ways and at differing periods of a student's development. (Contains 7 figures and 9 footnotes.)
The Role of Logic in the Validation of Mathematical Proofs. Technical Report. No. 1999-1
Author: Selden, Annie
Date: 1999-02-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Memory,Logical Thinking,Mathematical Logic,Error Patterns,Validity,Cognitive Psychology,Educational Research,Mathematical Concepts

Mathematics departments rarely require students to study very much logic before working with proofs. Normally, the most they will offer is contained in a small portion of a "bridge" course designed to help students move from more procedurally-based lower-division courses (e.g., abstract algebra and real analysis). What accounts for this seeming neglect of an essential ingredient of deductive reasoning? We will suggest a partial answer by comparing the contents of traditional logic courses with the kinds of reasoning used in proof validation, our name for the process by which proofs are read and checked. First, we will discuss the style in which mathematical proofs are traditionally written and its apparent utility for reducing validation errors. We will then examine the relationship between the need for logic in validating proofs and the contents of traditional logic courses. Some topics emphasized in logic courses do not seem to be called upon very often during proof validation, whereas other kinds of reasoning, not often emphasized in such courses, are frequently used. In addition, the rather automatic way in which logic, such as modus ponens, needs to be used during proof validation does not appear to be improved by traditional teaching, which often emphasizes truth tables, valid arguments, and decontextualized exercises. Finally, we  will illustrate these ideas with a proof validation, in which we explicitly point out the uses of logic. We will not discuss proof construction, a much more complex process than validation. However, constructing a proof includes validating it, and hence, during the validation phase, calls on the same kinds of reasoning. Throughout this paper we will refer to a number of ideas from both cognitive psychology and mathematics education research. We will find it useful to discuss short-term, long-term, and working memory, cognitive load, internalized speech and vision, and schemas, as well as reflection, unpacking the meaning of statements, and the distinction between procedural and conceptual knowledge. (Contains 11 footnotes.)
The Effects of Podcasting on College Student Achievement and Attitude
Author: Francom, Jeff
Date: 2011-01-11
Type: Reports - Research
Subjects: Academic Achievement,Course Content,Educational Technology,College Students,Computer Mediated Communication,Web Sites,Internet,Questionnaires,Interviews,Student Attitudes,Teacher Attitudes,Teaching Methods

In this mixed methods study, weekly podcasts written and recorded by course instructors to summarize college course content, were used to study the impact, if any, on student achievement and attitudes. Specifically, weekly summative podcasts were posted on an Internet website in Windows Media format and downloaded by college students. After 4 weeks of podcasts, students were assessed and evaluated as results were compared to similar classes that did not use podcasts. The podcast-viewing students completed a questionnaire and were interviewed to record their views, perceptions and attitudes. Teachers involved were also interviewed. Although not generalizable, the results of this study indicate that weekly podcast summaries were an effective teaching tool, which produced improved student outcomes and caused students to view optimistically their evaluation preparation and comprehension of course content. (Contains 3 tables.)
A Longitudinal Study of Learning to Teach History as Interpretation
Author: Martell, Christopher C.
Date: 2011-04-08
Type: Reports - Research
Subjects: Historical Interpretation,Social Studies,Longitudinal Studies,History Instruction,Case Studies,Teacher Attitudes,Secondary School Teachers,Preservice Teacher Education,Beginning Teachers,Student Motivation,Barriers,Urban Universities,Student Teachers,Student Teaching,Interviews,Observation,Classroom Environment,Pedagogical Content Knowledge,Teacher Education Programs

Over the past decade many social studies educators have called for teachers to engage their students in historical interpretation. This case study examined the beliefs and practices related to engaging students in historical interpretation of four secondary social studies teachers from their teacher preparation through their first year in the classroom. The results corroborated arguments that classroom control and a limited understanding of history content are major barriers preventing teachers from teaching history as interpretation. However, the results also found teachers believed a better development of their own practical &quot;toolkit&quot; to engage their students in historical interpretation would have helped them overcome these barriers. Appended to this document are: (1) Appendix A: Interview Protocols; and (2) Appendix B: Observation Field Notes: Teacher Classroom. (Contains 1 table and 2 footnotes.)
Coping Strategies for Students of Color in a Predominantly White College: Voices from the Alumni
Author: Maina, Faith
Date: 2011-04-21
Type: Reports - Research
Subjects: Coping,Minority Group Students,Alumni,College Graduates,Anxiety,Stereotypes,Racial Discrimination,Social Support Groups,Resilience (Psychology),Defense Mechanisms,Friendship,Racial Relations,Social Isolation

