ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Context and Representation on Year 10 Students' Expression of Conceptions of Rate
Author: Herbert, Sandra
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Mathematical Concepts,Calculus,Interviews,Research,Secondary School Students,Grade 10,Student Attitudes

Rate is an important, but difficult mathematical concept. More than twenty years of  research, especially with calculus students, report difficulties with this concept. This paper reports on an alternative analysis, from the perspective of multiple representations and context, of interviews probing twenty Victorian Year 10 students' conceptions of rate. This analysis shows that multiple representations of functions provide different rate-related information for different students. Understandings of rate in one representation or context are not necessarily transferred to another representation or context. (Contains 3 figures.)  [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Students as Decoders of Graphics in Mathematics
Author: Diezmann, Carmel M.
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Mathematics Instruction,Graphic Arts,Educational Strategies,Cognitive Processes,Mathematics Teachers,Student Needs

This paper reports on students' ability to decode mathematical graphics. The findings were: (a) some items showed an insignificant improvement over time; (b) success involves identifying critical perceptual elements in the graphic and incorporating these elements into a solution strategy; and (c) the optimal strategy capitalises on how information is encoded in the graphic. Implications include a need for teachers to be proactive in supporting students' need to develop their graphical knowledge and an awareness that knowledge varies substantially across students. Examples from the six graphic languages, their perceptual elements and encoding techniques are shown in the appendix. (Contains 3 tables and 2 footnotes.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the tional Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Applied Baccalaureate: What We Know, What We Learned, and What We Need to Know
Author: Ruud, Collin M.
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Semiskilled Workers,Trade and Industrial Education,Vocational Education,Community Colleges,College Role,Credentials,Bachelors Degrees,Transfer Students,Articulation (Education),Human Capital

The evolution of AB degrees has been influenced by an increased emphasis on workforce development, baccalaureate degree attainment, and transfer on the state and institutional levels. Beginning as primarily programmatic decisions made by a few institutions, over time AB degree program decisions have involved more institutions, and eventually states. Led by Barbara Townsend until her untimely death on June 11, 2009, the authors' research team surveyed education agencies in all 50 states and found that as of 2008, AB degrees were offered in at least one public 4-year institution in 39 states. Lumina Foundation's "Big Goal 2025" (n.d.) focuses on increasing the percentage of Americans with postsecondary credentials to 60% (compared to 39% at the start of Big Goal 2025) and advocates for a policy agenda designed to improve the credentialing of adult and transfer students in the nation. To that end, Lumina encouraged and supported a "Convening" on the AB degree to bring together policy experts, practitioners, and researchers to discuss the status of the AB degree, draw on the authors' research, and encourage dialogue on the potential of and challenges to AB degrees in the future. This paper summarizes some of the most salient themes that emerged during the Convening from sharing the authors' research, hearing from panelists and presenters, and participating in discussions among attendees. In reflecting on the dialogue among participants in the Convening, four primary themes emerged that deserve further exploration in this paper: (1) Defining the AB; (2) Clarifying the relationship between the AB and the CCB; (3) Defining a baccalaureate education; and (4) Accrediting the AB degree.
Great Books. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Adolescents,Literacy,Reading Programs,Intervention,Critical Thinking,Thinking Skills,Problem Solving,Instructional Effectiveness,Educational Research

&quot;Great Books&quot; is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry[TM] method of learning. The purpose of &quot;Great Books&quot; is to engage students in higher-order thinking and collaborative problem solving. It involves teachers focusing discussion on the interpretation of a text and students participating as partners in these discussions. No studies of &quot;Great Books&quot; that fall within the scope of the Adolescent Literacy 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;Great Books&quot; on adolescent learners. (Contains 5 footnotes.)
Language Learning Strategy Use: A Study of Pre-Service Teachers in Malaysia
Author: Wong, Mary Siew-Lian
Date: 2011-07-01
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Learning Strategies,Second Language Learning,Gender Differences

