ethanporcaro/eric-fulltext-meta huggingface dataset:
A Splendid Torch: Learning and Teaching in Today&apos;s Academic Libraries
Author: Eyre, Jodi Reeves, Ed.
Date: 2017-09-00
Type: Books
Subjects: Academic Libraries,Library Role,Librarians,College Faculty,Librarian Teacher Cooperation,Educational Technology,Technological Literacy,Maps,Case Studies,Cooperation,Electronic Publishing,Electronic Libraries,Printing

Six essays, written collaboratively by current and former Council on Library and Information Resources (CLIR) postdoctoral fellows, explore the contributions that today's academic libraries--as providers of resources, professional support, and space--are making to learning and teaching. Topics include the continuing evolution of the learning commons, information literacy instruction, digital humanities teaching in libraries, spatial literacy, collaboration in digital special collections, and 3-D printing and pedagogy. Following the Foreword (Charles Henry) this book contains the following six essays: (1) Handing on the Splendid Torch: The Continuing Evolution of the Learning Commons (Martin Tsang, Tamsyn Mahoney-Steel, Jodi Reeves Eyre, and Christa Williford); (2) Creating Contact Zones in a &quot;Post-Truth&quot; Era: Perspectives on Librarian-Faculty Collaboration in Information Literacy Instruction (Bridget Whearty, Marta Brunner, Carrie Johnston, and Ece Turnator); (3) Exploring How and Why Digital Humanities Is Taught in Libraries (Hannah Rasmussen, Brian Croxall, and Jessica Otis); (4) Current Use and Prospective Future of the University Map Library: A Case Study of Multiple Perspectives From One Institution (John Maclachlan, Jason Brodeur, Brian Baetz, Patrick DeLuca, Julia Evanovitch, Rebecca Lee, and Supriya Singh); (5) New Opportunities for Collaboration in the Age of Digital Special Collections (Erin Connelly, Anne Donlon, Dimitrios Latsis, and Dawn Schmitz); and (6) Shiny Things: 3D Printing and Pedagogy in the Library (Jennifer Grayburn, Veronica Ikeshoji-Orlati, Anjum Najmi, and Jennifer Parrott). An Afterword (Lauren Coats and Elliott Shore) follows.
Utah: A State of Opportunity. Utah State Board of Regents Strategic Plan 2025. 2017 Progress Report
Author: Utah System of Higher Education (USHE)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Strategic Planning,Student Costs,Graduation,Time to Degree,Access to Education,Educational Innovation,Academic Persistence,College Readiness,Student Financial Aid,College Admission,Enrollment,School Safety,Elementary Secondary Education

As Utah's public institutions enroll the vast majority of Utah high school graduates, the Utah System of Higher Education (USHE) is the primary workforce pipeline in the state. But USHE institutions are expecting over 52,000 new students by 2025, and will need to grow capacity academically, physically, and virtually to keep pace. Seeking to proactively address these issues, the Board of Regents adopted a ten-year strategic plan in January 2016, focusing on three key objectives: Affordable Participation, Timely Completion, and Innovative Discovery. Throughout 2016, the Board of Regents laid the framework for specific initiatives, programs, and collaborations to prioritize to ensure the three objectives were addressed. There are numerous efforts underway at all USHE institutions in support of these objectives; the focus here is on those efforts directly by the Commissioner's Office to advance the Board's priorities. This annual update highlights progress made on these objectives, and what next steps the Commissioner's Office--in close partnership with USHE institutions--will take to achieve further progress.
Utah&apos;s Post-Secondary Participation and Completion Patterns. Issue Brief No. 2017-2
Author: Ma, David
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Strategic Planning,Student Participation,College Attendance,Graduation,College Graduates,Grade 12,College Bound Students,Academic Degrees,Graduation Rate,Public Colleges,Private Colleges,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Family Income,School Role,Language Proficiency,Limited English Speaking,College Credits,Course Selection (Students),College Mathematics

In 2016, the Utah State Board of Regents adopted a 10-year strategic plan, including two specific goals related to students' participation in and completion of higher education: first, that 75% of Utah's 12th graders would enroll in post-secondary education within five years of high school graduation by the year 2025; and, second, that degree productivity at institutions within the Utah System of Higher Education would increase to 28 awards (i.e., certificates or degrees) per 100 full-time equivalent students by the year 2025. This Issue Brief explores the current patterns of higher education participation and completion in Utah.
Concurrent Enrollment: Math. Issue Brief, No. 2017-1
Author: Curtin, Joseph A.
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,College Mathematics,Dual Enrollment,College Students,High School Students,Enrollment Trends,Mathematics Achievement,Comparative Analysis

