ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 Report to the Legislature: Credit for Prior Learning Experience in Washington
Author: Washington Higher Education Coordinating Board
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Prior Learning,Higher Education,College Credits,Adult Students,Student Evaluation,Conferences (Gatherings),Best Practices,Faculty Development,Staff Development,Data Collection,Costs,Workplace Learning,Community Colleges,Technical Institutes,Articulation (Education)

The Higher Education Opportunity Act (E2SHB 1795), passed by the Legislature in 2011, identified prior learning assessment (PLA) as an innovative means for improving degree and certificate attainment and improving cost effectiveness and efficiency within Washington's higher education system. The Act defines prior learning as &quot;the knowledge and skills gained through work and life experience; through military training and experience; and through formal and informal education and training from in-state and out-of-state institutions including foreign institutions.&quot; Research supports the benefits of awarding credits for prior learning. A 2010 nationwide study of 62,000 students found that it has a positive impact on student persistence and completion, especially for Hispanic and African American students. A report based on the research also concluded that awarding prior learning credits establishes a value on learning acquired by students on their own, helps identify additional knowledge they will need in order to achieve their personal goals, and cuts tuition costs by reducing the number of courses a student is required to take. The legislation directed the HECB to convene an Academic Credit for Prior Learning Work Group to address goals outlined in the legislation. The HECB convened the work group, which was comprised of a broad range of stakeholders, in February 2011. The work group reviewed earlier work on prior learning and examined evolving national and state best practices. It also reviewed current practices for assessing learning outcomes achieved through prior learning, and the practices used by Washington institutions to award college credit for prior learning. Appended are: (1) Text of Section 28, Engrossed Second Substitute House Bill 1795 Effective August 24, 2011; (2) Assessing and Awarding Credit for Prior Experiential Learning; and (3) Centers of Excellence. (Contains 19 footnotes.)
Key Facts about Higher Education in Washington: 2009-10
Author: Washington Higher Education Coordinating Board
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Delivery Systems,Student Characteristics,Outcomes of Education,Tuition,Educational Finance,Operating Expenses,Teacher Salaries,Public Colleges,Two Year Colleges,Technical Institutes,Private Colleges,Enrollment,Full Time Students,Resource Allocation,Expenditure per Student,Private Financial Support,Paying for College,Costs,Student Financial Aid,Student Loan Programs,Educational Opportunities,Career Development,Bachelors Degrees,Distance Education,Electronic Learning,College Preparation,High School Students,School Personnel,College Faculty,Part Time Faculty,College Bound Students,Gender Differences,Student Mobility,Education Work Relationship,Racial Differences,Proximity,Graduation Rate,Academic Degrees,College Graduates,Educational Research,Parents,Health Education,Educational Attainment,Social Services,Well Being,Volunteers,Voting,Labor Market,Remedial Programs,Dropouts,Alignment (Education),College Transfer Students,Graduate Study,Diversity (Faculty),Access to Education

First published in 2002, &quot;Key Facts about Higher Education in Washington&quot; provides valuable information on the ways higher education serves the state and its people. The most current data  and information available is presented throughout this report to highlight the &quot;Key Facts&quot; about Washington's postsecondary institutions, including faculty, students, budgets, and financial aid. The final chapter reflects major recommendations from the 2009 System Design Plan, which provides guidance to state lawmakers on policy decisions related to raising the educational attainment levels of Washington's citizens. A glossary of acronyms and terms is provided. (Individual chapters contain tables, graphs, and notes.)
Native American Students: Affordability and Access. Policy Brief
Author: Washington Higher Education Coordinating Board
Date: 2010-04-12
Type: Numerical/Quantitative Data
Subjects: American Indian Students,American Indian Education,Access to Education,College Attendance,Student Financial Aid,Enrollment Trends,Graduation Rate,Dropout Rate,Postsecondary Education,College Bound Students,Comparative Analysis,Public Schools,High Schools,Population Trends,Misconceptions,Eligibility,Part Time Students,Paying for College