University students in general experience stressful situations once they leave home and begin to adjust to the new life on a college campus with its related academic and social demands. However, students of color often have the additional burden of coping with race-related stress. Data from a focus group interview with 18 alumni of color, found students being stereotyped, feeling overwhelmingly invisible, being singled out in the classroom and often witnessing racism and racially related incidents. This paper describes the coping strategies they employed and which helped them complete their program successfully. They reported using a strong net work of social support, became resilient and self-sufficient, and sometimes used detachment and self-selected isolation. While this study is limited to self-report it nevertheless provides significant information to the institution as it attempts to address race-related tension and conflict.
Formative Assessment for College Readiness: Measuring Skill and Growth in Five Key Cognitive Strategies Associated with Postsecondary Success
Author: Conley, David
Date: 2009-04-00
Type: Reports - Research
Subjects: Formative Evaluation,Performance Based Assessment,Academic Achievement,Performance Tests,Field Tests,Scoring,Postsecondary Education,School Readiness,Urban Schools,High School Students,Language Arts,Mathematics Achievement,Reading Achievement,Success,College Preparation,Item Response Theory,Cognitive Processes,Cognitive Development

This study reports the preliminary results from a field test of the College-readiness  Performance Assessment System (C-PAS), a large-scale, 6th-12th grade criterion-referenced  assessment system that utilizes classroom-embedded performance tasks to measure student  progress toward the development of key cognitive skills associated with success in college. A  sample of 1,795 students completed C-PAS performance tasks in English and mathematics at 13 New York City high schools in grades 9-12 during Fall 2007. The performance tasks were  derived from construct maps and &quot;task shells&quot; designed to elicit the key cognitive strategies. Teachers administered the tasks to students and scored the tasks using standardized scoring guides. Preliminary analyses using Item Response Theory (IRT) yielded evidence that C-PAS measures the acquisition of college readiness cognitive thinking skills in both math and English. The study is significant because it suggests that cognitive strategies important to college readiness can be measured discretely and within separate subject areas. Additionally, the study suggests that complex performance assessments can be utilized to systematically contribute useful information on student performance to help improve student learning. This is important given the current search for ways to address some of the limitations of current large-scale testing methods and systems. (Contains 10 tables and 7 figures.)
Immersion versus Primary Language Effects for Growth in Spanish and English Letter-Word Identification among Children, Classrooms, and Schools
Author: Branum-Martin, Lee
Date: 2011-00-00
Type: Reports - Research
Subjects: Immersion Programs,Spanish,English,Native Language,Kindergarten,Grade 1,Grade 2,Early Reading,Longitudinal Studies,Language Maintenance,Alphabets,Identification,Word Recognition,Program Effectiveness,Classroom Environment,School Effectiveness

This study estimates program effects (English immersion versus primary language instruction using varying degrees of Spanish) upon English and Spanish word identification in the context of changing classrooms (cross-classification) from kindergarten through second grade. Letter-word identification is an important predictor of early reading achievement (Scarborough, 2001, 2005). In particular, the authors are interested in classroom and school differences not merely as noise to be removed, but as indicators of substantively important differences in implementation and practice. The student participants were 1,991 children (49% female) taught by 421 teachers across the 3 years of the longitudinal project, kindergarten to second grade. Seventy-five percent of the families reported earning less than $30,000 per year, and 79% had foreign-born fathers. Results suggest that in English, Spanish language instruction may facilitate the learning of English over time, as evidenced by the maintenance programs catching up to the English performance of the immersion programs. In Spanish letter-word identification, immersion programs show improving performance over time, but at a slower pace than the Spanish maintenance programs. These program-by-time interactions, however, are not completely correct and will require further verification. (Contains 4 figures and 3 tables.)
Throwing out the History Textbook: Changing Social Studies Texts and the Impact on Students
Author: Martell, Christopher C.
Date: 2011-04-09
Type: Reports - Research
Subjects: High School Students,Student Diversity,History Instruction,United States History,Teacher Developed Materials,Instructional Materials,Educational Change,Perspective Taking,Critical Theory,Teacher Researchers,Urban Schools,Honors Curriculum,Learner Engagement,Student Attitudes,Instructional Effectiveness,Program Effectiveness,Textbooks,Hidden Curriculum

This practitioner research study examined students at an ethnically and economically diverse high school and the impact of replacing the corporate-produced textbook with teacher-created reading packets and questions that asked students to take a critical stance on historical events in United States history. Using critical theories of education as a lens, this study analyzed survey and interview data. The results show this new text increased students' interest in reading about history, improved students' ability to recall information and complete homework, developed students' ability to see history as interpreted perspectives, and helped non-White students better identify with the people in history. Appended to this document are: (1) Appendix A: Reading 6-7; (2) Appendix B: Secondary Students' Perceptions of Texts in History Courses: Survey of Students at Course Completion; (3) Appendix C: Interview Protocol; and (4) Appendix D: Level One Codes (P-); Level Two Codes (P-TXT-); Level Three Codes (B-TXT-NEG). (Contains 1 table, 5 figures, and 2 footnotes.)
Bayesian Propensity Score Analysis: Simulation and Case Study
Author: Kaplan, David
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Bayesian Statistics,Probability,Statistical Analysis,Statistical Inference,Comparative Analysis,Case Studies,Kindergarten

