ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Connections: Dimensions of Student Engagement. 2009 Findings. Executive Summary
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,Community Colleges,Academic Achievement,College Attendance,Student College Relationship,Teacher Student Relationship,Social Cognition,Social Capital,Social Support Groups,Interpersonal Relationship,Social Networks,Group Dynamics,Social Psychology,Aptitude Treatment Interaction

Most students arrive at college expecting to succeed and believing that they are motivated to do so. Too often, though, there is an evident difference between being motivated and being prepared to succeed. Still, community college students often come to recognize one factor that plays a pivotal role in their success: connections. Entering students predict they will stay in college and achieve their academic goals because of their own resolve. They expect to succeed because of "my own determination," or so "my children will have a better life." But most continuing students indicate that, at some point, they considered dropping out, and their reasons for staying in school are revealing: They almost always include the name of a particular person--an instructor, a staff member, another student--who gave the encouragement, guidance, or support they needed to keep going. Personal connections are the unanticipated success factor--a critical variable that improves the odds of persistence. But students' typical patterns of college attendance, including part-time enrollment and juggling classes with work and family commitments, create challenges. Establishing personal connections may not happen easily, much less automatically. This discrepancy raises an important question for colleges and their approach to engaging students: Since strong personal connections are key to keeping more students in college, how can institutions foster stronger and more diverse connections with (and among) students? This year, the Community College Survey of Student Engagement ("CCSSE") focuses on the importance of relationships among students, faculty, and staff, and with their institutions: how these connections evolve, the value they add, and the importance of devoting greater effort to nurturing them. [For related reports, see "Making Connections: Dimensions of Student Engagement. 2009 Findings" (ED529077); "High Expectations, High Support: Essential Elements of Engagement. 2008 Findings" (ED526359); and "High Expectations, High Support: Essential Elements of Engagement. 2008 Findings. Executive Summary" (ED526360).]
Committing to Student Engagement: Reflections on CCSSE's First Five Years. 2007 Findings. Executive Summary
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,Part Time Faculty,Data Collection,Data Analysis,Student Characteristics,Expectation,Goal Orientation,Developmental Programs,Teaching Methods,Student Participation,Student Motivation,Educational Quality,College Freshmen,Surveys,College Students,College Faculty,Student Experience,Learner Engagement,Community Colleges,Academic Persistence,At Risk Students,Educational Change,Research Utilization,Benchmarking,Academic Advising,Teacher Student Relationship,Interaction

The Community College Survey of Student Engagement ("CCSSE") this year celebrates five years of helping community colleges better serve their students. With its unrelenting focus on using data to improve students' educational experiences, "CCSSE" has established itself as a leading voice in community college improvement efforts. More important, "CCSSE" has helped a growing number of college leaders change the way they think about their work. College faculty and administrators who once made decisions based on their personal perceptions now increasingly base decisions--about everything from allocating resources to selecting teaching strategies--on evidence. And perhaps most significant, over the past half decade, "CCSSE" and its member colleges have learned a great deal about how to engage students so they will be more likely to attain their academic goals. This year, in honor of its fifth anniversary, "CCSSE" presents the results of its annual survey in terms of lessons learned and strategies that work. The following are five lessons learned by "CCSSE" in its first five years of work: (1) Be intentional; (2) Engagement matters for all students, but it matters more for some than for others; (3) Part-time students and faculty are the reality of community colleges--and typically are not adequately addressed in improvement efforts; (4) Data are its friends; and (5) Look behind the numbers. "CCSSE" offers the following strategies; (1) Set High Expectations and Clear Goals; (2) Focus on the Front Door; (3) Elevate Developmental Education; (4) Use Engaging Instructional Approaches; and (5) Make Engagement Inescapable. [For the full report, "Committing to Student Engagement: Reflections on CCSSE's First Five Years. 2007 Findings," see ED529080.]
Committing to Student Engagement: Reflections on CCSSE's First Five Years. 2007 Findings
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,Part Time Faculty,Data Collection,Data Analysis,Student Characteristics,Expectation,Goal Orientation,Developmental Programs,Teaching Methods,Student Participation,Student Motivation,Educational Quality,College Freshmen,Surveys,College Students,College Faculty,Student Experience,Learner Engagement,Community Colleges,Academic Persistence,At Risk Students,Educational Change,Research Utilization,Benchmarking,Academic Advising,Teacher Student Relationship,Interaction

