ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking in Secondary Language Arts: Teacher Perceptions and Relevant Strategies
Author: Enabulele, Augustine
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Experimental Groups,Control Groups,Pretests Posttests,Critical Thinking,Middle School Teachers,Thinking Skills,Instructional Effectiveness,Teacher Surveys,Test Validity,Comparative Analysis,Teacher Attitudes,Urban Schools,Middle Schools,Middle School Students,Journal Writing,Student Journals

The purpose of this research was to examine the effectiveness of the dialectical journal as a tool for teaching critical thinking skills, and to assess middle school teachers' perception of critical thinking.  Two groups of middle school students were split into one control and one experimental group.  Both groups took a critical thinking test before the experimental group alone was instructed on how to use the dialectical journal.  Both groups took another critical thinking test after this instruction. For the second part of the research, middle school teachers responded to survey questions and statement.  They responded with written statements and checked boxes to indicate their perceptions of critical thinking.  Results demonstrate that after two weeks of instruction, the experimental group performed poorer than it did in the pretest group.  Similarly, the control group performed poorer than it did in the pretest with the difference being that the control group never received any instruction on how to use the dialectical journal.  Results also showed that majority of the teachers surveyed have perceptions of critical thinking that are favorable and accurate by virtue of their consistency with research.  Results show that the dialectical journal is ineffective as a tool for teaching critical thinking, but a few threats to validity make this result inconclusive and therefore a pilot research.  Additionally, since teachers have favorable perception of critical thinking, they are willing to learn more about it and to teach it.  More research should be done regarding the use of dialectical journal and the research should take timing and the duration of the research into consideration.  To help their students think critically using tools such as the dialectical journal, teachers should consider doing so flexibly and incrementally. The following are appended: (1) Critical Thinking: What Do You Think?; (2) Dialectical Journal; (3) Table C1; (4) Table D1; and (5) Notice of Approval. (Contains 6 tables.)
Matriculating Eastward: Maritime Student Migration to Newfoundland &amp; Labrador
Author: Kirby, Dale
Date: 2011-07-06
Type: Reports - Research
Subjects: Foreign Countries,Out of State Students,Student Mobility,Student Characteristics,Enrollment,College Choice,Influences,First Generation College Students,Academic Achievement,Family Characteristics,Educational Attainment,Student Experience,Paying for College,Student Employment,Housing,Aspiration,Student Costs,Distance Education,Student Surveys,Interviews

Since the 1990s, the number of both out-of-province Canadian and international students enrolled at Memorial University of Newfoundland has increased substantially. During this period, the enrollment levels of students from the provinces of Nova Scotia, New Brunswick, and Prince Edward Island have undergone an increase of approximately ten-fold. This research study was designed to provide a better understanding of the changes in enrollment patterns amongst Maritime students and to provide a contextualized account of the reasons why these students choose to attend Memorial University. Using a survey of Maritime students at Memorial as well as follow-up interviews, this research focused on student perspectives on their choice of university and experiences since enrolling. The findings indicate that Maritime students consult a wide variety of sources before arriving at a choice of university, and frequently consider the option of studying close to their home. They rely on a range of sources including family, friends, educators, co-workers, and Memorial University alumni in addition to utilizing information available from online sources and university promotional materials. Regarding the issue of educational cost, the findings indicate that the perceived cost of a university education is of great importance to most Maritime students attending Memorial University. It is evident that the university's reputation and the availability of a wide range of program options are key influences in students' choice of institution as well. The results also show that students who relocate to the province in order to study on-campus on a full-time basis have different backgrounds and lifestyles compared to students who stay in their home province and pursue their studies at a distance. For example, distance students tend to be older and employed full-time during their studies. While they expressed somewhat different priorities in their selection process, the factors influencing the selection of institution were similar for both groups of students. (Contains 30 endnotes, 34 tables, and 3 figures.) [Additional financial support for this research was provided by the Office of Research at Memorial University of Newfoundland.]
Understanding Factors That Influence Academic Performance in Tenth Grade Students
Author: Smith, Denise
Date: 2011-07-00
Type: Reports - Research
Subjects: Achievement Gap,Focus Groups,Disadvantaged,Academic Achievement,Grade 10,Teaching Experience,High School Students,Performance Factors,Influences,Achievement Need,Test Score Decline,Underachievement,Student Surveys,Student Attitudes,Educational Indicators