Language learning strategies are specific actions or techniques that learners use to assist their progress in developing second or foreign language skills (Oxford, 1990). Knowledge of students' strategy use is important, as this will provide information to teachers concerning the strategy training needs of their students. This paper presents the findings of a study to explore the language learning strategies of 60 pre-service teachers (17 males, 43 females) enrolled in a Bachelor of Education (TESOL) program. Strategy use was assessed through administering the Strategy Inventory of Language Learning (SILL), a widely used 50-item self-scoring survey developed by Oxford (1990). Overall, strategy use of pre-service teachers was moderate, with pre-service teachers reporting most frequent use of social strategies, followed by metacognitive, compensation, cognitive, memory and affective strategies. There was no gender difference in pre-service teachers' use of language learning strategies. In conclusion, pedagogical implications of the findings and suggestions for further research are discussed. (Contains 2 tables.)
Retention in Higher Education: Faculty and Student Perceptions of Retention Programs and Factors Impacting Attrition Rates
Author: Mansfield, Malinda
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Community Colleges,School Holding Power,Dropout Prevention,Program Evaluation,Computer Literacy,Academic Advising,School Orientation,Student Surveys,College Faculty

The purpose of this study was to examine faculty and student perceptions of what factors are contributing to drop-out rates in a Northern Indiana higher educational facility and to study whether or not the drop-out prevention programs that are in place are effective. Survey links were sent out to all adjuncts and some full-time faculty at a local community college. Survey links were also sent out to academic skills advancement students. Results indicated that faculty members are fulfilling their duties as instructors of higher educational facility and are willing to help those students who are in need of support. Results from the first t-test also indicated a disparity in the level to which students and faculty feel that the New Student Orientation is impacting student success as well as a lapse in the quality of academic advisory. Descriptive results indicated that both faculty and students agree that a computer literacy program should be implemented. Based on the results, educators believe that a review of academic advisory plans and an implementation of a computer literacy course along with the current New Student Orientation course must be a mandatory part of a student's academic plan within their first year as a new student. These qualitative and quantitative results provide insight into the impact of retention programs. Appended are: (1) Faculty Survey; and (2) Student Survey. (Contains 16 tables.)
The Adult Learner and the Applied Baccalaureate: Lessons from Six States
Author: Bragg, Debra D.
Date: 2011-05-00
Type: Reports - Research
Subjects: Higher Education,Dislocated Workers,Technical Institutes,Advisory Committees,Military Personnel,Adult Learning,Adult Students,Community Colleges,Colleges,Surveys,Interviews,Minority Group Students,Disabilities,Administrator Attitudes,Academic Degrees,Nontraditional Students,Access to Education,Education Work Relationship,Public Colleges

To date, no research has examined the AB degree through a state policy lens or has acknowledged the scope of involvement of 4-year colleges and universities. This omission limits current understanding of the AB degree as a potential contributor to the higher education system and to the nation's college completion agenda in particular. The primary goals of this study were to document the extent to which AB degrees are offered by higher education institutions in the 50 states, to examine different approaches and models for implementing and awarding these degrees, and to explore the state and institutional policy contexts that surround the awarding of AB degrees by community and technical colleges and 4-year colleges and universities. The study was conducted in two phases, beginning with a national inventory of AB degrees in the U.S. public higher education sector (Phase 1), and extending into a multicase study of 6 states (Phase 2). In 2009, the authors began the second phase of the study by conducting case studies in six states (Arizona, Florida, Kentucky, Oklahoma, Texas, and Washington), which were selected because of their engagement in AB degrees, but also because of their diversity in policy and program approaches to various forms of baccalaureate degrees. In looking at the six states that were the focus of Phase 2 of the study, several themes emerged. First, despite a paucity of impact data, state and institutional administrators believe that AB degrees benefit adult learners, particularly those who are currently working or who are using the degree as a means for job advancement. Also important to this investigation was the fact that interview and online survey results confirmed that students targeted for AB degrees are overwhelmingly adult learners who are working, but this group also included unemployed or dislocated workers and active military personnel. Students of color and students with disabilities were identified by program directors responding to the authors' survey, as was also evident in their field observations and interviews. The findings lead to several conclusions about past developments in and potential of the AB. The authors offer several recommendations to continue to advance research and development concerning the AB degree. Appended are: (1) The Applied Baccalaureate Project Advisory Committee Members; (2) State-by-State Inventory; (3) Identified Applied Baccalaureate Programs in the Six Selected States; and (4) The Applied Baccalaureate (AB) Online Survey Instrument. (Contains 2 figures, 11 tables and 1 footnote.)
High School Dropout Rates among Minority Students in a Northern California Suburban Area
Author: Chapman, Alexander
Date: 2011-07-00
Type: Reports - Research
Subjects: Achievement Gap,Dropout Rate,Dropouts,Parent Participation,Instructional Materials,Parent School Relationship,Minority Group Students,Suburban Schools,High School Students,Culturally Relevant Education,Learner Engagement,Economic Factors,Interviews,School Statistics,Educational Indicators,Racial Differences,College Readiness,Graduation Rate

