ethanporcaro/eric-fulltext-meta huggingface dataset:
Voices from Rural Oklahoma: Where&apos;s Education Headed on the Plain?
Author: Squire, Juliet
Date: 2017-02-00
Type: Reports - Research
Subjects: Rural Schools,Focus Groups,Interviews,Community Surveys,Community Attitudes,Educational Attitudes,Educational Needs,Educational Attainment,Guidance Programs,Educational Policy,Policy Analysis,Rural Population,Elementary Secondary Education,Barriers,Performance Factors

Rural schools make up a considerable portion of Oklahoma's public education system. These schools are an integral part of community life for many rural towns. They are also a critical part of Oklahoma's economy, responsible for training the next generation of thinkers, workers, builders, and leaders. Unfortunately, data suggest that many of Oklahoma's rural schools are not providing their students with the academic and non-academic skills necessary for them to be successful in their next steps after high school. This report is an effort to raise the collective voices of rural community members and convey their thoughts and perspectives to policymakers in the state capital. Through a series of twelve focus groups and nine interviews, the authors spoke to more than eighty individuals living in rural communities throughout Oklahoma. The authors asked them about the issues facing the schools in their communities, including topics ranging from course options for students in high school to students' post-college job prospects to their perspectives on policies like charter schools and consolidation. Ten findings fall into three overarching themes: (1) high school alone is not enough; (2) students need more and different guidance navigating their options; and (3) concerns with education policy. Appendices are included.
College and Career Readiness Initiative: College Placement Testing Results for High School Students. Edition 2010-04
Author: Florida Department of Education
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,Student Placement,Testing,Test Results,High School Students,State Legislation,Grade 11,College Preparation,Remedial Instruction,Grade 12,Cutting Scores,Eligibility,Outcomes of Education,Mathematics Education,Reading Instruction,Writing (Composition),Educational Legislation,Educational Trends,Dual Enrollment

The State of Florida launched the College and Career Readiness Initiative to improve student readiness for postsecondary education and promote success after high school graduation. During the 2008 legislative session, s. 1008.30 (3), F.S., (also known as Senate Bill (SB) &quot;1908&quot;) was revised to provide an opportunity for postsecondary readiness testing of high school students and remediation prior to graduation. This legislation, which requires cross-sector (secondary-postsecondary) collaboration, expands college/career readiness testing to 11th grade students who express a desire to attend a postsecondary institution, and provides opportunities for students with deficiencies to receive remediation during the 12th grade. Participation in remediation is voluntary for students. Students are considered &quot;college ready&quot; or prepared to enter college credit coursework when they meet the state-defined cut scores on approved common placement tests, per State Board Rule, 6A-10.0315, F.A.C. This report explores college placement testing (CPT) testing outcomes in mathematics, reading, and writing for SB 1908 students. The report compares the pass rates of SB 1908 students with pass rates from prospective dual enrollment students and students who have enrolled in college readiness courses. Additionally, it examines trends in readiness and success course enrollments across the State of Florida from 2008-09 to 2009-10. The aim of this research is to show how targeted instruction in high school can be valuable in assisting students to prepare for college credit coursework.
An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems
Author: Carter, Bruce J.
Date: 2017-11-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Equal Education,Statistical Analysis,Benchmarking,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Comparative Analysis,Urban Areas,Low Achievement,Democracy,Social Theories,Correlation,Enrollment Rate,Graduation Rate,Teacher Effectiveness,High Schools,Educational Quality,Taxes,Literacy,Outcomes of Education,Statistical Significance,Best Practices

A problem recognized in the United States is that a K-12 public education in urban communities is more likely to support existing patterns of inequality than to serve as a pathway to opportunity. The specific focus of this research was on the poor academic performance in U.S. K-12 urban communities. Using Benet's polarities of democracy theory as the foundation, the purpose of this correlational study was to determine which independent variables, enrollment rates, high school graduation rates, property tax funding rates for schools, teacher quality, and youth literacy rates are statistically associated with quality education outcomes by using the polarities of democracy participation and representation tenets as proxy variables. Secondary data spanning a 5-year aggregate period, 2010-2015, was compared for both Massachusetts and the United States, using Germany as the benchmark. Data were acquired from the Programme for International Student Assessment from the Organisation for Economic Cooperation and Development. The total sample included 150 cases randomly selected from 240 schools in Massachusetts and 150 schools in Germany. Data were analyzed using ANOVA. The results of this study indicate a statistically significant (p &lt; 0.001) pairwise association between each of the 5 independent variables and the dependent variable. The 5 independent variables had a positive statistically significant effect on education quality. The implication for social change from this study includes insight and recommendations to the U.S Department of Education into best practices for reducing educational inequality and improving educational quality as measured by achievement in the United States.
Attrition and Retention of Urban African-Americans in Higher Education
Author: Masursky, Danielle
Date: 2000-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Student Attrition,School Holding Power,African American Students,Higher Education,College Students,Minority Group Students,Academic Persistence,Urban Areas,Phenomenology,Qualitative Research,Dropouts,At Risk Students,College Environment,Interviews,Models,Institutional Characteristics,Student Experience,Social Integration

