ethanporcaro/eric-fulltext-meta huggingface dataset:
Physics Graduate Degrees: Results from the Enrollments and Degrees & the Degree Recipient Follow-Up Surveys. Focus On
Author: Mulvey, Patrick J.
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Physics,College Science,Masters Programs,Enrollment,Doctoral Programs,Masters Degrees,Doctoral Degrees,Females,Minority Groups,Foreign Students,National Surveys

Each fall the Statistical Research Center conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the US and Puerto Rico to provide information concerning the number of students they have enrolled and counts of recent degree recipients. In the academic year 2007-08 there were 252 departments with physics graduate programs. For this survey, the degree year is defined as being from September to August. The authors received responses from 97% of these departments. Estimates were derived and included in the totals for non-responding departments. The follow-up surveys for the classes of 2006-07 and 2007-08 were conducted in the winter following the academic year the PhDs and master's received their degrees. For this survey, the degree year is defined as being from September to August. Degree recipients who left the US after receiving their degrees were not included in the analysis. The physics PhD classes of 2006-07 and 2007-08 consisted of 1,460 and 1,499 PhDs, respectively. The authors received post-degree information on 54% of these degree recipients. Sixty-nine percent of their responses came from the PhD recipients themselves, and the remainder came from their thesis advisors. The exiting physics master's degree classes of 2006-07 and 2007-08 consisted of 824 and 790 degree recipients, respectively. The authors received post-degree information on 39% of these degree recipients, with 58% of the information coming directly from the degree recipients. This report presents the authors' findings. Appended are: (1) Exiting Physics Master's Degrees Conferred, Academic Years 1998-2008; and (2) Physics Doctorates Conferred, Academic Years 1998-2008. (Contains 6 tables and 7 figures.)
Measuring Up 2006: The State Report Card on Higher Education. Montana
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Montana include: (1) Montana has made progress in preparing students to succeed in college,  and receives a B+ in preparation this year; (2) Montana has lost ground in its efforts to enroll students in higher education. This year Montana receives a C- in participation; (3) Montana has shown no notable progress in providing affordable higher education. Montana receives an F in affordability; (4) Despite substantial improvement in the proportion of students receiving  certificates or degrees in a timely manner, Montana receives a B- in completion this year; (5) Despite improvement, Montana continues to lag many other states in realizing the benefits that come from having a more highly educated population. Montana receives a C+ in benefits this year; and (6) Like most states, Montana receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 1 figure.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Supporting Research: Environments, Administration and Libraries
Author: MacColl, John
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Research Administration,Information Networks,Researchers,Research Universities,Libraries,Focus Groups,Foreign Countries,Research,Interviews,Librarians

Last year, OCLC Research and the UK's Research Information Network (RIN) undertook a pair of parallel studies in the US and the UK on the theme of research support services in universities (Kroll and Forsman 2010; CIBER 2010). In the US, the library and scholarly information consultancy Kroll Research Associates was commissioned, and in the UK the study was awarded to the Centre for Information Behaviour and the Evaluation of Research (CIBER) at University College London. Working jointly with two organisations, each team chose four research-intensive universities in which to trawl for data on research support services, by means of interviews and focus group sessions with researchers, research administrators, and librarians. The findings of both studies showed a relatively high degree of convergence on one fairly simple fact: institutionally-provided research support services are not appreciated by researchers in universities, who consider them marginal at best and burdensome at worst. Researchers are often resistant to services which they feel belong more naturally to their disciplines rather than their institutions--especially where these duplicate existing disciplinary services. They begrudge any time spent on activity which seems to them to serve an administrative need, seeing their job as to perform research, not administration. Reading the two reports, it is hard to avoid the conclusion that libraries in recent years have been struggling to make a positive impact on the scholarly work of researchers, but having relatively little effect. There is a growing understanding in the library community that it possesses a new set of stewardship responsibilities towards the materials that are generated on campus--particularly those of researchers and academic staff.   (Contains 2 figures.)
Curriculum Reform and Teacher Autonomy in Turkey: The Case of the History Teaching
Author: Ozturk, Ibrahim Hakki
Date: 2011-07-00
Type: Journal Articles
Subjects: Professional Autonomy,Curriculum Development,Educational Change,Foreign Countries,History Instruction,Teaching Methods,Secondary Education,Secondary Schools,Teacher Role,Educational Innovation,Student Needs,Student Interests,Student Centered Curriculum,Textbook Selection,Textbooks

In recent years, the curriculum programs have been changed dramatically in Turkey, as part of a comprehensive reform initiative. The history curriculum for secondary schools was subjected to this transformation as well. This study examines the curriculum reform in terms of teacher autonomy, a key-concept for the comprehension and improvement of the teachers' role in education. The study aims to analyze whether the change in the curriculum has brought any significant innovation regarding the teacher autonomy. According to study's findings, the new history curriculum fails to construct a new framework that is able to provide to teachers a broad sphere of power and autonomy which could allow and encourage them to assume a greater role in the curriculum planning and implementation.  This situation is evidently in contradiction with the main reform's goals such as the development of student-centered teaching methods focusing on the needs, interests and demands of the students and considering their diversities.
A Weblog as a Tool for Reflection for English Language Learners
Author: Hajizadeh, Reza
Date: 2011-08-00
Type: Reports - Research
Subjects: Web Sites,Electronic Publishing,Leisure Time,Second Language Learning,English (Second Language),Teaching Methods,Second Language Instruction,Diaries,Foreign Countries,College Students,Language Proficiency,Student Attitudes,Educational Technology,Computer Uses in Education