The Community College Survey of Student Engagement ("CCSSE") this year celebrates five years of helping community colleges better serve their students. With its unrelenting focus on using data to improve students' educational experiences, "CCSSE" has established itself as a leading voice in community college improvement efforts. More important, "CCSSE" has helped a growing number of college leaders change the way they think about their work. College faculty and administrators who once made decisions based on their personal perceptions now increasingly base decisions--about everything from allocating resources to selecting teaching strategies--on evidence. This report highlights the results of "CCSSE's" annual survey of community college students. In honor of its fifth anniversary, "CCSSE" this year presents these results in terms of lessons learned and strategies that work. Five lessons learned by "CCSSE" include: (1) Be intentional; (2) Engagement matters for all students, but it matters more for some than for others; (3) Part-time students and faculty are the reality of community colleges--and typically are not adequately addressed in improvement efforts; (4) Data are its friends; and (5) Look behind the numbers. Five strategies that work include: (1) Set High Expectations and Clear Goals; (2) Focus on the Front Door; (3) Elevate Developmental Education; (4) Use Engaging Instructional Approaches; and (5) Make Engagement Inescapable. [For "Committing to Student Engagement: Reflections on CCSSE's First Five Years. 2007 Findings. Executive Summary," see ED529079.]
Engaging Students, Challenging the Odds. 2005 Findings. Executive Summary
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2005-00-00
Type: Reports - Research
Subjects: Learner Engagement,Student Attitudes,Community Colleges,College Faculty,First Generation College Students,Teacher Surveys,Teacher Attitudes,At Risk Students,Outcomes of Education,Achievement Gap,Nontraditional Students,Minority Group Students,Part Time Students,Educationally Disadvantaged,College Readiness,Gender Differences,Females,Males,Academic Aspiration,White Students,Hispanic American Students,American Indians,African American Students,Educational Practices,Educational Strategies,Student Surveys,National Surveys,School Holding Power,Two Year College Students,Student Characteristics,Program Effectiveness,Student Personnel Services,Academic Support Services,Improvement Programs,Academic Persistence,Student Needs,Student Educational Objectives,Educational Attainment,Teacher Student Relationship

Each year, the Community College Survey of Student Engagement (&quot;CCSSE&quot;) presents the results of its annual survey. These results give community colleges objective and relevant data about students' experiences at their colleges so they can better understand how effectively they are engaging their students and identify areas for improvement. This 2005 report reflects responses from 133,281 students from 257 colleges in 38 states. This year, the &quot;CCSSE&quot; report, &quot;Engaging Students, Challenging the Odds,&quot; also includes results of the first administration of the Community College Faculty Survey of Student Engagement (&quot;CCFSSE&quot;), which provides insights into faculty perceptions and practices. Because many items on &quot;CCSSE&quot; and &quot;CCFSSE&quot; are aligned, the report includes side-by-side views of faculty members' and students' responses. As the results of both surveys demonstrate, using data to assess the student experience provides powerful, and sometimes surprising, results. After all, individuals' personal data--each person's observations and individual experiences--provide anecdotal information that does not necessarily reflect the experience of all, or even most, students. Only systematically collected data can help individuals understand the typical student experience, and that understanding is essential for any institution seeking improvement in student learning, persistence, and completion of academic goals. [Additional funding for this paper was provided by the Pew Forum on Undergraduate Learning. For the full report, &quot;Engaging Students, Challenging the Odds. 2005 Findings,&quot; see ED529081.]
Still Striving: Trustees and Presidents of Historically Black Colleges and Universities' Unprecedented Dialogue about Governance and Accreditation
Author: Southern Education Foundation
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Higher Education,College Presidents,Seminars,Black Colleges,Institutional Mission,Institutional Survival,Money Management,Governance,Biographies,Accreditation (Institutions),Trustees,Financial Support,Standards,Eligibility,Best Practices,Student Financial Aid,Accountability,Outcomes of Education,Administrator Attitudes

Released in June, 2010, this publication features excerpts from presentations by Historically Black Colleges and Universities (HBCU) trustees, chancellors and presidents as well as other education experts who candidly discuss issues surrounding accreditation at a unique meeting sponsored by the Southern Education Foundation. The Southern Association of Colleges and Schools (SACS) through its Commission on Colleges is the regional accrediting agency charged by the US Department of Education with responsibility to ensure that institutions of higher education in the South conform to prescribed standards. Only institutions which are accredited are eligible to receive federal student financial aid. This publication captures exchanges of ideas and information about matters such as Board/executive relations, financial management, policymaking and oversight strategies and is "must" reading for anyone who wants to learn about best practices in higher education governance and how accrediting agencies function. Because the South's 77 historically Black colleges and universities (HBCUs) enroll such large numbers of aid-eligible students and usually have small endowments, maintenance of accreditation status is a key to institutional survival. Accreditation is a way of ensuring proper use of public resources, promote accountability, advance best practices, and promote quality student learning outcomes consistent with institutional mission. Appended are: (1) SACS Principles of Accreditation Related to Governance; (2) Biographies of Presenters, SEF Governance and Accreditation Seminar, June 2009; (3) List of Participants, SEF Governance and Accreditation Seminar, June 2009; and (4) SACS Accreditation Reaffirmation by Year for HBCUs in the Southeast Region, 2010-2019.
Miles to Go: Mississippi. Pre-Kindergarten--Time to Begin
Author: Suitts, Steve
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Preschool Education,Early Childhood Education,Educational Planning,Program Effectiveness,Economic Development,Outcomes of Education,Educational Quality,Educational Finance,Budgets,Educational Attainment,Poverty,Unemployment,Correlation,Grade Repetition

