ethanporcaro/eric-fulltext-meta huggingface dataset:
The Value of Graduate Management Education: From the Candidate&apos;s Perspective
Author: Graduate Management Admission Council (GMAC)
Date: 2022-03-00
Type: Reports - Research
Subjects: Graduate Study,Business Education,Business Schools,Career Planning,Individual Development,Financial Needs,Learning Motivation,Gender Differences,Geographic Regions,Race,Student Recruitment,Occupational Mobility

In this ever-changing work environment, the value of a graduate business degree is increasingly questioned. In response, the Graduate Management Admission Council (GMAC) conducted a longitudinal study of over 3,600 individuals around the world from their first consideration of business school to successful graduation. Participants' survey responses from before and after their graduate management education (GME) experience detail that candidates are mostly motivated to pursue GME for career advancement, personal growth, and better financial outcomes. Group differences in candidates' motivation and views of GME exist by gender, region, and race/ethnicity. Results confirm the strong positive value of GME across demographic groups and geographic regions. Understanding differences in candidates' motivation and expectations for GME enables schools to make more informed decisions when tailoring the content of their programs and recruitment strategies to attract talents that best fit the missions of their programs. This research addresses the following questions: (1) What motivates the pursuit of a graduate business degree?; (2) Does the pursuit of GME help candidates achieve personal, professional, and financial goals?; (3) Do candidates of different backgrounds experience the value of GME differently?; and (4) How do candidates assess the value of their business school journeys? [Alexandria Williams, Kun Yuan, Maite Salazar, Sabrina White, Jez Jackson, and Jennifer Martin contributed to the publication of this report.]
A New Way to Study Biochemistry Words by Using Games
Author: Centelles, Josep J.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Biochemistry,Science Instruction,Puzzles,Alphabets,Educational Games,COVID-19,Pandemics,Memory,Thinking Skills,Vocabulary Development,Stress Management,Teaching Methods,Syllables,Rhyme,Naming,Morphemes,Majors (Students),Undergraduate Students,Learning Processes

Games are highly appreciated by the population, so due to the COVID-19 pandemic confinement we decided to carry out an Internet research of several games, in order to use them for the assimilation of new words of Biochemical students. Games found in puzzle books allow the stimulation of memory, reasoning and other brain capacities, such as keeping us out of stress and improving our knowledge. For this reason, we thought that they could be interesting for relieving students of the stress of confinement, and at the same time allowing to learn Biochemical words with those games. Games found in puzzle books are based on two types of problems, based in numbers or in letters. Among the games based in numbers, the most frequent include sudokus, suzenjou, kakuros, arithmograms; while those based in letters include crosswords, self-defined, and games of words or letters. We decided to perform various puzzles based on letters, and the easiest to implement were those based on words and syllables games. The simplest word games are based on searching within a set of words, those that have some part in common. In this sense, we invented rhyming games, in which words ended in -ine (frequent ending of amino acids, nitrogenous bases, nucleosides and some proteins), in -ose (frequent ending in carbohydrates), or in -ic / -ate (frequent termination of fatty acids and other intermediate acids of metabolism, or of their corresponding salts). Thus, the students were able to observe these characteristics in the nomenclature. On the other hand, incomplete word games allow you to fill in the names of the metabolites using groups of letters to choose from. Our proposal includes various word games that we can apply to the Biochemistry course so that students remember them. [For the full proceedings, see ED626668.]
A World Pandemic and a Clarion Call: The New Push for DEI Initiatives in Higher Education
Author: Pride, Alexis J.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Diversity,Inclusion,Equal Education,Higher Education,Educational Policy,Social Class,Self Concept,Cultural Background,COVID-19,Pandemics,Racial Differences,Student Needs,Standards,Educational Opportunities,Cultural Awareness,Global Approach,Empathy,Employment Potential,Teaching Methods,Citizenship Responsibility,Lesson Plans,Student Characteristics,Freedom