Native American students in Washington attend more than 40 postsecondary institutions and participate in college at a rate greater than their proportional presence in the population. They are just as likely to apply for and receive financial aid as other groups, a little less likely to borrow to attend college, and experience a greater gap than other groups between what they can afford to pay and the total cost of college, even after receiving financial aid. These are some of the findings of a research study on Native American students and financial aid conducted by the Higher Education Coordinating Board. The findings were presented in a session at the Pathways Conference held in SeaTac Feb. 18, 2010. The Pathways Conference was the culmination of a larger study on Native American students 
completed in 2009 titled &quot;Pathways for Native American Students: A report on colleges and universities in Washington State.&quot; That study offers recommendations to promote improved access to higher education for Native American students. This Policy Brief also provides information about how Native American students compare with all students in terms of secondary and postsecondary education participation and receipt of financial aid while enrolled in college or university. Most of the information about financial aid behavior is based on students who received need-based financial aid and enrolled in institutions that participate in Washington's state financial aid programs. (Contains 5 tables and 6 footnotes.)
Key Facts about Higher Education in Washington. Fall 2008
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Tables (Data),Enrollment,College Role,College Students,College Faculty,Budgets,Educational Finance,Student Financial Aid,Public Colleges,Two Year Colleges,Technical Institutes,Private Colleges,Full Time Students,Operating Expenses,Resource Allocation,State Aid,Expenditure per Student,Private Financial Support,Paying for College,Costs,Tuition,Student Loan Programs,Delivery Systems,Educational Opportunities,Career Development,Bachelors Degrees,Distance Education,College Preparation,High School Students,School Personnel,Teacher Salaries,Part Time Faculty,College Bound Students,Student Characteristics,Gender Differences,Student Mobility,Education Work Relationship,Racial Differences,Proximity,Graduation Rate,Academic Degrees,Outcomes of Education,College Graduates,Educational Research,Parents,Health Education,Educational Attainment,Social Services,Well Being,Volunteers,Voting,Labor Market,Achievement Gains,Remedial Programs,Dropouts,Alignment (Education),College Transfer Students,Graduate Study,Diversity (Faculty),Access to Education

This publication brings together much of the information one might need to develop a broad understanding of how public and private higher education institutions serve the people of Washington and about the important role higher education plays in developing the state's society, economy, and future. The most often-asked questions about institutions, faculty, students, costs, budgets, financial aid, and other topics are highlighted. Also provided are  links to helpful Web sites throughout for those who want to examine specific issues in greater detail. A glossary of terms and acronyms is provided. (Individual chapters contain tables, graphs, and notes.)
Reciprocal Teaching. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Reciprocal Teaching,Learning Disabilities,Reading Comprehension,Reading Instruction,Instructional Effectiveness,Educational Research

&quot;Reciprocal teaching&quot; is an instructional method designed to help teach reading comprehension skills to students with adequate decoding proficiency. During initial instructional sessions, the teacher introduces four comprehension strategies: summarizing, questioning, clarifying, and predicting. Then, the teacher and student read several passages that include narrative or informational text. The teacher thinks aloud while reading to model the four strategies, and the teacher also leads a discussion after the passage has been read. The student responds to theteacher's summaries, makes additional predictions and clarifications about the text, and answers the teacher's questions. Gradually, as the student's skills develop, the student assumes responsibility for using the strategies and leading the discussion. This provides the student with strategy practice and allows the teacher to monitor and offer additional instruction as needed. &quot;Reciprocal teaching&quot; may be implemented with large groups or as peer tutoring, with the adult teacher monitoring. No studies of the &quot;reciprocal teaching&quot; instructional method that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. Because no studies meet WWC evidence standards, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;reciprocal teaching&quot; on students with learning disabilities. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention. A glossary of terms is provided. (Contains 2 endnotes.)
STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001
Author: Chen, Xianglei
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Student Attrition,Undergraduate Students,Student Characteristics,Comparative Analysis,Majors (Students),Course Selection (Students),Academic Achievement,Academic Persistence,Longitudinal Studies,Bachelors Degrees,Associate Degrees,Grade Point Average,Dropouts