Teachers have reported a number of benefits for language learners keeping blogs; however, none of the available research focuses on the potential for a blog to be a medium for reflecting on learning. This paper draws on preliminary data collected from male and female Iranian college students. Forty students kept voluntary blogs in their free time throughout a semester they spent. The students usually wrote about everyday activities, but they also used their blogs to write their reflections about their language learning. In particular, the students discussed feelings about their exam results, occasions when they were disappointed in their spoken English, goals that they set for themselves and ways in which their classroom learning helped them in everyday situations. The findings suggest that blogs could be one tool for teachers to use in order to encourage students to reflect on their learning. (Contains 1 table and 1 chart.)
The Contours of Inclusion: Inclusive Arts Teaching and Learning
Author: Glass, Don
Date: 2010-00-00
Type: Collected Works - General
Subjects: Educational Strategies,Learning Theories,Curriculum Design,Educational Technology,Case Studies,Access to Education,Individualized Instruction,Inclusion,Mainstreaming,Art Education,Curriculum Evaluation,Urban Schools,Participant Observation,Interviews,Disabilities,Drama,Grade 6,World History,Student Diversity,Academic Standards,Cartoons,Creativity,Program Evaluation,Teacher Researchers,Inquiry,Social Environment,Professional Development,Content Area Writing

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community. The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.)
Reading Engagement: A Comparison between E-Books and Traditional Print Books in an Elementary Classroom
Author: Jones, Troy
Date: 2011-07-00
Type: Journal Articles
Subjects: Reading Comprehension,Independent Reading,Standardized Tests,Electronic Publishing,Learner Engagement,Comparative Analysis,Childrens Literature,Elementary School Students,Grade 3,Student Attitudes,Reading Motivation,Urban Schools

Electronic books (e-books) are gaining popularity for personal reading. Options for access to a large selection of book titles and &quot;anytime/anywhere&quot; reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles. Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-books. Results showed that format was not as important as students' identification with setting, characters, and theme of the book. Students did, however, indicate a preference for e-books when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration. The authors concluded that children quickly become comfortable with e-books and welcomed the technology. However, they are not completely ready to disregard print books. (Contains 5 tables.)
Seeking Synchronicity: Revelations and Recommendations for Virtual Reference
Author: Connaway, Lynn Silipigni
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Internet,Information Seeking,Reference Materials,Reference Services,Librarians,Users (Information),Baby Boomers,Age Groups,Comparative Analysis,Search Strategies,Search Engines,Online Searching,User Needs (Information),Information Retrieval,User Satisfaction (Information),Library Services,Access to Information,Electronic Libraries,Computer Mediated Communication

As individuals become more and more comfortable mediating all kinds of situations online and through various technologies, their virtual selves increasingly overlap their "real" lives. Posting a "happy birthday!" message on Facebook is as automatic as dropping a card in the mail. E-mailing relevant links to co-workers happens as naturally as mentioning an interesting article over lunch. Which points toward why the "R" in "Virtual Reference" needs to change if libraries are going to succeed in promoting reference through chat sessions, phone calls, e-mails, texts, mobile applications and other as-of-yet unimagined technologies. Going back to 2005, the authors' research of the use of virtual reference (VR) has had one primary goal: to deliver research-based recommendations that will improve the service that information professionals provide. The purpose of this publication is to distill several years' and several hundred pages' worth of work into a few very specific, easily digestible, actionable suggestions for how individuals can sustain and develop their VR services and systems (Radford and Connaway 2005-2008a). A bibliography is included. Individual sections contain footnotes and references. (Contains 16 charts.)
Linking Home-Based Child Care and State-Funded Preschool: The Community Connections Preschool Program (Illinois Action for Children). Evaluation Phase 1-Implementation Study
Author: Forry, Nicole
Date: 2011-05-00
Type: Reports - Research
Subjects: Preschool Education,Child Language,Toddlers,Child Care,Child Caregivers,Preschool Children,Financial Support,State Aid,Language Acquisition,Models,Program Effectiveness,Program Evaluation,Program Implementation,Interviews,Parents,Preschool Teachers,Child Health,Child Safety