The question of course rigor is often raised in connection with Concurrent Enrollment courses when compared to their on-campus equivalents. Over one-third of all Utah high school juniors and seniors enroll in at least one concurrent enrollment course, courses in which students earn both high school credit for graduation and college credit corresponding to the first year at a college or university in the Utah System of Higher Education (USHE). This brief compares students who take a postsecondary math course via concurrent enrollment with traditionally enrolled college students at a USHE institution. This comparison attempts to demonstrate whether or not a student who takes a Math course through concurrent enrollment is less, as well, or better prepared to succeed in postsecondary Math courses.
College Participation and Completion of Utah High School Graduates: Cohorts 2007-2012
Author: Ma, David
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Student Participation,College Attendance,High School Graduates,Educational Attainment,Cohort Analysis,White Students,Minority Group Students,Racial Differences,Incidence,Comparative Analysis,Tables (Data),Institutional Characteristics,Correlation,Gender Differences,Ethnicity,Family Income,Limited English Speaking,College Entrance Examinations,Scores,Graduation Rate

Relying on the data from Utah System of Higher Education (USHE), Utah State Board of Education (USBE), and National Student Clearinghouse (NSC), this report examines college participation rates of Utah high school graduates (cohorts 2007-2012) with a focus on the gap in college participation between Whites and minorities. The report also includes a brief examination of college completion rates of Utah high school graduates (cohorts 2007-2012) enrolled in college.
Technology-Mediated Advising and Student Support: An Institutional Self-Assessment
Author: Columbia University, Community College Research Center
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Community Colleges,Colleges,Academic Advising,Technology Integration,College Students,Scoring Rubrics,Technology Uses in Education,Faculty Advisers

The rubric aims to help community colleges and broad-access four-year colleges assess their work on technology-mediated advising and student support, sometimes referred to as Integrated Planning and Advising for Student Success (iPASS). This work involves moving from a model of advising focused on information provision or course registration to one in which advising is sustained, strategic, integrated, proactive, and personalized (SSIPP)--in which students have a dedicated advisor who can connect them to a coherent, institution-wide network of services. It also outlines the core components of technology-mediated advising and student support identified by CCRC's research, which are divided into two levels. This is a companion piece to CCRC's &quot;Implementing Holistic Student Support: A Practitioner's Guide to Key Structures and Processes.&quot; While the practitioner's guide focuses on the specifics of designing and delivering advising and student support services, this rubric offers guidance on broader institutional structures and processes that support a holistic advising model. In addition, while the practitioner's guide is designed to help institutions identify which pieces of holistic student support are already in place and to make plans for implementing those that are not, the rubric is designed to allow institutions to assess how well they are doing in providing holistic student support. Together, these tools offer a comprehensive blueprint for redesigning advising and student support. [To view &quot;Implementing Holistic Student Support: A Practitioner's Guide to Key Structures and Processes,&quot; see https://ccrc.tc.columbia.edu/media/k2/attachments/implementing-holistic-student-support-practitioner-guide.docx.]
The 6th Grade Primary History Book and the Reactions of the Greek and Cypriot Educational Communities and Societies
Author: Kimitris, Petros N.
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Grade 6,Elementary School Students,History Instruction,Textbooks,European History,Public Opinion,Textbook Preparation,Textbook Evaluation,Textbook Bias,Politics of Education,Programming (Broadcast),Television,Mass Media Effects,Textbook Content,Theory Practice Relationship,Educational Policy,Ideology

The present study was designed to explore the role of Rebousi et al's primary 6th grade history school book in evaluating the experience of a nation but also to examine the causes behind the reactions of political parties, historians and the wider public. History books and politics have very deep roots that reflect on old responsibilities, sensitivities, disagreements and conflicts. Moreover, they are related to many political, economic, social, cultural, religious and national security issues. The dominance of prejudices in the public debate made logic and sober discussions impossible. History books also value issues of national identity and survival, matters of natural prejudices and themes of national aspirations and ambitions. Particular emphasis had been placed on the 6th grade primary history school book. The main objective of this research project was to provide a better understanding of these reactions in Greece and Cyprus, and how they affected the development of Rebousi's history book. The purpose was to acknowledge politicians' and educational modulators' views through a television program, archival documents and newspaper articles. Moreover, what was also hoped to be understood were the historical traditions that affected the writing of the history book and also why the content of this history book caused reactions. The findings of the research underline the importance of the course of history and explain why the writing of a new book often causes acute disagreements and conflicts. In addition, both the reactions of the political parties and the wider public were guided by national survival syndromes. This national pride and security was used by the political parties to guide the public not just because the school book had historical mistakes but to obtain more voters in the future. This is proven by the reactions towards or against Rebousi et al's 6th grade history school book that rose or destroyed political careers. Factors like new methods of writing history books, multidimensional truth and post-modern historiography do not seem to be that influential in limiting the reactions against the introduction of a new history school book.
Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280
Author: Slama, Rachel
Date: 2017-11-00
Type: Reports - Research
Subjects: Hispanic American Students,English Language Learners,Language Proficiency,Time,Cohort Analysis,Grade 1,Public Schools,Reading Tests,Mathematics Tests,Student Characteristics,Low Income Students,Special Education,Elementary School Students,Longitudinal Studies,English (Second Language),Bilingual Education,Gender Differences,Immigrants,Middle School Students,Reading Achievement,Mathematics Achievement,Preschool Education,Grade 3,Grade 8