This report by the Southern Education Foundation (SEF) finds that high-quality pre-kindergarten (Pre-K) is the &quot;first, essential step towards building the educated workforce that will enable a better economic future for Mississippi.&quot; The report calls on Mississippi leaders to establish a blue-ribbon, bipartisan commission to develop a plan of action to launch a statewide Pre-K program. The SEF report reviews how Mississippi remains the only state in the South without a state-supported Pre-K program and finds that Mississippi's current problems with a growing jobless rate underscore the consequences of past failures to move forward with long-term plans for Pre-K. It also includes the results of recent commissioned studies showing that the state could receive economic benefits and savings by investing in high-quality Pre-K. SEF's report concludes that Mississippi will remain a poor state without enough education, jobs, or income if it does not undertake every effort to invest in high-quality Pre-K.
The Role of Minority-Serving Institutions in Redefining and Improving Developmental Education
Author: Parker, Tara L.
Date: 2012-00-00
Type: Reports - Research
Subjects: Community Colleges,Colleges,Minority Group Students,Disproportionate Representation,Educational Policy,Student Diversity,Developmental Studies Programs,College Role,Educational Finance

This report provides an overview of developmental education, describes the current policy environment, examines innovations at Minority-Serving Institutions (MSIs), and considers the implications for students and the national college completion agenda. While some states have moved away from racial/ethnic access and equity goals, MSIs have an important role to play in maintaining access and success for historically underrepresented students. This report draws upon multi-site case studies. Data from faculty and staff interviews at four MSIs in Colorado, Kentucky, North Carolina, and South Carolina are used to highlight the ways policy influences institutional behavior and support for students considered underprepared for college. Until now, the conversation about the role MSIs play, particularly four-year colleges, in improving developmental education has been largely missing from the national dialogue on reform. The voices of those working within institutions are therefore useful for understanding the challenges and opportunities that face MSIs in maintaining their missions, enhancing quality, and improving degree completion for their diverse student populations. (Contains 3 tables.)
Pre-Kindergarten in the South: The Region's Comparative Advantage in Education
Author: Southern Education Foundation
Date: 2007-04-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Kindergarten,Comparative Analysis,Preschool Children,Enrollment,Standards,Access to Education,Outcomes of Education,Educational Trends,Trend Analysis

The report finds that the South leads the rest of the nation in Pre-Kindergarten (Pre-K) enrollment and quality today and identifies Pre-K as the region's primary &quot;comparative advantage&quot; in efforts to catch up with the rest of the nation in education. The report documents the various economic and educational gains that the South can realize over time if states expand their investments in state-supported, high-quality Pre-K programs for three- and four-year old children in the state. The report includes the findings of several studies undertaken during the last five years on both learning gains and cost-benefit ratios from Pre-K programs in different Southern states. The report also analyzes the uneven development of Pre-K within the South and identifies common challenges that Southern states will face in taking Pre-K to scale across the region. Pre-K Enrollment rates by Region and State are appended. (Contains 3 footnotes, and a selected bibliography.) [For the updated version, &quot;Pre-Kindergarten in the South: Preserving the Region's Comparative Advantage in Education. Update&quot;, see ED529087. Foreword by Lynn Huntley.]
Pre-Kindergarten in the South: Preserving the Region's Comparative Advantage in Education. Update
Author: Southern Education Foundation
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Kindergarten,Public Education,Educational Attainment,Comparative Analysis,Preschool Children,Enrollment,Standards,Access to Education,Outcomes of Education

This Southern Education Foundation (SEF) report warns Southern states against endangering critical, hard-earned gains in early childhood education--the South's most effective innovation in public education--as state legislatures in the region consider substantial cuts to education programs. The SEF report reviews how the South continues to lead the nation in offering high-quality state-funded pre-kindergarten (Pre-K) to 20 percent of the region's three- and four-year-olds--double the rate of the rest of the nation. The SEF report also finds that more than half the states with the nation's highest Pre-K quality standards are in the South. Pre-K Enrollment Rates are appended. (Contains 7 footnotes.) [To see the original report:Pre-Kindergarten in the South: The Region's Comparative Advantage in Education, see ED529086.]
"What If" Analyses: Ways to Interpret Statistical Significance Test Results Using EXCEL or "R"
Author: Ozturk, Elif
Date: 2012-02-03
Type: Reports - Evaluative
Subjects: Sample Size,Statistical Significance,Spreadsheets,Research Methodology,Computer Software,Computer Assisted Instruction,Programming,Misconceptions,Social Science Research,Data Interpretation

