ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher and Student Views about the Unwanted Student Behaviors in the Mathematics Courses
Author: Yazlik, Derya Ozlem
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Student Behavior,Behavior Problems,Mathematics Education,Classroom Techniques,Coping,Educational Strategies,Prevention,Intervention,Punishment,Etiology,Family Problems,Difficulty Level,Secondary School Teachers,Secondary School Students,Foreign Countries

The aim of this research is to determine what are the unwanted student behaviors and causes in mathematics classes, what strategies teachers use to cope with these behaviors, and how adequate they feel themselves coping with these behaviors. This research carried out with case study from qualitative research designs and the data were gathered with semi-structured interview forms from 50 teachers and 150 students. The obtained data were analyzed by content analysis method. According to the findings of the research, all teachers see the strategies to cope with unwanted student behaviors as preventive and remedial. However, more than half of the students perceive these strategies as frightening and punitive. Most of the teachers stated that they can cope with unwanted student behaviors and that they see themselves as sufficient. Teachers have shown that unwanted student behaviors are more often caused by family problems, mathematics is always seen as difficult, students want to draw attention, and family and teachers cannot show common attitudes towards behavior.
State Policies Impacting CTE: 2016 Year in Review
Author: Association for Career and Technical Education (ACTE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Vocational Education,State Policy,Educational Policy,Career Readiness,State Legislation,Educational Legislation,Educational Finance,Partnerships in Education,School Business Relationship,Dual Enrollment,Accountability,Teacher Certification,Credentials,Governance,Career Counseling,Graduation Requirements,STEM Education,Access to Education,Equal Education,Academic Standards,Vocational Education Teachers,School Counseling,State Aid,High Schools,Postsecondary Education,Community Colleges

In 2016, 42 states carried out a total of 139 policy actions relevant to CTE, including laws, executive orders, board of education actions, budget provisions and ballot initiatives. This represents an increase over 2015 activity. Several states passed packages of legislation impacting multiple elements of CTE programming, such as &quot;Virginia,&quot; &quot;California,&quot; &quot;Indiana&quot; and &quot;Idaho,&quot; while &quot;Iowa&quot; took a deep dive into redesigning secondary CTE and career development. The governors in several of these states had previously signaled that CTE would be a priority in 2016 in their state of the state addresses, including Gov. C.L. &quot;Butch&quot; Otter of &quot;Idaho&quot; and Gov. Terry McAuliffe of &quot;Virginia&quot;, which helped provide momentum for such reforms. Some key takeaways include: (1) In 2016, funding continued its streak as the top category of state CTE policies for the fourth year in a row; (2) Twenty-eight states took action to financially support CTE activities this past year, including new sources of funding, redirected funds, scholarships and incentives; (3) New grant programs supporting CTE were established in several states, including California and Massachusetts; (4) Oregon created the College and Career Readiness Fund, which calls on the legislature to allocate $800 per high school student each year for CTE programs as well as dual credit and dropout prevention; (5) Utah started a fund to develop programs of study with industry; (6) In addition, the prior year's cuts to CTE in Arizona were restored; and (7) The second most popular category is policy related to industry partnerships and work-based learning, with 26 states working in this area by supporting or incentivizing collaboration between industry and education and work-based learning opportunities. Also noteworthy are policies related to dual and concurrent enrollment, articulation and early college (21 states), as well as policies supporting the attainment of industry-recognized credentials (20 states). [For the 2015 report, see &quot;State Policies Impacting CTE: 2015 Year in Review,&quot; ED581565.]
State Policies Impacting CTE: 2017 Year in Review
Author: Association for Career and Technical Education (ACTE)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,State Policy,Educational Policy,Career Readiness,State Legislation,Educational Legislation,Educational Finance,Partnerships in Education,School Business Relationship,Dual Enrollment,Accountability,Teacher Certification,Credentials,Governance,Career Counseling,Graduation Requirements,STEM Education,Access to Education,Equal Education,Academic Standards,Vocational Education Teachers,School Counseling,State Aid,High Schools,Postsecondary Education,Community Colleges,Tests,Adult Vocational Education