Producing sufficient numbers of graduates who are prepared for science, technology, engineering, and mathematics (STEM) occupations has become a national priority in the United States. To attain this goal, some policymakers have targeted reducing STEM attrition in college, arguing that retaining more students in STEM fields in college is a low-cost, fast way to produce the STEM professionals that the nation needs (President's Council of Advisors on Science and Technology [PCAST] 2012). Within this context, this Statistical Analysis Report (SAR) presents an examination of students' attrition from STEM fields over the course of 6 years in college using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and the associated 2009 Postsecondary Education Transcript Study (PETS:09). In this SAR, the term STEM attrition refers to enrollment choices that result in potential STEM graduates (i.e., undergraduates who declare a STEM major) moving away from STEM fields by switching majors to non-STEM fields or leaving postsecondary education before earning a degree or certificate. The purpose of this study is to gain a better understanding of this attrition by: (1) determining rates of attrition from STEM and non-STEM fields; (2) identifying characteristics of students who leave STEM fields; (3) comparing the STEM coursetaking and performance of STEM leavers and persisters; and (4) examining the strength of various factors' associations with STEM attrition. Appended are: (1) Glossary; (2) Technical Notes and Methodology; (3) Classification of Major Field of Study in BPS:04/09; and (4) Classification of Postsecondary STEM Courses in BPS:04/09. (Contains 7 tables, 12 figures, and 29 footnotes.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-07-CO-0104 with RTI International.]
What Works Clearinghouse Quick Review: &quot;A Model for Success: CART&apos;s Linked Learning Program Increases College Enrollment&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: High School Seniors,Grade 12,Academic Education,Vocational Education,Enrollment,Community Colleges,Universities,Outcomes of Education,Program Effectiveness,Educational Research

The study, &quot;A Model for Success: CART's Linked Learning Program Increases College Enrollment&quot; examined whether students who enrolled in courses at a high school that combined academics and technical education had higher college enrollment rates than students who did not. The research described in this report does not meet What Works Clearinghouse evidence standards. Cautions: The study did not establish that students who enrolled in CART were similar to comparison students prior to enrolling in CART courses. In the first three years of the study, no measure of prior academic achievement was available. [The following study is the focus of this &quot;Quick Review&quot;: &quot;A Model for Success: CART's Linked Learning Program Increases College Enrollment.&quot; Forbes, J. (2011). Clovis, CA: The Center for Advanced Research and Technology.]
What Works Clearinghouse Quick Review: &quot;Early College, Early Success: Early College High School Initiative Impact Study&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-08-00
Type: Reports - Evaluative
Subjects: High Schools,Colleges,Dual Enrollment,Acceleration (Education),Graduation,Educational Attainment,Enrollment,High School Students,Outcomes of Education,Postsecondary Education,Educational Research

The study examined in this quick review concerns whether attending Early College High Schools increased postsecondary outcomes. This study is a randomized experiment examining the impact of Early Colleges on a number of outcomes. The study had relatively low attrition rates (approximately 7% in the intervention group and 13% in the comparison group) for the outcomes of high school graduation, college enrollment, and degree attainment. Therefore, the study findings for these outcomes meet WWC evidence standards without reservations. [The following study is the focus of this &quot;Quick Review&quot;: &quot;Early College, Early Success: Early College High School Initiative Impact Study.&quot; American Institutes for Research and SRI. (2013), Washington DC. This quick review was prepared for What Works Clearinghouse by Development Services Group, Inc. under contract ED-IES-12-C-0084.]
Seeking a Balance: Helping Pre-Service Teachers Develop Positive Attitudes towards Mathematics as They Develop Competency
Author: Hurst, Chris
Date: 2012-12-00
Type: Reports - Research
Subjects: Student Teacher Attitudes,Teacher Competencies,Anxiety,Preservice Teachers,Mathematics Education,Knowledge Base for Teaching,Questionnaires,Likert Scales,Attitude Measures,Negative Attitudes,Positive Attitudes,Competence,Elementary School Mathematics,Early Childhood Education,Elementary School Teachers,Preschool Teachers,Foreign Countries

Mathematical competence of teachers continues to be an issue of great interest to mathematics educators within tertiary institutions and it is often thought of simultaneously with the notion of mathematics anxiety. While there has been considerable recent research into the latter, no clear conclusions have been able to be drawn about many aspects of the phenomenon and how it is linked to mathematical competence. Most recently, international studies have highlighted notable differences in the standards of teacher preparation in different countries and in Australia new standards for accreditation of teacher education programs have been drafted. This paper reports on a part of on-going research into mathematics anxiety and competence of pre-service teachers. It uses two small samples of pre-service teachers from different cohorts of a Bachelor of Education course and attempts to identify factors that may help develop positive attitudes towards mathematics as they seek to develop their competency in mathematics. In addition, as a response to greater reported levels of anxiety regarding cognitive and knowledge traits, the paper identifies targeted professional learning and social constructivist teaching as key factors as well as the need to identify personal knowledge of mathematics as a prelude to seeking to become more competent. (Contains 1 table and 1 figure.)
Reading Mastery. Revised. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Reading Instruction,Intervention,Elementary School Curriculum,Direct Instruction,Beginning Reading,Primary Education,Instructional Effectiveness,Educational Research