Propensity score analysis (PSA) has been used in a variety of settings, such as education, epidemiology, and sociology. Most typically, propensity score analysis has been implemented within the conventional frequentist perspective of statistics. This perspective, as is well known, does not account for uncertainty in either the parameters of the propensity score model or the causal model. Indeed, the conventional implementation of PSA does not allow prior information to enter into the analysis. To account for uncertainty in model parameters we must adopt a Bayesian perspective. Thus, the purpose of this paper is to provide a review and comparative investigation of frequentist and Bayesian propensity score analysis as a means of warranting causal inferences in observational settings.
Using Propensity Score Matching Methods to Improve Generalization from Randomized Experiments
Author: Tipton, Elizabeth
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Probability,Statistical Analysis,Experiments,Generalization,Middle Schools

The main result of an experiment is typically an estimate of the average treatment effect  (ATE) and its standard error. In most experiments, the number of covariates that may be moderators is large. One way this issue is typically skirted is by interpreting the ATE as the average effect for &quot;some&quot; population. Cornfield and Tukey (1956) famously explained the process of generalization as involving two bridges. The first bridge, they argued, is statistical, from the sample in hand to &quot;some&quot; putative population like it. The second bridge, then, is a subject-matter span from this putative population to the one truly of interest. The focus of this paper is to develop a method for making this second bridge in generalization a statistical bridge. The goal is to formalize the process of moving from a non-random sample in hand to making inferences about the estimate and standard error of a treatment effect in a particular, policy relevant population. The method the author proposes is an extension of  propensity score matching, which is commonly used in observational studies to adjust for the process of selection into treatment. Here she proposes using propensity scores to adjust for the process of selection into the experiment. (Contains 1 table and 1 figure.)
Building a High-Quality Teaching Profession: Lessons from around the World
Author: Organisation for Economic Cooperation and Development
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Teacher Effectiveness,Unions,Educational Change,Teacher Qualifications,Teacher Competencies,Educational Quality,Teacher Recruitment,Faculty Development,Teacher Evaluation,Teacher Salaries,Teacher Participation,Preservice Teacher Education,Teacher Collaboration,Teaching Conditions,Career Development

The "International Summit on the Teaching Profession" brings together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems to review how best to improve teacher quality and the quality of teaching and learning. This background report, taking up the four themes of the summit in turn, presents available evidence about what can make teacher-oriented reforms effective, and highlights selected examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Of the four themes of the summit, the first three look at system features that shape particular aspects of teachers' professional careers. The fourth theme looks at process, and considers what can make reform effective. Specifically, the report considers: (1) How teachers are recruited into the profession and trained initially; (2) How teachers are developed in service and supported; (3) How teachers are evaluated and compensated; and (4) How teachers are engaged in reform. (Contains 16 boxes, 14 figures and 40 notes.) [This report was drafted by Andreas Schleicher.]
Did School Finance Equalization Increase Revenue Instability for School Districts?
Author: Balu, Rekha
Date: 2011-00-00
Type: Reports - Research
Subjects: Income,Educational Finance,School Districts,Comparative Analysis,Educational Policy,State Aid,Financial Support,Intervention

This study uses an Interrupted Time Series analysis with a non-equivalent comparison group to estimate the causal effect of school finance equalization on district revenue instability. The author applies a microeconomic framework to an understudied problem in education finance and policy. In so doing, she illustrates how policies can sometimes create unintended consequences that stay with districts for multiple years. This study asks whether state finance equalization policies led to changes in long-term district revenue stability, not just immediate changes in per-pupil revenue levels. It also contributes to the literature in several ways. First, the author applies analysis of revenue instability to the education sector. Second, she examines how instability in state education funding affects school districts. Third, she assesses the long-term trend in revenue instability within a district over time, or how much fluctuation could not be predicted. Typically district-level studies compare districts at a point in time, not within-district changes over time. (Contains 1 table and 4 figures.)
Does High Quality Childcare Narrow the Achievement Gap at Two Years of Age?
Author: Ruzek, Erik
Date: 2011-00-00
Type: Reports - Research
Subjects: Achievement Gap,Infant Care,Child Care,Cognitive Development,Young Children,Low Income Groups,Socioeconomic Status,Preschool Education,Observation,Cognitive Ability,Mothers,Parent Child Relationship,Interaction,Surveys,Racial Differences,Educational Attainment,Gender Differences

The authors use the ECLS-B, a nationally-representative study of children born in 2001 to report the child care arrangements and quality characteristics for 2-year olds in the United States and to estimate the effects of differing levels of child care quality on two-year old children's cognitive development. Their goal is to test whether high quality infant care can help close early achievement gaps between low-income children and their middle and high-income age-mates. (Contains 3 tables and 1 figure.)