The Community Connections preschool program (herein referred to as Community  Connections) was developed to help prepare children in home-based child care for success in school and in life. It has three goals: (1) to make state prekindergarten classroom experiences available to children in home-based care, (2) to extend classroom learning experiences in the home-based care setting, and (3) to support infant and toddler development in participating providers' homes. Illinois Action for Children (herein referred to as IAFC) created the Community Connections program model in 2005 as Illinois was rapidly expanding its state prekindergarten program, which would ultimately change from serving exclusively at-risk children to become &quot;Preschool for All.&quot; The Illinois State Board of Education has requested evidence that the Community Connections mixed model works before making funding available for it statewide. Education agencies in other states are expected to ask the same question. In Phase 1 of a two phase evaluation, IAFC asked Child Trends and the National Center for Children in Poverty (NCCP) to conduct a study to examine model clarity, fidelity, and the implementation of Community Connections. Phase 2, to take place after implementation issues are identified and addressed, will be an outcomes study. This report describes the methodology and presents the findings of Phase 1 of the evaluation of the Community Connections model, the implementation study. A key conclusion from this implementation evaluation is that many components of the Community Connections Model are being well implemented. They are reported on consistently and perceived favorably across groups of respondents. Yet there are a few areas in which it would be beneficial for further work to be undertaken to document elements of the program model. There are also specific elements that are proving challenging to implement and where work by program developers to provide additional training and supports would be beneficial. Appended are: (1) IAFC Coordinator Interview Protocol; (2) Center Director Interview Protocol; (3) Center Teacher/Assistant Teacher Interview Protocol; (4) Home-Based Provider Interview Protocol; (5) Parent Interview Protocol; (6) CCAT-R Results:Caregiver and Child Language and Engagement; (7) CCAT-R Results:Health and Safety; (8) CCAT-R Results:Materials; (9) Home-Based Provider Visit Record; and (10) Center Visit Form. (Contains 12 footnotes.)
Romanian Pupils at the Spanish Primary Schools: Continuities and Discontinuities between Former and Current Educational Experiences
Author: Ion, Georgeta
Date: 2011-07-00
Type: Journal Articles
Subjects: Educational Practices,Foreign Countries,Educational Experience,Educational Background,Elementary Schools,Elementary School Students,Immigrants,Minority Groups,Student Diversity,Interviews,Teacher Attitudes,Parent Attitudes,Focus Groups,Educational Methods,Values,Cross Cultural Studies,Cultural Differences,Acculturation,Phenomenology

During the last few years, East-Europeans, predominantly Romanians, have become the second largest cultural minority in Catalonia (Spain). Spanish educational institutions now have students from more than twenty different cultures. This paper focuses on the educational background and the factors which characterize the educational experience of Romanian students prior to attending schools in Spain, and how this affects their experiences into Catalonian primary schools. Twenty seven interviews were undertaken, of Catalonian and Romanian teachers, of experts and parents from the host primary schools where the proportion of Romanian students was highest. Two focus-group sessions were carried out with school teachers from Romania. The analysis shows that there is some consistency between educational practices and values in Romania and the practices and values of the host schools. The ability of children to assimilate into the host school is directly influenced by their previous experience in the schools in their country of origin. (Contains 6 tables.)
A Glance at Standard Development Studies and Accreditation Process as Sustaining Tools for Quality in Teacher Education in Turkey
Author: Yuksel, Ismail
Date: 2011-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Foreign Countries,Developed Nations,Accreditation (Institutions),Standards,Educational Quality,Teacher Qualifications

The demand for qualified teachers has been constantly on the increase all over the world. Quite naturally, the teacher education programs have gained renewed importance. It has become indispensable that the effort and resources assembled to teacher education should be effective and sustainable. In Turkey, with the foundation of republic, challenging changes occurred in accordance with the state's fundamental policy. Yet, these changes were temporal and conducted to just save the day. Moreover, they were limited to alter the teacher education program and inadequate in terms of sustainability. In this framework, the developed countries have focused on developing standards and establishing accreditation process to ensure sustainable the quality in teacher education. This has also influenced Turkey and since 1990s, the standard development studies in teacher education have been carried out and an accreditation process has been initiated. However, the researches and applications regarding these standards and accreditation process have not adequately been conducted. This study aims at pointing the standard development studies and accreditation process in teacher education in Turkey in order to gain insight about this standard development process and the current state. (Contains 1 table.)
The Dispositions Improvement Process
Author: Brewer, Robin D.
Date: 2011-07-00
Type: Journal Articles
Subjects: Personality,Preservice Teacher Education,Teacher Education Programs,Personality Assessment,Reflective Teaching,Teacher Effectiveness,Teacher Improvement,Teacher Attitudes

Globally, teacher dispositions along with knowledge and skills continue to be the focal point of teacher education programs. Teachers influence children's development and therefore dispositions are a universal concern. For the past 20 years in the United States, teacher education programs have assessed dispositions. We, however, must now also use these assessment results to ensure that teacher candidates are graduating with the knowledge, skills and dispositions to be effective teachers. In this paper, the authors use case study examples to discuss teacher candidates with problematic dispositions and the resulting improvement plan and process using the Preparing Reflective and Effective Practitioners (PDQ-PREP), developed by the authors. The goal of this process is to ensure that all teacher candidates have the opportunity to reflect on their actions and develop or refine the dispositions necessary to be effective professionals. (Contains 2 figures.)