In the 2017 calendar year, 49 states and Washington, D.C., carried out a total of 241 policy actions related to CTE and career readiness, including legislation, executive orders, board of education actions and budget provisions. This is a marked increase from 2016, one that reflects the priorities of state leaders. According to the Education Commission of the States' review of 2017 State of the State addresses, governors in 24 states discussed workforce development and CTE in their speeches, using the bully pulpit to elevate CTE as a policy priority. In Michigan, for example, Gov. Rick Snyder celebrated funding increases in postsecondary CTE programs and called for similar investments in K-12 CTE, including more money for career counselors. Later in the year, he signed a Fiscal Year (FY) 2018 budget that appropriated $1.2 million for CTE counselors, nearly $10 million for CTE equipment upgrades and $1 million to expand a web-based career preparation and readiness platform. Across the states, the top CTE and career readiness priority in 2017 was funding. This continues a five year trend of funding as the top policy category identified in this analysis. 2017 also marked a significant shift in the breadth of policy activity, with far more states taking action on CTE and career readiness than in prior years. States most frequently addressed the following five policy areas:(1) Funding; (2) Data, reporting and/or accountability; (3) Industry-recognized credentials; (4) Dual/concurrent enrollment, articulation and early college; and (5) Industry partnerships and work-based learning. This report from Advance CTE and the Association for Career and Technical Education (ACTE) is the fifth annual review of CTE and career readiness policies across the United States. It represents the only comprehensive national snapshot of state activity related to CTE and career readiness, and provides a critical opportunity for state and national leaders to reflect on national trends and consider future directions. [For the 2016 report, &quot;State Policies Impacting CTE: 2016 Year in Review,&quot; see ED592351.]
A Training Programme Based on Information Processing in View of Cerebral Hemisphere to Enhance Self-Regulation Skills and Its Effect on Reading Comprehension among a Sample of Preparatory School Pupils with English Learning Disabilities
Author: Yacoub, Moustafa Hassan
Date: 2017-09-00
Type: Reports - Research
Subjects: Program Effectiveness,Information Processing,Brain Hemisphere Functions,Self Control,Reading Comprehension,Secondary School Students,English,Learning Disabilities,Experimental Groups,Control Groups,Cognitive Style,Intelligence Tests,Reading Tests,Planning,Self Evaluation (Individuals),Self Motivation,Notetaking,Scores

The study aimed to investigate the effectiveness of training programme based on Information Processing through Brain Dominance to enhance Self-Regulation skills and its effect on Reading Comprehension among the sample of preparatory school pupils with English learning disabilities. The sample of the study consisted of (40) pupils with English learning disabilities. The pupils divided into two groups; the experimental (20) pupils and the control group was (20) pupils. A pre and post-test design used for both groups. Author used alert cognitive style scale by Loren Crane 1989, Raven's progressive matrices, Self-Regulation skills scale, reading comprehension test designed by author. The findings showed that there were significant differences in self-regulation skills and reading comprehension favor to the experimental group. The results also showed that there were no significant differences in self-regulation and reading comprehension for follow up evaluation
Out of the Education Desert: How Limited Local College Options Are Associated with Inequity in Postsecondary Opportunities. CEPA Working Paper No. 18-15
Author: Klasik, Daniel
Date: 2018-08-00
Type: Reports - Research
Subjects: Geographic Distribution,Colleges,Educational Opportunities,Access to Education,Enrollment,College Choice,Student Characteristics,Proximity

The U.S. has a stratified hierarchy of college and universities. Consequences of this stratification include large disparities in the returns to higher education between levels of postsecondary institutions, and gaps by race and income in terms of where students enroll that, together, have the potential to reproduce longstanding social inequality. We study one potential cause associated with enrollment disparities: the uneven geographic distribution of colleges around the U.S. Specifically, we examine the college application and enrollment decisions of students who live in education deserts--geographic areas where students either do not have local access to a broad-access, public college option (access deserts), or where they do not have access to a college that is academically-matched to their academic credentials (match deserts). We find that students in access deserts are more likely to apply to and enroll in colleges farther away from home than students who have more readily available college options. In contrast, students in match deserts are less likely to apply to and enroll in academically-matched institutions. We discuss the equity implications of these findings and make recommendations for policy and future research.
Increased Learning or GPA Inflation? Evidence from GPA-Based University Admission in Chile. CEPA Working Paper No. 18-07
Author: Fajnzylber, Eduardo
Date: 2018-04-23
Type: Reports - Research
Subjects: Foreign Countries,Grade Point Average,Grade Inflation,College Students,College Admission,Educational Change,Academic Achievement,Outcomes of Education,Incentives,Standardized Tests,Scores,College Entrance Examinations

A student's ranking in the grade point average (GPA) distribution has emerged as an admission variable that increases admission rates of both segregated minorities and high-performance individuals. In 2012, Chile's centralized university admission system introduced a GPA ranking variable relative to the previous cohorts' average GPA. Such a system introduces academic incentives to exert effort, but also to inflate GPA. In this paper, we analyze the effects of that reform on the GPA distribution and achievement measures. Our results, based on difference-in-differences and simulated instruments methods, suggest that: (i) GPA increased across the entire distribution, independently of the incentive structure; and (ii) GPA increases were unrelated to improvements in achievement. We interpret the results as evidence that the introduction of the new variable caused GPA inflation rather than increased learning.
Student Preference for Guidance and Complexity in College Major Requirements. CEPA Working Paper No. 18-06
Author: Baker, Rachel
Date: 2018-04-00
Type: Reports - Research
Subjects: College Students,Preferences,Guidance,Majors (Students),Graduation Requirements,Course Selection (Students),Decision Making,Difficulty Level