Diversity, equity, and inclusion (DEI) is a term used to describe policies and programs that promote the representation and participation of different groups of individuals, including people of different ages, races and ethnicities, abilities and disabilities, genders, religions, cultures, and sexual orientations. Diversity, as it relates to a group or persons, or a community of people, is identified by various characteristics. This includes distinctions of social orientation and class, and cultural identity. When equity is present within a group, the result is equal access enjoyed by everyone; this includes equal opportunities as well as the potential for advancements. The American Council on Education (ACE) argues that the objectives of DEI initiatives have been voiced actively for years, targeting inequities in education. However, the global crisis of the COVID-19 pandemic, the systemic racism in America, and the race-based inequities in higher education--have converged to create a critical mass and sharpen the demand for more effective approaches to address the DEI needs at the university and college levels. This paper will offer a research-based examination of these principles, and how they can and are being applied in university classrooms to ensure equity standards in learning opportunities. [For the full proceedings, see ED626668.]
Restorative Practices at Martin Middle School: Students&apos; Perspectives. Publication 14.84RB
Author: Lamb, Lindsay M.
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Restorative Practices,Middle Schools,School Districts,Middle School Students,Student Attitudes,Grade 6,Sense of Community

This report summarizes a focus group conducted with 6th grade students at Martin Middle School who participated in the Restorative Practice Program in 2014-2015.
A Spin-Off from Physics Education Research
Author: Riccardi, Pierfrancesco
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Scientific Research,Institutional Mission,Universities,Foreign Countries,Physics,School Business Relationship,Science and Society,Entrepreneurship,Scientists,Communication Skills,Museums,Science Education,School Community Relationship

The need for an effective communication between scientific research and society is widely known to the broadest scientific community, and the sad times we are living in make it even clearer. At the same time, the need of establishing long-term structural connections between the worlds of research and that of education and scientific communication can open the way to new market opportunities. This led us to develop a cooperative society, academic spinoff of university of Calabria, named &quot;Missione al Cubo&quot; (mission cubed), evocative of both the &quot;third mission&quot; and the &quot;cubes&quot;, the buildings of University of Calabria. The cooperative aims at operating in the market sectors at the interface between research and society. In this interface region, the spinoff will interact on one side with universities and research centers developing educational, cultural and entertainment activities directly derived from their scientific research conducted. On the other side of the interface, the cooperative will distribute the products and services generated by the interaction with research environments in a large market, consisting of schools of all levels, local administrations, museums, science communication centers. We believe that there is a large market space for a whole series of products and services conceived to create a solid and lasting interface between scientific research and the public, at both the local and global level. This market space can offer interesting opportunities of self-entrepreneurship for young physicists with strong communication skills and rich research experience. [For the full proceedings, see ED626668.]
An Examination of the Flipped Classroom Paradigm for Diverse Student Populations
Author: Habib, Amany
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,Teacher Educators,Teaching Methods,Barriers,Poverty,Students with Disabilities,Elementary Secondary Education,Pilot Projects,Teacher Attitudes,Kindergarten,Cross Cultural Studies,Learning Disabilities,Behavior Problems,Student Diversity,English Language Learners,Cultural Differences,Validity,Teacher Education Programs,Teacher Surveys

This manuscript reports the results of two pilot studies that investigated the views of international cohorts of teacher educators regarding the efficacy of the flipped classroom paradigm in K-12 schools. A void in the literature addressed by each pilot study was the relevance of flipped classrooms to student subgroups requiring specialized instruction (e.g., students with disabilities). In the first study 107 teacher educators (58% response rate) from 38 countries completed a 12-item survey designed to determine their views on the efficacy of flipped classrooms. Respondents reported flipped classrooms are efficacious for elementary and secondary students, as well as those who are culturally and linguistically diverse -- particularly with respect to teaching complex subjects (e.g., science). Conversely, respondents reported the paradigm is inappropriate for students with disabilities, and that noteworthy barriers (e.g., a digital divide) impede its use with students in impoverished rural communities. In the second study 104 teacher educators (61% response rate) from 33 countries completed a 10-item survey designed to determine their views about the appropriateness of the flipped classroom paradigm for students with learning and/or behavioral challenges. Both studies are a measure of the paradigm's face validity, particularly with respect to certain student subgroups. [For the full proceedings, see ED626668.]
Educator Excellence Innovation Program: 2015 Participant Feedback. Publication 14.87
Author: Cornetto, Karen M.
Date: 2015-07-00
Type: Reports - Research
Subjects: Elementary School Teachers,Teacher Attitudes,Communities of Practice,Mentors,Peer Evaluation,Observation,Novices,Behavioral Objectives,Educational Improvement,Faculty Development

This report describes feedback from teachers at the six EEIP [Educator Excellence Innovation Program] schools. EEIP includes implementation of a new teacher appraisal system, student learning objectives, professional learning communities, novice teacher mentoring, and targeted peer observation. [Abstract modified to meet ERIC guidelines.]
The Effects of University Communication on Student Resilience and Engagement during the COVID-19 Pandemic
Author: Tsai, Kami L.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,College Students,Communication Strategies,Resilience (Psychology),Learner Engagement,Private Colleges