English learner students are challenged by the difficult task of learning English concurrently with learning content in areas such as reading and math. English learner students who have not attained proficiency in English or learned core course content by the middle and upper grades may not have the requisite skills to enroll in courses required for high school graduation, placing them at greater risk of dropping out of school before graduation. The lack of a high school diploma could subsequently limit the economic opportunities open to them. Texas, which serves 16 percent of the nation's English learner students (U.S. Department of Education, 2016), provides a unique context for examining the time it takes these students to achieve English proficiency and master core content. Using data from the Texas Education Agency, a study team from Regional Educational Laboratory Southwest examined the average time it took the 2005/06 cohort of grade 1 Hispanic English learner students in Texas public schools to attain English proficiency and to demonstrate at least satisfactory academic performance in reading and math as measured by state standardized assessments. This longitudinal study also examined whether the time it took students to attain these key outcomes differed by enrollment in a public prekindergarten program, initial English language proficiency level, the type of English learner program (English as a Second Language or bilingual), whether a parent had opted the student out of English learner services, and student background characteristics (gender, eligibility for the federal school lunch program, immigrant status, and participation in a special education program). This study demonstrates the use of state historical data to expand knowledge of how English learner students fare in school while classified as English learner students and after reclassification as fluent English proficient. Study results can be used to inform expectations for progress toward English language proficiency for English learner students.
Internet Use among Retired Teachers
Author: Demiray, Emine
Date: 2017-01-00
Type: Reports - Research
Subjects: Internet,Use Studies,Teacher Retirement,Teacher Associations,Questionnaires,Demography,Statistical Analysis,Foreign Countries,Information Technology,Technological Literacy,Preferences,Access to Computers,Knowledge Level,Problem Solving,Teacher Attitudes,Barriers,Training,Computer Attitudes

Internet access tools and devices are developing with the prevalence of the Internet, which is considered revolutionary in information and communications technology. Beside the widespread use of the Internet among young people, statistics show that the number of older people that use the Internet is also on the rise. The purpose of the study is to identify the Internet use habits of the retired teachers who are registered members of Retired Teachers Association. The sample of the study is composed of the teachers who are members of Eskisehir Retired Teachers Association. A two-part questionnaire was implemented. The first part includes six questions of demographics and the second includes 16 questions related to Internet use habits. The data was analyzed on SPSS 23 software. The results show the Internet use habits of retired teachers who are members of the association. [This article was presented at the 5th World Conference on Educational and Instructional Studies-WCEIS, 27-29 October, 2016, Antalya-Turkey.]
Competences of Dominican College Students in the Comprehension of Superstructure and Macrostructure of Expositive Texts
Author: Tavarez, Pedro J.
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Competence,Reading Comprehension,Expository Writing,Text Structure,Spanish,Semantics,Linguistics,Constructivism (Learning),Reading Tests,Statistical Analysis

The objective of this research is to determine the competences of students of Basic Spanish Language II (Let. 012) in the comprehension of the superstructure and macrostructure of expository texts, in two college Campuses; the UASD San Francisco de Macorís Campus, and the UASD Bonao Campus for the semester 2015-2. The theory is based on the concepts: superstructure and semantic macro-structure, (van Dijk, 1983); Mechanisms of global scheme and thematic progression (Calsamiglia and Tusón, 1999); The expository text (Álvarez, 2004); And text compression by Aguillon and Palencia (2004). The study is located within the framework of nonexperimental descriptive research with a quantitative approach. After the implementation of an intervention plan on such procedures for sociodemographic aspects and written comprehension, students were asked to read both expository texts and complete an instrument validated by experts in the area of Linguistics, in which they demonstrated the skills to understand those texts. The results indicate that they are able to identify the introduction of the expository text and identify the topic of the expository text; However, fail to establish coherence relations in the texts they analyze.
Getting Comfortable with Failure and Vulnerability to Facilitate Learning and Innovation in the Game of School
Author: Machajewski, Szymon
Date: 2017-05-10
Type: Reports - Descriptive
Subjects: Educational Games,Academic Failure,Empathy,Educational Innovation,Teacher Student Relationship

