ethanporcaro/eric-fulltext-meta huggingface dataset:
Engineering Public Private Partnerships (PPPs) in University Education Service Delivery in Africa
Author: Odeleye, Donald A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Private Colleges,Public Colleges,Partnerships in Education,Educational Finance,Federal Aid,Federal Government

University education remains a major player in the socio-economic revamping of Africa even though most African national governments have not leveraged the high output of the private sector for educational development. For the most part to date, private universities are running as parallels to their public counterparts. With fewer infrastructures, the private schools seem to be thriving much more than their industrial-action infested publicly-funded schools. It is on record that private schools seem more proficient and effective in service delivery than their public counterparts. It is high time that African national governments began to partner the private sector in evolving cutting-edge service delivery in tertiary education. Specific PPP (3Ps) approaches such as privatization of selected public institutions, private sector endowments and partnership of property developers among others are suggested. It is also proposed that synergy could be encouraged between public and private universities in linkage programs and sabbatical appointments.
The Tenure of Private College and University Presidents
Author: Langbert, Mitchell
Date: 2012-00-00
Type: Journal Articles
Subjects: Tenure,Private Colleges,College Presidents,Job Performance,Institutional Characteristics,Labor Turnover,Compensation (Remuneration),Gender Differences,Administrator Characteristics,College Entrance Examinations,Statistical Analysis

This study fills several gaps. Most turnaround studies ignore post-turnaround executive rewards, and most studies of executive rewards ignore both the effects on rewards of achieving a turnaround and length of service, or tenure, as an element of the reward structure. Previous research about the length of college presidents' tenure in office has focused on structural variables, including geographic location, gender and institutional resources; nevertheless, flexible labor markets seem to have eroded the effects of such variables on presidents' tenure. Tenure is a function of turnaround-level performance, as implied by press reports, and of social matching, as implied by internal hiring. Gender is significant in a hazard-function-duration-maximum-likelihood model but not a Tobit model. Shared religious belief, whether the president attended a public baccalaureate institution, and improvement in entering SAT scores also play a role.
Supervising the Campus Media: U.S. Survey Finds Varied Approaches, Little Administration Interference
Author: Xie, Lei
Date: 2012-00-00
Type: Journal Articles
Subjects: National Surveys,Advisory Committees,College Administration,Administrative Organization,Student Organizations,Student Publications,Mass Media,Institutional Characteristics,Power Structure,Satisfaction,Sanctions,Influences,Evaluation Methods

Media Advisory Boards have been created by many colleges to mediate communication between administration and student media organizations. This national survey provided rich baseline data on how these boards are distributed across the United States, what kinds of schools are more likely to adopt media boards, and to whom these boards report. The study examined several neglected issues raised by the literature, such as the primary functions of Media Boards, the magnitude of the boards' sanctioning power, administrative influence on the boards, adviser satisfaction with board performance, and means of assessment. The results can inform administrators as to the variables that both describe and predict board effectiveness.
Student Evaluations of Faculty Revisited: Online versus Traditional Methods
Author: Young, Marilyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Online Surveys,Business Schools,College Students,Evaluation Methods,Statistical Analysis,Models,Influences,College Faculty

Past research has focused on many aspects of faculty evaluation from types of question to appropriate application. An increasing number of academic institutions are changing to web-based systems to take advantage of certain efficiencies in the collection process. This research compares results from traditional in-class versus online methods. No significant differences in mean scores were found in the majority of cases. However, when a major paper was required in the course, researchers discovered that student evaluations were significantly more negative. This study proposes a model to show important factors in considering a change from traditional pen and paper evaluations to online evaluations and whether the online process will have a significant effect on means scores and response rates.
International Student Mobility: Trends in First-Time Graduate Enrollment
Author: Figueroa, Carmen I.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Mobility,Enrollment Trends,Graduate Students,Statistical Analysis,Business Administration Education,Engineering Education,Agricultural Education,Foreign Countries