This study which has much of its base in the Education, Excellence &amp; Equity (E3) program is about the dropout rates among minority students within a certain county in Northern California. Why are minority students dropping out at higher rates than their white counterparts? The research hypothesis is that the dropout rate is higher among minority students because of less economic stability, less parental involvement in school, and disengagement in class due to instructional material that is not culturally relevant.   This research also addresses what schools and teachers can do to help keep minority students engaged in school. The goal of the study is to try to find ways to help close the achievement gap among students within this focus district. Appended to this document are High School Graduation Statistics Score Sheets.
2010 Follow-Up of the Community College of Denver FastStart Program
Author: Bragg, Debra D.
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,College Students,Student Educational Objectives,Acceleration (Education),College Readiness,Remedial Instruction,Developmental Studies Programs,College Credits,Educational Change,Followup Studies,Career Exploration

An educational initiative that is receiving increased attention nationally is accelerated developmental education, and the Community College of Denver (CCD) is at the forefront of this reform activity. As part of CCD's portfolio of developmental education strategies, the accelerated program called FastStart has become an important vehicle for delivering remedial education. By compressing developmental courses normally offered over two semesters into one term, CCD strives to create a developmental education option that enhances student success in terms of their retention and graduation. This report describes student outcomes by including multiple cohorts enrolled in three accelerated developmental math sequences. Measures of developmental progression and college success were computed, including certificate and 2-year degree completion, transfer, retention, and college credits at 24 and 36 months of enrollment, beginning with the term in which the students participated in the FastStart program. Gains were analyzed for the FastStart math and English/reading cohorts from 24 to 36 months to assess the change in developmental progression and college-level outcomes for cohorts that had sufficient time to be enrolled for 36 months. The number of students involved in computation of gains is relatively small, but is helpful in providing an initial understanding of how FastStart students progress toward college completion outcomes. Results of this follow-up study reinforce the importance of determining college success in multiple ways, beyond completion of a developmental course sequence, so that outcomes such as passing gatekeeper courses, retention, accumulating college credit, transfer, and graduating with certificates and degrees are used to present a comprehensive picture of student performance. Because students who enroll in the FastStart programs have multiple pathways to follow into college (FastStart encourages career exploration rather than career-specific training), it is important to understand a range of retention and completion outcomes. (Contains 14 tables, 13 figures and 4 footnotes.)
The Relationship of Individual Career Plans to Programs of Study and Career Pathways. Transition Highlights. Issue 3
Author: Kalchik, Stephanie
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Guidance Programs,Goal Orientation,School Counseling,High Schools,Academic Advising,Educational Counseling,Schematic Studies,Program Implementation,Individualized Education Programs,Career Development,Career Planning,Change Strategies,Barriers,Transitional Programs,Path Analysis

Emerging in the late 1960s and early 1970s, the concept of individual student planning developed as a component of school guidance counseling programs. The underlying significance of these plans, such as the Individual Career Plan (ICP), is that "it gives [students] a chance to tell and develop their story" (N. Gysbers, personal communication, December 7, 2010). According to Gysbers (2008), ICPs allow students to work closely with school counselors, and this in turn begins a process of goal setting that gives students concrete direction and purpose. This leads to increased academic achievement when ICPs are included in guidance counseling programs. This paper discusses the following: (1) the roots of the ICP; (2) the relationships of ICPs to guidance counseling and advising; and (3) how ICPs should be implemented. Examples of ICPs are also included.
Illinois Adult Education Bridges: Promising Practices. Transition Highlights. Issue 4
Author: Bragg, Debra
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Statewide Planning,Postsecondary Education,Adult Education,Employment Opportunities,Economic Opportunities,Educational Practices,Labor Force Development,Educational Policy,Alignment (Education),Articulation (Education),Transitional Programs,Developmental Studies Programs,College Preparation,Program Effectiveness