Attrition is a consistent feature of higher education--only about half the students who start college will ever receive a degree. The attrition rates of African-American students is even higher than that of their white counterparts. Attrition in general, and especially that of high risk students, is of great concern to university administrators and others who believe a college education contributes to general success in life. Vincent Tinto is the most prolific, and possibly most respected, of the theory-based college attrition researchers, but his model, which focuses on the integration of students into the college environment, has been criticized for not addressing the experiences of minority, and other non-middle class, students. The subjects in this study were 20 African-American students who returned to college after their first year and 18 African-Americans who left college for at least one semester after they began. In-depth interviews were conducted with each subject. Among the topics covered: Why did they decide to attend college? What have been their experiences of the college environment? And for those who left: What influences, including outside pressures such as family obligations and their financial situation, affected their decision to leave college? Results suggest that the central concept in Tinto's model, social integration, is not the key to these students' college experience. Among persisters and those departers who returned to college, their own determination to finish seems to be the key factor--a resolve that appears to result largely from their belief that a college degree is the only means of achieving their ultimate goals for career and life satisfaction. Most students who departed college faced significant life challenges such as child bearing and financial difficulties.
Delivering Justice: Report to the President and Secretary of Education, Fiscal Year 2015
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Presidents,Civil Rights,Educational Opportunities,Equal Education,Civil Rights Legislation,Federal Legislation,Disabilities,Disability Discrimination,Data Collection,Age Discrimination,Justice,Federal Government,Public Agencies,Education

For decades, the Office for Civil Rights (OCR) has enforced civil rights in our nation's preschool through 12th grade (P-12) and post-secondary schools, which now serve almost 80 million students annually. In Fiscal Year 2015, the OCR promoted excellence in education through conducting investigations and monitoring schools under resolution agreements; ensuring equal access to educational opportunity through the release of policy guidance; providing technical assistance to enforce federal civil rights laws; and improving the Civil Rights Data Collection. The quality and pace of OCR's enforcement work remained high. OCR received a record-high 10,392 complaints, initiated 19 compliance reviews and directed inquiries, and resolved 9,250 cases overall, including 1,044 resolutions that secured changes protective of students' civil rights in schools around the nation. OCR developed and released nine policy guidance documents and hosted policy-related listening sessions with stakeholders on a variety of issue areas, including resource equity and resource comparability and discrimination based on race and national origin. OCR provided more than 250 technical assistance sessions to a wide range of stakeholders -- including schools and districts, state education agencies, colleges and universities, parent groups, nonprofit organizations, advocacy organizations, and other federal agencies -- and conducted other outreach to galvanize action on important civil rights topics. OCR administered and collected data for the 2013-14 school year Civil Rights Data Collection (CRDC) from approximately 97,000 public schools serving about 49 million students nationwide. This report gives examples of significant progress toward upholding the promise of equal educational opportunity for all students.
Investigation of the Cognitive Structures of Prospective Preschool Teachers on the Concepts of Circle, Disk and Annulus with the Word Association Test
Author: Gok Colak, Feride
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Misconceptions,Association Measures,Cognitive Structures,Geometric Concepts,Concept Mapping,Preschool Teachers