The COVID-19 pandemic has affected the lives of many people around the world. However, college-age students have been identified as a population whose lives have been particularly disrupted (Browning, et al., 2021; Madrigal &amp; Blevins, 2021), thus placing higher education institutions in a position where they need to find ways to support their students. One way that American universities have attempted to help support their students is through the use of increased communications. The present study examined the effects of university communications on student resilience and engagement. A total of 148 students at a small, private, Midwestern university completed an online survey in which they rated university communications in terms of thoroughness, helpfulness, and thoughtfulness and responded to questions regarding their resilience and engagement. University communication did not significantly relate to resilience; however, communication did significantly predict student engagement, with communication thoughtfulness being the key predictor. Implications for universities are discussed. [For the full proceedings, see ED626668.]
Forum Guide to State Education Agency Support for Local Education Agencies in Civil Rights Data Reporting. NFES 2023-026
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2023-02-00
Type: Guides - General
Subjects: Civil Rights,Student Rights,Data,Information Utilization,Data Collection,School Districts,State Departments of Education,Public Agencies,Government School Relationship,Institutional Cooperation,Best Practices,Information Dissemination,Reports,Educational Indicators,Elementary Secondary Education,Public Schools

The Civil Rights Data Collection (CRDC), formerly known as the Elementary and Secondary School Civil Rights Survey, is a part of the U.S. Department of Education's (ED's) Office for Civil Rights (OCR) strategy for administering and enforcing civil rights laws in U.S. public school districts and schools, including Puerto Rico.The CRDC collects a variety of information including student enrollment (preschool to grade 12); student access to rigorous courses, programs, resources, instructional and other school staff; and school climate factors such as student discipline and harassment and bullying. Much of the data is disaggregated by race/ethnicity, sex, disability, and whether students are English learners. OCR relies on CRDC data to investigate complaints alleging discrimination, determine whether civil rights laws have been violated, initiate proactive compliance reviews, and provide policy guidance and technical assistance to education institutions, parents, students, and communities. The purpose of this document is to serve as a supplemental resource to the &quot;Forum Guide to Reporting Civil Rights Data&quot; (ED590424) by recommending best practices for state education agencies (SEAs) that support their local education agencies (LEAs') reporting of civil rights data to ED.
Effectiveness of Flipped Learning versus Traditional Learning in a Middle-School Chemistry Classroom
Author: Kesharwani, Reema
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Effectiveness,Flipped Classroom,Conventional Instruction,Middle School Students,Chemistry,Grade 8,Outcomes of Education,Student Attitudes

Flipped classroom learning methods have been gaining a lot of popularity in recent years. Educators have recorded many mixed results about the effectiveness of this method to achieve superior concept retention in students. Although there has been lot of research published about flipped learning, very little is known how this method affects the learning of Chemistry among middle school students. This study was conducted in two Science classrooms with 3 blocks each over a period of three consecutive days. A total of 122 students took part in this study where 75 students were taught using flipped learning approach whereas 47 students were exposed to traditional method. The students were given pre-test one day before the lesson and taught the next day using the respective teaching methods followed with a post-test on the third day. Findings demonstrate that the average post-test scores for students in flipped learning were higher as compared to traditional method. Additionally, at the end of the study, the students with flipped learning shared their perceptions about the approach. [For the full proceedings, see ED626668.]
Evaluation of the Place of Nature and Environment in Educational Life in Accordance with the Opinions of Teachers
Author: Bulut, Ayhan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Environmental Education,Physical Environment,Teacher Attitudes,Foreign Countries,Thinking Skills,Experiential Learning,Adjustment (to Environment),Barriers,Public School Teachers

