ethanporcaro/eric-fulltext-meta huggingface dataset:
Results of Student Evaluation of Instruction (SEOI), Spring 2010
Author: Houston Community College System, Office of Institutional Research
Date: 2010-07-26
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 105,192 surveys were sent out in (5,726) envelopes; 77,886 surveys were returned to the Office of Institutional Research. The return rate for the SEOI packet envelopes was 96%. The response rate for the survey was 74%. The Instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on May 19, 2010 on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 17.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Spring 2008
Author: Houston Community College System, Office of Institutional Research
Date: 2008-07-11
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The &quot;Student Evaluation of Instruction&quot; (SEOI) was administered to all full-time and part-time faculty. Approximately 82,806 surveys were sent out in 4,830 envelopes; 52,464 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 63% including late submissions. Instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on July 10, 2008 on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 16.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Spring 2009
Author: Houston Community College System, Office of Institutional Research
Date: 2009-08-24
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 97,160 surveys were sent out in 5,320 envelopes; 60,206 surveys were returned to the Office of Institutional Research. The return rate for the SEOI packet envelopes was 84%. The Instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on May 29, 2009 on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 17.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Fall 2008
Author: Houston Community College System, Office of Institutional Research
Date: 2009-05-04
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The &quot;Student Evaluation of Instruction&quot; (SEOI) was administered to all full-time and part-time faculty. Approximately 90,045 surveys were sent out in 4,433 envelopes; 54,174 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 60%. Instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on February 20, 2009 on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 17.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Fall 2006
Author: Houston Community College System, Office of Institutional Research
Date: 2007-06-22
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 96,972 surveys were sent out in 5,153 envelopes; 56,440 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 58% including late submissions. Instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on January, 4, 2007, on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 15.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Evaluation of Green Dot&apos;s Locke Transformation Project: Findings for Cohort 1 and 2 Students. CRESST Report 815
Author: Herman, Joan L.
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Quasiexperimental Design,Academic Achievement,Grade 9,Control Groups,Experimental Groups,Program Evaluation,Program Effectiveness,Cohort Analysis,Comparative Analysis,Statistical Analysis,Philanthropic Foundations,Educational Change,High School Students,Charter Schools,Outcome Measures,Longitudinal Studies,Small Schools,Achievement Gains,Academic Persistence,College Preparation,Student Characteristics,Urban Schools,Exit Examinations,High Stakes Tests,College Readiness,Educational Indicators,Mathematics Achievement,English Instruction,Attendance,Educational Policy

With funding from the Bill and Melinda Gates Foundation, CRESST conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. Beginning in 2007, Locke High School transitioned into a set of smaller, Green Dot Charter High Schools, subsequently referred to as Green Dot Locke (GDL) in this report. Based on 9th grade students who entered GDL in 2007 and 2008 respectively, CRESST used a range of student outcomes to monitor progress of the GDL transformation. The CRESST evaluation, employing a strong quasi-experimental design with propensity score matching, found statistically significant, positive effects for the GDL transformation including improved achievement, school persistence, and completion of college preparatory courses. Appended are: (1) Demographic Characteristics and Achievement of the Freshmen at GDL and LAUSD; (2) Cohort Specific Descriptives; and (3) General Descriptives. (Contains 17 figures, 43 tables and 6 footnotes.)
Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 2. Technical Report #1201
Author: Lai, Cheng-Fei
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Comprehension,Testing Programs,Statistical Analysis,Elementary School Students,Grade 2,Test Results,Test Reliability,Reading Skills,Multiple Choice Tests,Standardized Tests,Reading Achievement,Curriculum Based Assessment

In this technical report, we present the results of a reliability study of the second-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis, top/bottom reliability, and repeated measures analysis of variance (ANOVA). Results suggest adequate reliability for the second grade multiple choice reading comprehension measures. (Contains 54 tables.)
Results of Student Evaluation of Instruction (SEOI), Fall 2004
Author: Houston Community College System, Office of Institutional Research
Date: 2005-04-06
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The &quot;Student Evaluation of Instruction&quot; (SEOI) was administered to all full-time and part-time faculty. Approximately 97,984 surveys were sent out in 4,917 envelopes; 57,978 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 59% including late submissions. Instructors' reports were provided to academic and workforce deans on December 16, 2004, on CD ROM. Seven thousand four hundred and eighty six forms arrived late and were processed in February, 2005. The instructors' reports were sent to deans for distribution. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 13.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Spring 2006
Author: Houston Community College System, Office of Institutional Research
Date: 2006-08-25
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 95,390 surveys were sent out in 4,841 envelopes; 54,203 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 57% including late submissions. Instructors' reports were provided to academic and workforce deans on June 26, 2006. The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 95,390 surveys were sent out in 4,841 envelopes; 54,203 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 57% including late submissions. Instructors' reports were provided to academic and workforce deans on June 26, 2006.
Results of Student Evaluation of Instruction (SEOI), Spring 2005
Author: Houston Community College System, Office of Institutional Research
Date: 2005-08-09
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The &quot;Student Evaluation of Instruction: (SEOI) was administered to all full-time and part-time faculty. Approximately 96,055 surveys were sent out in 5,040 envelopes; 48,153 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 50% including late submissions. Instructor' reports were provided to academic and workforce deans on May 16, 2005. And the late SEOI surveys reports were provided to academic and workforce deans on August 11, 2005. Methods Used: The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 13.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Fall 2005
Author: Houston Community College System, Office of Institutional Research
Date: 2006-03-03
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 95,279 surveys were sent out in 4,831 envelopes; 57,373 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 60% including late submissions. Instructors' reports were provided to academic and workforce deans on December 9, 2005, on CD ROM. Four thousand nine hundred and sixty forms arrived late and were processed in February, 2006. The instructors' reports were sent to deans for distribution. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 13.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Apprenticeship and Pre-Apprenticeship Training. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 5
Author: Cowin, Bob
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational History,Training,Workplace Learning,Government Role,Public Education,Technical Institutes,Educational Policy,Politics of Education,Graduation Rate,Curriculum Development,Postsecondary Education,Apprenticeships,Federal Government,Vocational Education,Enrollment,College Programs,Skilled Occupations,Educational Trends,Federal State Relationship