&quot;Reading Mastery,&quot; one of several curriculum components that constitute the &quot;Direct Instruction&quot; program from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. &quot;Reading Mastery,&quot; which can be used as an intervention program for struggling readers, as a supplement to a core reading program, or as a stand-alone reading program, is available in three versions: (1) &quot;Reading Mastery Classic&quot; (for grades pre-K-3); (2) &quot;Reading Mastery Plus&quot; (for grades K-6); and (3) &quot;Reading Mastery Signature Edition&quot; (for grades K-5). During the implementation of &quot;Reading Mastery,&quot; students are grouped with other students at a similar reading level, based on program placement tests. The program includes a continuous monitoring component. This review of &quot;Reading Mastery&quot; for Beginning Reading focuses on students in grades K-3. No studies of &quot;Reading Mastery&quot; that fall within the scope of the Beginning Reading review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;Reading Mastery&quot; on beginning readers in grades K-3. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention. The WWC identified 166 studies of &quot;Reading Mastery&quot; for beginning readers that were published or released between 1983 and 2012. Thirty-four studies are within the scope of the Beginning Reading review protocol but do not meet WWC evidence standards. Eighty-four studies are out of the scope of the Beginning Reading review protocol because they have an ineligible study design. Forty-eight studies are out of the scope of the Beginning Reading review protocol for reasons other than study design. A glossary of terms is provided. (Contains 2 endnotes.)
The Impact of Space on Students' Perceptions of the Value and Quality of Their Learning Experience: A Case Study of the Collaborative Learning Forum
Author: Robertson, Greg
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Foreign Countries,Cooperative Learning,Teacher Collaboration,Educational Quality,Student Surveys,Learning Experience,Active Learning,Path Analysis,Educational Innovation,Program Descriptions,College Students,Case Studies

Universities in Australia and worldwide, are building a new generation of learning and teaching spaces which are designed to encourage and support active and collaborative modes of learning and teaching. However, there is little evidence to show that students will recognise the contribution these spaces make to their learning. Temple (2008) argued that spaces may become more salient to students once they are satisfied with the quality of learning and teaching that occurs within them. In the present study, ten teachers worked collaboratively to develop and implement active and collaborative approaches to learning and teaching in their respective units. These approaches drew upon the affordances of one of these new generation spaces at Macquarie University, namely, the Collaborative
Learning Forum. Evidence from a student evaluation survey (n = 279) confirms Temple's (2008) proposition and also suggests ways to encourage students to adopt a deeper approach to learning and to increase their satisfaction with the value and quality of their learning experience. (Contains 1 figure.)
School Practitioners' and University Staff Members' Perceptions of the Pre-Service Teacher Education Practicum: A Comparative Study
Author: Allen, Jeanne Maree
Date: 2012-12-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Practicums,Performance Factors,Student Teaching,Beliefs,Theory Practice Relationship,Comparative Analysis,College Programs,Online Surveys,Interviews,Focus Groups,College School Cooperation,Partnerships in Education,Program Attitudes,College Faculty,Teacher Attitudes,Foreign Countries,Mixed Methods Research

The importance of strong school-university partnerships in bridging the so-called theory practice gap in pre-service teacher education has been well established in the literature. The experiences of pre-service teachers during practicum have in particular been shown to be enhanced where there are strong links between the two educational sectors. This paper draws from research conducted in two diverse Australian pre-service teacher education programs to evaluate factors that are perceived to profoundly impact on the professional experiences of pre-service teachers during practicum. The particular focus of this paper is the beliefs and experiences of school practitioners and university staff members regarding the efficacy of the practicum in enabling students to enact theory in practice. A mixed methods approach was adopted for both studies, one of which was located in an urban university in Tasmania, the other in a regional university in Queensland. Findings generated from the comparative study of both programs revealed some differences but predominantly a number of similarities between the perceptions of the two samples of school practitioners and university staff members towards practicum. Three key findings are presented and discussed in this paper. (Contains 2 tables and 1 footnote.)