The academic programs at the graduate level are increasingly interested about the enrollment management challenges in terms of international student mobility. Understanding fundamental enrollment concepts to attract international students provides the essential key to consider the competitive environment concerning university resources, academic program potential, complex cultural dynamics, and workplaces among others. Based on a six-year quantitative and descriptive statistical study, this paper addresses the trends of first-time graduate enrollment and patterns of international student mobility by faculty at the University of Puerto Rico at Mayaguez. Results revealed the sustained trend of graduate enrollment of international students mainly from South America, Central America, and the Caribbean among others. Moreover, the presence of international graduate students adds a dimension of diversity to UPRM between teaching and research undertakings that enhance the Colleges of Engineering, Arts and Sciences, Agricultural Sciences, and Business Administration. The international student mobility has a consistent tendency mainly in the Colleges of Engineering, Arts and Sciences, and Agricultural Sciences. This consistency resembles the quality and reputation recognized by educational institutions and organizational world rankings. In-depth, understanding the trends related to international graduate enrollment and mobility should be considered by institutional leaders and administrators at UPRM to make knowledgeable decisions and to effectively set priorities to recruit highly qualified international students.
A Relationship Marketing Approach to Academic Initiative Planning: A Case in Point
Author: Mobley, Mary F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Marketing,Planning,Relationship,Administrative Organization,College Administration,Teacher Student Relationship,Letters (Correspondence),Systems Approach,College Students,College Faculty

Many higher education initiatives are dependent upon the development of multiple relationships across academic and support functions. The probability of achieving superior initiative outcomes rests, in part, on the construction of an infrastructure that supports the goals, strategies, tactics, and ongoing mission of a defined project. Through adopting a relationship marketing perspective, the authors describe the process of analyzing and developing the underlying permanent infrastructure needed for implementing an ongoing effort for a new student support program. For illustrative purposes, a hypothetical case called the Student Reference Letter Project is developed as an academic initiative that traverses various departments and service functions with a focus on building enduring relationships.
Reach and Implementation of Physical Activity Breaks and Active Lessons in Elementary School Classrooms
Author: Turner, Lindsey
Date: 2017-06-00
Type: Journal Articles
Subjects: Elementary Schools,Physical Activities,Public Schools,National Surveys,Program Implementation,Educational Practices,Multivariate Analysis,Institutional Characteristics

The integration of physical activity into elementary school classrooms, through brief activity breaks (ABs) and lessons that incorporate movement into instruction as active lessons (ALs), are key parts of school physical activity programming and can improve children's health and academic outcomes. With nationally representative survey data from 640 public elementary schools in the United States, we examined the use of these practices and the extent of implementation within classrooms. ALs were used in 71.7% of schools, and ABs were used in 75.6% of schools. In multivariate models, ALs were significantly less likely to be used in majority-Latino schools (adjusted odds ratio = 0.48, 95% confidence interval [0.25, 0.93], p &lt; 0.05) than in predominantly White schools. ABs were significantly less likely to be used in lower socioeconomic schools (adjusted odds ratio = 0.57, 95% confidence interval [0.34, 0.95], p &lt; 0.05) than in higher socioeconomic schools. At schools where ABs were ever used, they were used by 45.6% of teachers, but fewer teachers used them at larger schools (ß = -0.08, p &lt; 0.01) and at lower socioeconomic schools (ß = -0.09, p &lt; 0.05). The reach of ALs and ABs is modest and classroom-level implementation is quite low. Additional dissemination and support is warranted to improve the reach and implementation of these strategies in elementary schools. Such efforts could improve the school-day experience in ways that benefit millions of young children.
Manifestation Determination Decisions and Students with Emotional/Behavioral Disorders
Author: Walker, Jennifer D.
Date: 2017-06-00
Type: Journal Articles
Subjects: Behavior Disorders,Regular and Special Education Relationship,Special Education Teachers,Case Studies,Emotional Disturbances,Decision Making,Special Education,Positive Behavior Supports,Intellectual Disability,Equal Education,Educational Legislation,Federal Legislation,Individualized Education Programs,Functional Behavioral Assessment,Statistical Analysis,Qualitative Research,Questionnaires,Semi Structured Interviews

Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different &quot;hidden profiles&quot; case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a manifestation of the disability and the other case study was constructed to support a conclusion that the behavior of concern was a manifestation of the disability. To fully understand the student and behavior of concern, team members were required to actively share and discuss all of the relevant information they possessed. Both the teams working with profiles supporting the manifestation of the disability reached that conclusion; however, the two teams working with profiles that supported a non-manifestation of disability conclusion reached different conclusions, one declaring the behavior to be a non-manifestation and the other declaring it to be a manifestation of the disability. Overall, participants found the manifestation determination process to be an effective way to discuss student behavior, but special and general educators approached the determination process differently. Discussion of the manifestation determination review (MDR) process is presented along with implications for practice, limitations, and future research.
Debt Profiles of Model Students: The Projected Debt of Highly Productive Students and Its Economic Impact
Author: Fincher, Mark E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Debt (Financial),Economic Impact,High Achievement,College Students,Time to Degree,College Transfer Students,Student Costs,Attendance,Parent Financial Contribution,Student Loan Programs,Federal Aid,Grants,Student Financial Aid