Schools are to prepare students for success. However, they often villainize failure. Instead, schools should teach students how to fail fast and safely in order to learn and to allow innovation through vulnerability. The lessons that the gaming culture has for learning will define future strategies of teaching and learning. Games are sometimes called well-designed work. As a result, people flock to them. The secret of engagement in games can be adopted in academia as soon as courses become well-designed games.
The Conflict Management Strategies of School Administrators While Conflicting with Their Supervisors
Author: Özyildirim, Gülnar
Date: 2017-00-00
Type: Journal Articles
Subjects: School Administration,Supervisors,Conflict Resolution,Gender Differences,Measures (Individuals),Computer Software,School Districts,Foreign Countries,Validity,Reliability,Factor Analysis,Administrator Attitudes,Interpersonal Relationship,Statistical Analysis

Conflict is everywhere as there are conflicts at educational organizations. One of the most affected groups from conflicts is administrators who are bridges between teachers and parents, supervisors. The aims of this study are to determine which strategies the school administrators use and how often they use these strategies and whether their strategies change according to their genders, educational situations and managerial status. 370 school administrators participated in this study and they were applied Organizational Conflict Management Instrument developed by Putnam and Wilson. Lisrel 9.0 and SPSS 20.0 programs were used during analysis. As a result, compromising strategy is the most used one while dominating is the less used strategy by school administrators while they were conflicting with their supervisors. Although the frequency of avoiding and dominating strategies differ according to their genders significantly, there aren't any significant differences among administrators in terms of their educational situations. Their reasons for conflict management strategies can be examined through qualitative research method.
Middle School Learners&apos; Use of Latin Roots to Infer the Meaning of Unfamiliar Words
Author: Crosson, Amy C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Metalinguistics,Latin,Inferences,Familiarity,Word Recognition,Morphology (Languages),Grade 6,Grade 7,Problem Solving,Intervention,Correlation,Semantics,Etymology,Memory,Experimental Groups,Control Groups,Student Evaluation,Evaluation Methods,Coding,Reading Comprehension,Qualitative Research,Reading Tests

This study investigated how middle school students leverage information about bound Latin roots (e.g., voc in &quot;advocate&quot; and &quot;vociferous&quot;) to infer meanings of unfamiliar words, and how instruction may facilitate morphological analysis using roots. A dynamic assessment of morphological analysis was administered to 29 sixth graders (n = 17 intervention students) and 30 seventh graders (n = 18 intervention students). Qualitative analyses of analytic strategies revealed patterns of morphological problem solving that included &quot;direct&quot; (i.e., direct application of roots to analyze unfamiliar words) and &quot;indirect routes&quot; (i.e., use of known words that carry the roots to analyze unfamiliar words). Intervention students applied a direct route at higher rates than control students. Correlational analyses revealed a small but significant treatment effect on establishing meaning memory representations for roots and a significant, positive treatment effect for use of roots to infer unfamiliar word meanings. Overall results show promise for use of bound Latin roots for morphological problem solving. [This article was published in &quot;Cognition and Instruction&quot; (EJ1093957).]
Effects of Training and Coaching with Performance Feedback on Teachers&apos; Use of &quot;Pyramid Model&quot; Practices
Author: Hemmeter, Mary Louise
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Problems,Best Practices,Check Lists,Coaching (Performance),Comparative Analysis,Control Groups,Disabilities,Emotional Development,Experimental Groups,Faculty Development,Feedback (Response),Generalization,Intervention,Maintenance,Observation,Preschool Children,Preschool Education,Preschool Teachers,Program Effectiveness,Skill Development,Social Development,Teacher Effectiveness,Teaching Methods,Urban Schools,Young Children

Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills, and there has been little evidence of maintenance and generalization. The purpose of this study was to examine the effects of a professional development intervention on teachers' implementation of practices related to the &quot;Pyramid Model for Promoting Social-Emotional Competence in Young Children,&quot; as well as the extent to which teachers generalized and maintained those practices. A multiple probe design across sets of &quot;Pyramid Model&quot; practices replicated across three teachers was used in this study. All teachers acquired the practices and maintained the practices after coaching ended. There was some evidence of generalization for all three teachers. The effects of teacher implementation on classroom-wide incidences of challenging behavior were mixed. Teachers all rated the coaching positively. [This article was published in &quot;Topics in Early Childhood Special Education&quot; (EJ1076730).]