The present paper aims to review two motivations to conduct "what if" analyses using Excel and "R" to understand the statistical significance tests through the sample size context. "What if" analyses can be used to teach students what statistical significance tests really do and in applied research either prospectively to estimate what sample size might be needed in a study, or retrospectively in interpreting research results. (Contains 4 figures.)
Question Number Two: How Many Factors?
Author: Goodwyn, Fara
Date: 2012-02-03
Type: Reports - Evaluative
Subjects: Syntax,Factor Analysis,Research Methodology,Statistical Analysis,Sampling,Statistical Inference,Matrices

Exploratory factor analysis involves five key decisions. The second decision, how many factors to retain, is the focus of the current paper. Extracting too many or too few factors often leads to devastating effects on study results. The advantages and disadvantages of the most effective and/or most utilized strategies to determine the number of factors to extract will be explored. Equipped with this knowledge, researchers can thoughtfully select the best strategies rather than relying solely on customary practice. Appended are: (1) SPSS Syntax: Bartlett's Chi-Square Test; and (2) SPSS Syntax: Eigenvalue Greater than 1.0. (Contains 4 tables and 1 figure.)
The Utility of Robust Means in Statistics
Author: Goodwyn, Fara
Date: 2012-02-01
Type: Reports - Evaluative
Subjects: Robustness (Statistics),Statistical Analysis,Computation,Error of Measurement

Location estimates calculated from heuristic data were examined using traditional and robust statistical methods. The current paper demonstrates the impact outliers have on the sample mean and proposes robust methods to control for outliers in sample data. Traditional methods fail because they rely on the statistical assumptions of normality and homoscedasticity that are often not met with real data. Robust means are superior due to their ability to maintain power and control for Type I errors. Two robust location estimates, L-estimators (e.g., the trimmed mean and the Winsorized mean) and M-estimators, are reviewed. (Contains 3 tables and 1 figure.)
Factor Scores, Structure Coefficients, and Communality Coefficients
Author: Goodwyn, Fara
Date: 2012-02-02
Type: Reports - Descriptive
Subjects: Factor Structure,Misconceptions,Heuristics,Regression (Statistics),Factor Analysis,Comparative Analysis

This paper presents heuristic explanations of factor scores, structure coefficients, and communality coefficients. Common misconceptions regarding these topics are clarified. In addition, (a) the regression (b) Bartlett, (c) Anderson-Rubin, and (d) Thompson methods for calculating factor scores are reviewed. Syntax necessary to execute all four methods are provided. Appended are: (1) SPSS Syntax for Regression, Bartlett, Anderson-Rubin, and Thompson Methods; and (2) SPSS Syntax for Multiple R Squared. (Contains 10 tables.)
Effective Utilization of Information and Communication Technology (ICT) for Sustainable Manpower Development among Computer Educators in Colleges of Education in South East Geo-Political Zone of Nigeria
Author: Olelewe, Chijioke Jonathan
Date: 2011-10-00
Type: Reports - Research
Subjects: Schools of Education,Foreign Countries,Labor Force Development,Educational Technology,Computer Uses in Education,Sustainable Development,Technology Integration,College Faculty,Teacher Educators,Computer Science Education,Evaluation Methods,Human Capital,Vocational Education,Teaching Methods,Public Colleges,Private Colleges,Questionnaires

The challenges for TVET today is to re-orient and redirect its curricula to imbue trainers and trainees on sustainable use of resources to enhance appropriate work skill development as new and employment opportunities emerge such as recycling, ICT, repair, waste management, etc. This paper is therefore focused on the effective utilization of ICT for sustainable manpower development among computer educators in Colleges of Education in South East geo-political zone of Nigeria. The study adopted survey research design. The population of the study comprised all the 119 Computer Educators (89 Lecturers and 17 instructors) in the three Federal Colleges of Education, three State Colleges of Education and five Private Colleges of Education that offers Computer Education as a course of study in the zone. Three research questions and three null hypotheses were formulated to guide the study. The instrument used for data collection was structured questionnaire. Mean and Standard deviation were used to analyze the data for answering research questions while analysis of variance (ANOVA) was used to test the three null hypotheses at 0.05 level of significance. The study revealed that computer educators utilizes ICT effectively as a tool in their teaching and learning basically in instructional delivery and individualized learning process. However, there is poor utilization of ICT in evaluation of learning. Based on the findings, it was recommended that retraining programmes and workshops among others should be organised for Computer Educators on the use of ICT as a tool for enhancing teaching and learning in Colleges of Education. (Contains 6 tables.)