A common misperception suggests that a high-achieving student can easily complete a degree with very limited debt, and that students with high levels of debt are thus underachievers. This assumption is supported by memories of previous decades when it was realistically possible for most students to work their way through college. This view, however, ignores the current financial realities faced by students with limited family support. The financial experience and circumstances of current, high-performing students is markedly different from similarly dedicated students in the past. Current students are now more likely to graduate with high debt burdens that negatively impact their ability to contribute to the economy and society. This paper examines and describes the likely debt burdens now being incurred by highly productive students in common financial circumstances and projects the likely economic and societal impact of this debt. Using national data sources and theoretical perspectives based in the fields of cost accounting and economics, this study finds that students who enroll with a clear community college-to-university path are more likely to graduate with lower debt levels. More rapid program completion likewise reduces debt levels. In addition, parental support at half of the cost of attendance reduces debt more than a full Federal Pell Grant. The results point to recommendations to policymakers at the federal, state, and institutional level to focus on providing for efficient transfer between schools, encouraging timing program completion, limiting developmental education requirements, and targeting sufficient funding to public institutions to produce optimal college prices.
Student Loans, Financial Stress, and College Student Retention
Author: Britt, Sonya L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Student Financial Aid,Financial Problems,Stress Variables,School Holding Power,Academic Persistence,Undergraduate Students,Debt (Financial),Counseling Services,Money Management,Probability,Potential Dropouts,Early Intervention,Paying for College,Financial Support,Online Surveys,School Counseling,Statistical Significance

This study examined a sample of 2,475 undergraduate students to determine the influence of financial stress, debt loads, and financial counseling on retention rates. Results indicate, among other findings, that financial stress contributes to an increased likelihood of discontinuing college. Self-reported student loan debt contributes to an increased likelihood of discontinuing college, although students with the highest amount of university-reported student loan debt have a decreased likelihood of discontinuing college one year later as compared to students with no student loan debt. Interestingly, in this study students who sought financial counseling were more likely to discontinue college within the next year. Although this contradicts prior studies that have shown that students experience less financial stress immediately after meeting with a peer counselor and for two months later, it is suggested that the timing of the counseling may be an important factor. Implications for practice include early intervention for students who are self funding their education, who are under high financial stress, or have a perception of high student loan debt. At the campus level, financial aid professionals should collaborate with personal finance researchers to better understand how financial stress and student debt relate to retention.
The Distributional and Cost Implications of Negative Expected Family Contributions
Author: Kelchen, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Financial Contribution,Family Financial Resources,College Students,Student Financial Aid,Grants,Federal Aid,Eligibility,Dependents

Eligibility for many federal, state, and institutional financial aid programs is determined by the expected family contribution (EFC) from the Free Application for Federal Student Aid (FAFSA), which functions as a tool to ration scarce aid dollars. The lowest possible EFC under current rules is zero, but this obscures a wider distribution of family resources that would be partially uncovered if the EFC formula were not truncated at zero and negative values were allowed. In this paper, I estimate negative EFCs using student-level data from nine colleges and universities between the 2007-08 and 2011-12 academic year. I find a large amount of dispersion in the distribution of negative EFCs for dependent students and that between 20% and 90% of students (varying by whether the student files the full FAFSA or qualifies for a Simplified FAFSA or an automatic zero EFC) would qualify for a larger Pell Grant award if negative EFCs were allowed. Additional costs of funding a negative EFC could range from $1.6 billion to $7.2 billion per year, depending on assumptions regarding generosity.
Curriculum-Based Measurement of Reading: Accuracy of Recommendations from Three-Point Decision Rules
Author: Van Norman, Ethan R.
Date: 2016-09-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Reading Tests,Accuracy,Progress Monitoring,Probability,Decision Making,Multiple Regression Analysis,Elementary School Students,Grade 2,Grade 3