This study aimed to investigate the cognitive structures of prospective preschool teachers and to identify their misconceptions about the concepts of circle, disk and annulus. In the study, the Word Association Test was used as the data collection instrument. The study was conducted in the fall semester of the 2014-2015 academic year with the participation of 120 prospective preschool teachers. The prospective teachers were presented with three basic geometrical concepts frequently used in preschool education and were requested to write down the words each key concept evoked in order of significance within 30 seconds. Their replies were matched with the key concepts and converted into a frequency table and concept maps that represent the cognitive structures of the prospective preschool teachers were constructed based on this frequency table. The cutoff point method was used in the construction of the concept maps. The cutoff point is designated as a value three-five lower than the number of answers for each key concept and is determined by reducing this value by designated intervals until all key concepts are revealed. The first part is constructed by recording the key concepts and the answers above the cutoff point. In the concept map generated through this method, all the parts were constructed by determining all the answers given by the prospective teachers for the key concepts. Data analysis showed that the prospective preschool teachers associated the geometrical concepts of circle, disk and annulus mostly with examples from daily life, had misconceptions about the key concepts and had difficulty in differentiating between these concepts.
An Analysis of Children&apos;s Behavioral Problems in the Context of Social Skills and Teacher Child Relationships
Author: Erturk Kara, H. Gozde
Date: 2017-00-00
Type: Journal Articles
Subjects: Behavior Problems,Teacher Student Relationship,Aggression,Hyperactivity,Parent Background,Educational Attainment,Correlation,Family Size,Family Income,Teaching Experience,Gender Differences,Interpersonal Competence,Preschool Children,Preschool Teachers,Sampling,Foreign Countries,Measures (Individuals),Rating Scales,Questionnaires,Regression (Statistics),Scores

Aim of this study is to examine the factors that affect children's behavioral problems and present the relationships between children's behavioral problems, social skills and teacher child relationship. Relational screening model was preferred for this study. Study group consisted of 53, 36-48 months of age children who studied at early childhood education centers in Kayseri in 2015-2016 education year. Convenient sampling method was preferred to choose the participants. Personal Information Form, Student Teacher Relationship Scale, Preschool Behavior Questionnaire and Preschool Social Skills Assessment Scale were used to collect the data. Descriptive analyses, t test, ANOVA, Pearson correlation analyses and standard multiple linear regression analyses were preferred to analyses the data. Results of the study showed that children had low behavioral problems. Boys had more behavioral problems regarding being inattentive-hyperactive than girls had. Children's whose mothers and fathers had low education level, had more behavior problems regarding aggressiveness. Number of siblings, family income and teachers experience had no significant effect on children's behavioral problems. It was seen that behavioral problems, social skills and teacher child relationships have a relationship significantly. It was presented that conflict between teacher and children and social skills have together a predictor of children's behavioral problems.
Engage Students with Dyslexia in Video-Based Learning Activities
Author: Antonio, Giardi
Date: 2016-10-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Dyslexia,Video Technology,Hypothesis Testing,Reading Skills,Auditory Perception,Visual Perception,Coding,Cognitive Processes,Foreign Countries,College Students,Teaching Methods,Questionnaires,Program Effectiveness,Interviews,Statistical Analysis

The aim of this paper is to focus reader's attention on &quot;mobile&quot; use of iTunesU and USiena model, as future compensatory tools. Starting from multimedia learning theories, a mobile course model has been designed (USiena model) and the experimental method has been used to carry out a &quot;pilot study&quot; with 32 dyslexic students. The goal of experimentation was to investigate how iTunesU associated with USiena model influences learning. The experimental hypothesis was that the proposed design solution would favor the contents transmission compared to the &quot;talking book&quot; improving learning and proposing (iTunesU and USiena model) as a possible compensatory tool for the future. Two audio contents have been recorded, two video contents have been produced (with USiena model) and the learning level has been compared. The obtained results confirmed the experimental hypothesis.
The Effectiveness of the High-Tech Speech-Generating Device with Proloquo2Go App in Reducing Echolalia Utterances in a Student with Autism
Author: Alrusayni, Norah
Date: 2017-00-00
Type: Reports - Research
Subjects: Autism,Assistive Technology,Behavior Problems,Interviews,Teacher Attitudes,Intervention,Augmentative and Alternative Communication,Pervasive Developmental Disorders,Communication Problems,American Sign Language,Pictorial Stimuli,Computer Oriented Programs,Preadolescents,Special Education,Grade 6,Language Impairments,Handheld Devices,Telecommunications,Video Technology,Observation