In order to graduate with a bachelor's degree, students must determine which classes they must take in order to satisfy the requirements of their major. These requirements are often complex and difficult to comprehend, leading to some policy interventions that aim to reduce complexity by either increasing the amount of student guidance in course choice or by reducing the amount of complexity-increasing choice. We perform two student preference experiments on students at two large four-year universities to determine how students might respond to increasing guidance or reduced choice in their course-taking options. We find that students do not respond strongly to increases in guidance, but strongly reject a reduction in options, even when given a rationale for the reduction. These results suggest that increased-guidance policies have some avenues to operate in without student pushback, but that strong reductions in choice are unlikely to be popular.
The Effects of Grant Aid on Student Persistence and Degree Attainment: A Systematic Review and Meta-Analysis of the Causal Evidence. CEPA Working Paper No. 18-04
Author: Nguyen, Tuan D.
Date: 2018-03-00
Type: Information Analyses
Subjects: Grants,Academic Persistence,Educational Attainment,Student Financial Aid,College Students,Educational Research,Effect Size

It is well established that financial aid, in the form of grants, increases the probability of enrollment in postsecondary education. A slate of studies in recent years has extended this research to examine whether grant aid also has an impact on persistence and degree attainment. This paper presents a systematic review and meta-analysis of the causal evidence of the effect of grant aid on postsecondary persistence and degree attainment. A meta-analysis of 42 studies yielding 73 effect sizes estimates that grant aid increases the probability of student persistence and degree completion between two and three percentage points, and estimates that an additional $1,000 of grant aid improves year-to-year persistence by 1.2 percentage points. Suggestions for future research and implications for policy are discussed.
The Effects of Blended Online Learning in Higher Education STEM Courses: Experimental Evidence from Mongolia. CEPA Working Paper No. 18-11
Author: Johnston, Jamie
Date: 2018-05-00
Type: Reports - Research
Subjects: Foreign Countries,Blended Learning,Online Courses,Higher Education,STEM Education,Developing Nations,Undergraduate Study,Program Effectiveness,Withdrawal (Education),Barriers,Academic Persistence,Cost Effectiveness,Outcomes of Education

In low- and middle-income countries, institutions of higher education are turning to online models of instruction to reduce costs and broaden their educational reach. While a growing body of causal research can speak to the effectiveness of online models in the United States, there is little rigorous evidence about the use of online models in lower income countries. To fill this gap in the research, I use a randomized design to examine the effectiveness of a blended model in undergraduate STEM courses in Mongolia. On average, students assigned to the online instructional format withdraw from courses at a higher rate; this finding is not observed among the highest achieving students, suggesting lower-ability students may encounter barriers to persistence under new online learning models. Nevertheless, overall course performance is equivalent between treatment and control, suggesting the online model may be as effective as face-to-face instruction at a lower cost.
Monetary Substitution of Loans, Earnings, and Need-Based Aid in Postsecondary Education: The Impact of Pell Grant Eligibility. CEPA Working Paper No. 18-05
Author: Evans, Brent J.
Date: 2018-03-00
Type: Reports - Research
Subjects: Federal Aid,Grants,College Students,Income,Student Loan Programs,Student Employment,Gender Differences,Academic Persistence

By applying a regression discontinuity design to national data of students at four-year colleges, this study identifies the substitution effects of exogenously received increases of grant aid on hours of paid labor, earnings, and borrowing while in college. Results confirm students substitute grant aid for both paid labor and borrowing. An average increase of $1,100 in grant aid reduces weekly job hours by 1.5-2 hours per week for women, corresponding to a decline in annual earnings of $850, and reduces borrowing by an average of $300-$400 dollars among all students. We find limited evidence of grant aid's impact on academic outcomes.
Vanished Classmates: The Effects of Local Immigration Enforcement on School Enrollment. CEPA Working Paper No. 18-18
Author: Dee, Thomas S.
Date: 2018-09-00
Type: Reports - Research
Subjects: Undocumented Immigrants,Law Enforcement,Enrollment Influences,Federal Government,Public Agencies,Hispanic American Students,Government School Relationship,Partnerships in Education,Student Attrition,Elementary School Students,Teacher Student Ratio,Lunch Programs