To enhance state-level adult education and employment policy, in 2007 the Joyce Foundation began the Shifting Gears (SG) initiative to assist six states (Illinois, Indiana, Michigan, Minnesota, Ohio and Wisconsin) to integrate adult education, workforce development and postsecondary education policies and improve job opportunities for low-skilled workers. With funding from Joyce and with leadership from the Illinois Community College Board (ICCB) and the Department of Commerce and Economic Opportunity (DCEO), Illinois' SG initiative connects multiple state training and retraining programs, P-20 education, and workforce development. Bridge programs are a centerpiece of Illinois' SG effort, and build upon the definition of bridge programs that focuses on enhancing transition to college for adults with limited skills, including three core elements of contextualized instruction, career development, and transition services (ICCB, 2009). Findings from the evaluation of Illinois' SG pilot sites, conducted by the Office of Community College Research and Leadership, show that adult bridge programs offer preparatory courses intended to help students transition to postsecondary education, job-related specific training, and employment (Bragg, Harmon, Kirby, &amp; Kim, 2009). Initial results of this evaluation of bridge programs funded by Shifting Gears showed higher completion of the bridge program by students in the developmental education bridge than the adult education bridge programs. However, students in developmental bridges had graduated from high school and possessed stronger academic preparation than their adult bridge counterparts. Two bridge programs are profiled in this brief. (Contains 1 footnote.)
Pathways to Results: Project Profile Compendium
Author: Illinois University, Office of Community College Research and Leadership
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Articulation (Education),Postsecondary Education,College Readiness,Partnerships in Education,Community Colleges,Colleges,State Standards

Finding the best ways for students to learn and achieve success is of paramount importance to the state and the nation. More than ever before, college and career readiness is critical to the nation's economy, with college completion being an integral objective to achieving this goal. Illinois is committed to the Common Core State Standards, striving to better align Pre-K-12 curricula with higher education and the workforce. Further, President Obama's administration and numerous groups (e.g., Complete College America, the Bill and Melinda Gates Foundation, Lumina Foundation for Education) are raising college completion to a national priority. Illinois is stepping up, with state and local leaders improving programs and helping learners to succeed. Illinois' Programs of Study initiative is key to achieving this crucial goal. Uniquely important to integrating and aligning curriculum and instruction, Programs of Study help all students--from young people attending K-12 education to adults entering and reentering the educational system--to transition to college ready to learn and to complete college prepared for rewarding careers. This Compendium shows how secondary schools, community colleges, four-year colleges and universities, adult education providers, businesses and industries, and other organizations are collaborating to improve Programs of Study through a new initiative called Pathways to Results (PTR). Through the leadership of Partnerships for College and Career Success (PCCS) and other partner organizations, the PTR projects described in this document show how local teams are using an inquiry-based and equity-guided process to prepare diverse learners for learning and life.
The Educational Experience of Young Men of Color: A Review of Research, Pathways and Progress
Author: Lee, John Michael, Jr.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Educational Experience,Minority Groups,Males,Literature Reviews,Case Studies,Meta Analysis,Academic Persistence,Academic Achievement,Academic Support Services,College Bound Students,Military Service,Employment Opportunities,Unemployment,Institutionalized Persons,Death,Path Analysis,Change Strategies,Access to Education,Student Participation,College Choice,Developmental Studies Programs,Minority Group Students

This report seeks to give a balanced view of the issues that exist for young men of color as identified by the research. Its particular value is that it looks at six distinct pathways that young men of color--and all students--take after high school and arranges the research in this way, and for the first time synthesizes the literature for males of all four minority groups--African Americans, Asian Americans and Pacific Islanders, Hispanics/Latinos and Native Americans and Alaska Natives in one place. In attempting to solve the crisis facing young men of color in the United States, everyone must rely on more than just outcome measures to find solutions. Data will help them identify the issues, but much more thought and research will be needed to find solutions. It is imperative that individuals build a body of literature about young men of color that will help them get to the &quot;why&quot; behind the data. This report synthesizes the available literature, data and case studies relating to minority male achievement. Appended are: (1) List of Tables; and (2) List of Figures. (Contains 36 figures, 8 tables and 2 footnotes.) [Foreword by Ronald A. Williams. For related report, &quot;The Educational Experience of Young Men of Color: Capturing the Student Voice,&quot; see ED521426.]