Since the aim of the study is to evaluate the place of nature and the environment in the educational life in detail in accordance with the opinions of teachers, a qualitative case study pattern was used. The study group of the study consists of 40 teachers working in public schools in a province of Turkey during the 2021- 2022 academic year. The data of the study were collected by interview method. The interview data were analyzed using content analysis, one of the qualitative data analysis methods. According to these results obtained from the research, the teachers stated that the experiences learned submerged in nature and the environment will increase the students' learning by doing and experiencing the most, develop high-level thinking skills, concretize their learning, increase the adaptation of the students to the society and the social environment, and protect the students from possible negative interactions caused by technology. The results obtained from the research, teachers said that there should be a course in nature and environmental education programs, that the activities in nature and environmental education programs cannot be fully implemented due to seasonal and geographical locations, that teachers neglect or overlook the activities related to nature and environment in the education programs due to the anxiety of preparing the students for the exam, but that flexibility should be provided to the teachers in the application of such subjects in the education programs. Other results obtained from the research, it is possible to say that the activities that teachers recommend as activities related to nature and the environment in their curriculum include learning by doing and experiencing, require practical and practical skills, consist of activities to develop students' problem-solving skills, and encourage cooperative learning. [For the full proceedings, see ED626668.]
The Perception of the College Experience for Students with ADHD
Author: Pirozzi, Maricla
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Attention Deficit Hyperactivity Disorder,College Students,Academic Achievement,Self Esteem,Well Being,Educational Experience,Academic Support Services

Students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) are impacted by ADHD in their academic pursuits in higher education. This study aimed to investigate, explore, understand, and offer a voice to the students directly affected by ADHD. The framework for the research was based on Ryan and Deci's (2000) Theory of Self-determination. Semi-structured interviews were conducted with eight students currently enrolled at Northeastern University pursuing an undergraduate degree who disclosed to the Disabilities Resource Center that they had been diagnosed with ADHD. The data were analyzed using Interpretative Phenomenological Analysis. Findings include early diagnosis and identification as an essential factor in an individual's growth and academic success and the influence of their support systems on their self-awareness and self-confidence. Also, balancing both internal and external motivation for college students with ADHD was essential to their well-being and effectiveness in a college setting. With little research conducted on college students with ADHD, this research provides the potential for further research to enhance faculty preparation and address conditions or disorders. [For the full proceedings, see ED626668.]
Equity Alert: Black Students Need More from California&apos;s Equity Multiplier
Author: Education Trust-West
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Opportunities,State Legislation,Blacks,African American Students,Student Needs,Educational Change

The governor of California recently proposed what he is calling an equity multiplier to be added to California's Local Control Funding Formula (LCFF). The proposal was a response to Assembly Bill 2774 (AB 2774), in which advocates called for resources to close the opportunity gap for Black students by adding a new statewide &quot;lowest performing subgroup&quot; to LCFF. He is also proposing changes to LCFF accountability and the Local Control and Accountability Plan requirements (LCAP) to prompt local education agencies (LEAs) to prioritize the students and schools most in need of additional support, evaluate whether their actions work, and change course when they don't. This Equity Alert provides four recommendations to support focusing the funding, LCAP, and System of Support components of this governor's proposal directly on Black student success.
Austin Independent School District (AISD) Human Resources Exit Survey 2014-2015: Summary of Teachers&apos; Reasons for Leaving. Publication 14.83 RB i
Author: Schmitt, Lisa
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: School Districts,Employee Attitudes,Teacher Attitudes,Faculty Mobility,Career Change,Teacher Salaries,Teacher Surveys,Teacher Retirement,Family Work Relationship

AISD conducts an online survey of professional &amp; administrative employees leaving the district. The Human Resources Exit Survey asks 34 questions about a variety of topics. This report describes teachers' reasons for leaving in 2014-2015.
Austin Independent School District (AISD) Human Resources Exit Survey 2014-2015: Summary of Campus-Based Non-Teaching Professionals&apos; Reasons for Leaving. Publication 14.83 RB ii
Author: Schmitt, Lisa
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: School Districts,School Personnel,Employee Attitudes,Exit Examinations,Surveys,Occupational Mobility,Salaries,Family Work Relationship,Retirement,Career Change

AISD conducts an online survey of professional &amp; administrative employees leaving the district. The Human Resources Exit Survey asks 34 questions about a variety of topics. This report describes campus-based, non-teaching professionals' reasons for leaving in 2014-2015.
Department of Research &amp; Evaluation Plan of Work, 2013-2014. DRE Publication Number 13.01
Author: Austin Independent School District (AISD)
Date: 2013-08-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Program Descriptions,Program Evaluation,Evaluation Methods,Program Costs,Cost Effectiveness,After School Programs,Vocational Education,College Readiness,Career Readiness,Educational Cooperation,Repetition,Student Surveys,Educational Innovation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Family Involvement,Leadership Training,Bilingual Education,Faculty Development,Career Pathways,Advanced Placement Programs,College Entrance Examinations,School Districts,Data Collection,At Risk Students,Parent Surveys,Teacher Surveys,Financial Aid Applicants,Tutoring,School Holding Power,Preschool Education,Social Emotional Learning,Literacy Education,Grants

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.