This study was conducted to determine the effectiveness of using the high-tech speech-generating device with Proloquo2Go app to reduce echolalic utterances in a student with autism during conversational speech. After observing that the iPad device with several apps was used by the students and that it served as a communication device, language aid, and memory aid, the researcher decided to research the effectiveness of using the Proloquo2GO app in reducing echolalia. This action research study used a single-subject alternating research design to evaluate the effect of Proloquo2Go app on echolalia. Data was collected first by using an observation of behavior analyzed for antecedent, behavior and consequences, then by recording the number of echolalic utterances, and finally by conducting an interview with the student's cooperating teacher. The results proved that there was a higher number of echolalia produced by Peter in sessions without the AAC intervention when compared to sessions with AAC intervention. The results support the use of Proloquo2GO app to decrease echolalic utterances.
Civil Rights Data Collection. Data Snapshot: College and Career Readiness. Issue Brief No. 3
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2014-03-21
Type: Reports - Evaluative
Subjects: Civil Rights,College Readiness,Career Readiness,Access to Education,Mathematics Education,Science Education,Core Curriculum,Minority Group Students,African American Students,Hispanic American Students,American Indian Students,Alaska Natives,Achievement Gap,Gifted,English Language Learners,School Holding Power,Disabilities,Equal Education,Special Education,Advanced Placement Programs,High School Students

The Civil Rights Data Collection (CRDC) collects a variety of information including student enrollment and educational programs and services, most of which is disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The CRDC is a longstanding and important aspect of the Department of Education's Office for Civil Rights (OCR) overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Information collected by the CRDC is also used by other Department of Education offices as well as policymakers and researchers outside of the Department of Education. This data snapshot highlights statistical information pertaining to the following aspects of college and career readiness of students. They include: (1) Limited access to high-level math and science courses; (2) Significant lack of access to other core courses; (3) Even less access for black, Latino, American Indian, and Alaska Native students; (4) Growing opportunity gap in gifted and talented education; (5) Advanced Placement (AP) course enrollment and testing; (6) Less access to English language instruction programs for American Indian and Native-Alaskan English learners; and (7) Higher rates of retention for students of color, English learners, and students with disabilities.
Pre-Service Teachers&apos; Opinions on Cloud Supported Social Network
Author: Ozcan, Seher
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Semi Structured Interviews,Educational Technology,Technology Uses in Education,Information Storage,Information Management,Users (Information),Computer Mediated Communication,Social Media,Qualitative Research,Video Technology,Shared Resources and Services,Foreign Countries

Pre-service teachers are expected to use new technologies such as Google+ which facilitates contacting, sharing in certain environments and working collaboratively with the help of cloud support in their lessons effectively. This study aims to examine pre-service teachers' opinions regarding the use of Google+ to support lesson activities. In this study the data was collected using semi-structured interview techniques carried out with pre-service teachers (n=15) chosen by purposeful sampling. The purposes of using Google+ were sharing, chatting and communication, whereas Google Docs was mostly used for its efficiency, interaction, the prudential purpose of use and to support teaching. When the views of the pre-service teachers regarding the use of Google+ were examined it was found that interface being thought to be more complex than other social networks affected the teachers' first impressions negatively. As the negative first impression towards Google+ changed in time, it was stated to have provided a number of teaching opportunities. Some suggestions regarding the opportunities Google+ offers were also made.
Progress and Challenges in Developing Tiered Quality Rating and Improvement Systems (TQRIS) in the Round 1 Race to the Top-Early Learning Challenge (RTT-ELC) States. NCEE 2018-4003
Author: Kirby, Gretchen
Date: 2017-11-00
Type: Reports - Research
Subjects: Annual Reports,Accountability,Audits (Verification),Efficiency,Program Implementation,Participation,Eligibility,Incentives,Incentive Grants,Educational Quality,Benchmarking,Rating Scales,Outcome Measures,Test Validity,Statistical Distributions,Data Collection,Teacher Qualifications,Teacher Role,Academic Standards,Teacher Education,Evaluators,Technical Assistance,Financial Support,Special Needs Students,Barriers,Federal Programs,Federal Aid,Educational Practices,Elementary Secondary Education

This report focuses on the progress made and challenges faced by the nine states in achieving the first three objectives for which they were held accountable for use of their Race to the Top Early Learning Challenge (RTTELC) funds. It discusses discrete findings related to these objectives in relevant chapters of the report: Tiered Quality Rating and Improvement System (TQRIS) implementation and participation is discussed and in Chapter II, TQRIS structure, in Chapter III, and the process to generate TQRIS ratings in Chapter IV. Chapter V, reviews the refinements Round 1 states made to their TQRIS since receipt of the RTT-ELC grant. Chapter VI, describes the other studies that are being conducted to shed light on whether states achieved these objectives, along with findings on key features of states' TQRIS that may affect their ability to achieve those objectives. Appendix A contains profiles for each of the nine states.