Despite their widespread use, there is little research to support the accuracy of curriculum-based measurement of reading progress monitoring decision rules. The purpose of this study was to investigate the accuracy of a common data point decision rule. This study used a three-point rule with a goal line of 1.50 words read correctly per minute (WRCM) across six levels of true growth (range = 0-3 WRCM), two levels of dataset quality or residual (5 and 10 WRCM), and 13 levels of data collection (range = 3-15 weeks). We estimated the probability of a correct decision as well as the probability of each outcome (change instruction, increase the goal, maintain instruction) across each condition with probability theory and a spreadsheet program. In general, results indicate that recommendations are often inaccurate. Further, the probability of a correct recommendation is below chance in most situations. Results of multiple regression analyses indicate that residual, duration, and true growth interacted to influence decision accuracy. Results are discussed along with implications for future research and practice.
Efficacy of Peer-Mediated Incremental Rehearsal for English Language Learners
Author: Klingbeil, David A.
Date: 2017-03-00
Type: Journal Articles
Subjects: School Psychologists,English Language Learners,Reading Achievement,Intervention,Evidence Based Practice,Validity,Oral Reading,Reading Fluency,Hierarchical Linear Modeling,Sight Vocabulary,Reading Instruction,Effect Size,Peer Teaching,Teaching Methods,Charter Schools,Elementary School Students

School psychologists will likely become more involved in supporting the reading achievement of English language learners (ELLs). This requires evidence-based interventions that are validated for ELL students. Incremental rehearsal (IR) is an evidence-based intervention for teaching words, but the resource intensity often precludes its use. Using peers as interventionists may increase the contextual validity of IR while maintaining the benefits when compared with other drill techniques. This efficacy study examined if (a) peer-mediated IR (PMIR) was effective for teaching ELL students high-frequency words and (b) improvements in word reading generalized to changes in students' oral reading fluency. Five ELL students participated in a randomized multiple-baseline design across participants. Results indicated that PMIR was functionally related to an increase in word reading for all 5 participants. Effect sizes estimated using TauU and multilevel modeling indicated that PMIR had a large effect on sight-word reading. No functional relationship between PMIR and oral reading fluency was observed. PMIR was generally acceptable to target students and peer tutors. Limitations and potential implications of the results are discussed.
Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade
Author: January, Stacy-Ann A.
Date: 2016-09-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Reading Tests,Test Interpretation,Test Use,Word Lists,Screening Tests,Grade 1,Grade 2,Elementary School Students,Scores,Word Recognition,Reading Achievement,At Risk Students,Reading Difficulties,Accuracy,Norm Referenced Tests,Reading Skills,Achievement Tests,Standardized Tests,Statistical Analysis

Universal screening in elementary schools often includes administering curriculum-based measurement in reading (CBM-R); but in first grade, nonsense word fluency (NWF) and, to a lesser extent, word identification fluency (WIF) are used because of concerns that CBM-R is too difficult for emerging readers. This study used Kane's argument-based approach to validation as a framework to evaluate the interpretations and use of scores resulting from screening 257 first- and second-grade students. First, scores from three word lists (decodable WIF, high-frequency WIF, and whole-word NWF) were examined as indicators of reading achievement. Then, the use of these word list scores was evaluated regarding their ability to classify at-risk readers accurately and as supplements to CBM-R during the winter universal screening period. Participants were also concurrently administered a norm-referenced measure of early reading skills and global reading achievement. Results suggested that the word lists were good indicators of reading achievement and provided support for using CBM-R or a word list in conjunction with CBM-R to discriminate among at-risk readers. Findings have implications for the administration of universal screeners in first and second grade.
The Nonuse, Misuse, and Proper Use of Pilot Studies in Experimental Evaluation Research
Author: Westlund, Erik
Date: 2017-06-00
Type: Journal Articles
Subjects: Use Studies,Pilot Projects,Evaluation Research,Experiments,Research Design,Simulation,Error of Measurement,Effect Size,Statistical Analysis,Computation,Literature Reviews,Randomized Controlled Trials,Evaluation Methods,Case Studies

This article discusses the nonuse, misuse, and proper use of pilot studies in experimental evaluation research. The authors first show that there is little theoretical, practical, or empirical guidance available to researchers who seek to incorporate pilot studies into experimental evaluation research designs. The authors then discuss how pilot studies can be misused, using statistical simulations to illustrate the error that can result from using effect sizes from pilot studies to decide whether to conduct a full trial or using effect sizes from pilot studies as the basis of power calculations in a full trial. Informed by the review of the literature and these simulation results, the authors conclude by proposing practical suggestions to researchers and practitioners on how to properly use pilot studies in experimental evaluation research.