This report traces the development of the workplace apprenticeship system and college-based pre-apprenticeship training in Canada's most western province, British Columbia. The Canadian system is mildly distinctive in an international context and within Canada, British Columbia is increasingly distinctive. Federal government influence has been significant, even though education is a provincial jurisdiction. Government involvement in apprenticeship began in the 1930s, but it was not until the 1960s that federal funding spurred the establishment of a system of public vocational and technical institutions in British Columbia. Tensions in administering trades training developed in the 1970s and 1980s, leading to the establishment of three successive organizations to oversee the system. The report begins chronologically but concludes with short discussions of a series of topics such as completion rates and curriculum development. Some institutions, private as well as public, are briefly described. Some registration statistics itemizing trades are presented but individual trades are beyond the paper's scope. The report synthesizes a wide variety of sources to provide an overview of a poorly studied and often fragmented aspect of postsecondary education. Four appendixes present: (1) Challenges Enumerated by the Canadian Apprenticeship Forum, 2004; (2) Registration Statistics, 1935-2010; (3) Fulltime Equivalent Enrolment, Public Institutions, 1990-2010; and (4) Trades List 2011. A bibliography is included. (Contains 3 footnotes.) [For Volume 4, see ED524626.]
Enhancing Pedagogical Content Knowledge in Preservice Science Teachers
Author: Nuangchalerm, Prasart
Date: 2012-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Instruction,Pedagogical Content Knowledge,Student Motivation,Inquiry,Teaching Methods,Teacher Education Programs

Preservice teachers are key element to shape students' attributes and key factor affecting to motivate students to have achievement in learning behaviors. This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in the context of science teaching and learning for enhancing pedagogical content knowledge. A variety of qualitative methods were employed to examine the engagement of their pedagogical content knowledge. The findings can be indicated that inquiry-based instruction can enhance pedagogical content knowledge and its result can be used for teacher preparation program as well. (Contains 1 figure.)
Impacts of Title I Supplemental Educational Services on Student Achievement. Executive Summary. NCEE 2012-4054
Author: Deke, John
Date: 2012-05-00
Type: Reports - Research
Subjects: Supplementary Education,Academic Achievement,Outcomes of Education,Elementary School Students,Middle School Students,School Districts,Tutoring,Reading Instruction,Mathematics Instruction,Low Income Groups,Economically Disadvantaged,Eligibility,Federal Legislation,Educational Legislation,Program Effectiveness

This paper presents an executive summary of a study that uses a regression discontinuity (RD) design to assess the potential benefits of offering SES in districts that have unmet need. Specifically, the study focuses on six school districts in which more eligible students applied for SES than could be served with available funds (i.e., oversubscribed districts), and which therefore allocated scarce SES spaces by giving priority to lower-achieving students among the eligible applicants. Findings from this evaluation are based on six, nonrepresentative school districts in three states (Connecticut, Ohio, and Florida) where more eligible students applied for SES than could be served with available funds. Across the six oversubscribed districts included in our study, there were 50,843 applicants to SES, of which 30,673 were in study grades (3-8). Among these applicants, 24,113 were assigned to services based on a measure of prior achievement. These 24,113 constitute the study population. Among the students in the study population, 19,750 students (82 percent of the applicants) were offered SES based on their prior scores while 4,363 students were not offered SES, and 16,954 (86 percent of those offered services) participated in SES (i.e., reported any tutoring services). Almost all participating students (98 percent) were offered services with their first choice providers, with most students being served by a few dominant providers. (Contains 2 footnotes.) [For the full report, &quot;Impacts of Title I Supplemental Educational Services on Student Achievement. NCEE 2012-4053,&quot; see ED532016.]
How Pronounced Is Income Inequality around the World--and How Can Education Help Reduce It? Education Indicators in Focus. No. 4
Author: Organisation for Economic Cooperation and Development
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: International Education,Income,Educational Indicators,Foreign Countries,Salary Wage Differentials,Low Income Groups,Economic Impact,Socioeconomic Status,Educational Benefits,Education Work Relationship,Comparative Analysis,Comparative Education,Educational Policy,Equal Education,Change Strategies,Educational Change,Organizational Change,Social Indicators,Disadvantaged,Political Influences,Socioeconomic Influences,Reading Achievement

How pronounced is income inequality around the world--and how can education help reduce it? This paper reports the following: (1) Across OECD (Organisation for Economic Cooperation and Development) countries, the average income of the richest 10% of the population was about nine times that of the poorest 10% before the onset of the global economic crisis; (2) High levels of income inequality are associated with low levels of earnings mobility between generations in a number of countries; (3) Education policies that promote equity and support disadvantaged students in achieving better academic outcomes may help reduce income inequality in the future; and (4) Four top performers on the 2009 PISA assessment--Canada, Finland, Japan, and Korea--put a strong focus on equity in their education systems.