Immigration and Customs Enforcement (ICE) is the federal law-enforcement agency with primary responsibility for enforcing immigration laws within the U.S. However, for over a decade, ICE has formed partnerships that also allow local police to enforce immigration law (i.e., identifying and arresting undocumented residents). Prior studies, using survey data with selfreported immigrant and citizenship status, provide mixed evidence on the demographic impact of these controversial partnerships. This study presents new evidence based on the public-school enrollment of Hispanic students. We find that local ICE partnerships reduce the number of Hispanic students by nearly 10 percent within 2 years. We estimate that the local ICE partnerships enacted before 2012 displaced over 300,000 Hispanic students. These effects appear to be concentrated among elementary-school students. We find no corresponding effects on the enrollment of non-Hispanic students. We also find no evidence that ICE partnerships reduced pupil-teacher ratios or the percent of students eligible for the National School Lunch Program (NSLP). [This research was also supported by the Stanford Immigration Policy Lab.]
Who Knows if Our Teachers Are Prepared? Three Different Perspectives on Graduates&apos; Instructional Readiness and the Features of Preservice Preparation That Predict Them. CEPA Working Paper No. 18-01
Author: Ronfeldt, Matthew
Date: 2018-01-00
Type: Reports - Research
Subjects: Preservice Teachers,Cooperating Teachers,Beginning Teachers,Teacher Attitudes,Self Concept,Student Teaching,Teacher Evaluation,Predictor Variables,Teacher Effectiveness,Career Readiness,Public Schools,Urban Schools,Elementary School Teachers,Secondary School Teachers,High Schools

This study follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-15 and were subsequently hired in CPS in 2015-16. Drawing on surveys of PSTs and their cooperating teachers (CTs) and CPS administrative data, we linked features of their preservice teacher education to three outcome measures for instructional readiness: (i) CTs' perceptions of their PSTs' preparedness to teach at the end of student teaching, (ii) PSTs' self-perceptions of preparedness at the end of student teaching, as well as (iii) PSTs' first-year observation ratings based on the district evaluation rubric. We first investigated whether these outcome measures were related to one another. We found that CTs' perceptions of PSTs' preparedness positively predict first-year observation ratings but PSTs' self-perceived preparedness were unrelated. We then examined which features of preparation were positively related to these three outcomes and whether or not the same features predicted all three outcomes. PSTs received stronger first-year observation ratings when their CTs had stronger observation ratings themselves, their CTs reported providing stronger coaching in specific instructional areas, they gained employment in the same school in which they had completed their student teaching, and when their placements had been in self-contained elementary classrooms. However, these same features were generally unrelated to our two other survey-based outcome measures, while others emerged as important. This study then provides suggestive evidence that different features of preparation are likely promising levers for program improvement but that program leaders and policymakers must first consider which outcome might determine &quot;improvement,&quot; as different features appear to be associated with different measures of instructional readiness.
Impacts of State Aid for Non-Traditional Students. CEPA Working Paper No. 18-19
Author: Gurantz, Oded
Date: 2018-10-00
Type: Reports - Research
Subjects: State Aid,Student Financial Aid,Nontraditional Students,Eligibility,Graduation,Employment,Income,Adult Students,Grants,Community Colleges,Colleges,Proprietary Schools,College Attendance,College Students

Do tuition vouchers and cash subsidies promote educational or labor force outcomes for &quot;non-traditional&quot; students? I use a regression discontinuity design to estimate the impacts of a state aid program with an unobserved eligibility cutoff. Eligibility has no impact on degree completion for students with a preference for community colleges or four-year colleges but increases bachelor's degrees for students interested in for-profit colleges by four percentage points. I find no impact on employment or earnings for all applicants. This research highlights challenges in promoting human capital investment for adults.
Status and Challenges of the Technology Education as an Integral Part of General Education in Taiwan
Author: Lee, Lung-Sheng Steven
Date: 2019-01-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Uses in Education,Elementary Secondary Education,Information Technology,Curriculum Guides

The technology educators in the world should learn and encourage each other to improve the technological literacy education for all students. In Taiwan, Technology is a newly added domain in the upcoming curriculum guidelines for grades 1-12 that will take effect in August 2019. The new (or the 8th) domain includes two courses: Living Technology (LT) and Information Technology (IT). The purpose of this paper was to describe status and challenges of the technology education as an integral part of general education in Taiwan. The literature review was used to gather all the available sources related to purpose. Consequently, the following results are obtained: (1) the technology education in Taiwan is on the move, (2) the newly added Technology domain brings curriculum revival, and (3) there are two challenges can be seen as opportunities as follows--(a) LT and IT could compete against in the Technology domain; and (b) LT and IT could still have a loose body of knowledge.