This study examines factors contributing to the poor academic performance of tenth grade high school students. Throughout my eight years teaching experience at this grade-level, the one constant from class to class and year-to year is the academic decline. This decline typically starts at the end of ninth grade, becomes obvious and serious in tenth and then starts to wane as eleventh grade progresses. The most deficient students tend to leave school for either credit recovery programs, alternative schools, or they just drop out altogether. The research goal is to identify the factors that contribute to this decline and work towards instituting change in the classroom to prevent what has become inevitable. High school students from an affluent suburban community in the San Francisco Bay Area participated in a focus group. They were asked to identify the factors that contributed to either their poor academic performance or that of their peers. Also, they were asked to identify the elements that made them successful. Results indicated that having a driver's license or a friend with a driver's license gave them freedom and access to parties, drugs, and alcohol. In a small classroom teachers had time to interact with them on a personal basis, where they really felt as if the teacher cared. In this case they felt they did not want to disappoint their teacher. Poor academic performance contributes to the issues relating to the achievement gap and the drop out rate and therefore deserves a closer look.
How to Awaken an Appreciation for the Value of Practicing Learning Skills in an Environment of Poverty, Theft, Destruction and Violent Behavior
Author: Fish, James C.
Date: 2011-07-00
Type: Dissertations/Theses - Masters Theses
Subjects: Beginning Teachers,Multigraded Classes,Mixed Age Grouping,Geometry,High School Students,Teacher Effectiveness,Educational Strategies,Classroom Techniques,Disadvantaged Environment,Violence,Crime,Individualized Instruction,Student School Relationship,Theory Practice Relationship,Testing,Motivation,Classroom Environment,Graduate Students

A first-year teacher thrust mid-term into a mixed-grade geometry class in a tough high school struggles to sort out what works and does not work to engage the 120 students in meaningful learning. The students are largely from low-income urban families and demonstrate a broad range of abilities and motivation. The purpose of this study is to describe the effectiveness of various teaching strategies and techniques in building learning skills within the context of a mixed-grade geometry class. The literature reveals that there is a broad range of differentiated instructional techniques to choose from, but the best-laid plans tend to fall by the wayside in the face of the struggle between teaching and maintaining classroom control. The results of this study have indicated that there are profound cultural issues that need to be addressed, which fly in the face of conventional wisdom and account for poor student performance and for teacher burn-out. In the fray, differentiated instruction fell by the wayside and the teacher resorted to repeated presentations, work sheets, testing, test correction with note taking, and repeat testing, with mixed success. These techniques revealed that performance was a function of motivation, self-definition, and willingness to participate, rather than the subject matter per se. Teacher engagement and perseverance helped keep the dialogue with each student active and kept the process dynamic and nurturing. Long-term growth can only be inferred.
Six-Year Attainment, Persistence, Transfer, Retention, and Withdrawal Rates of Students Who Began Postsecondary Education in 2003-04. Web Tables. NCES 2011-152
Author: Skomsvold, Paul
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Academic Persistence,Educational Attainment,Transfer Students,School Holding Power,Withdrawal (Education),Undergraduate Students,Graduation Rate,Longitudinal Studies,Enrollment,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Associate Degrees,Bachelors Degrees,Student Characteristics,Grade Point Average,At Risk Students,Tables (Data)

In the 2003-04 academic year, approximately 4 million undergraduates began postsecondary education for the first time, enrolling in a wide variety of institutions, including 4-year colleges and universities, public 2-year community colleges, and for-profit institutions offering career-oriented and vocational programs. These Web Tables cover the enrollment experiences of a representative national sample of these 2003-04 first-time postsecondary students over a period of 6 academic years, from 2003-04 to 2008-09, and provide information about the rates at which these students completed degrees or certificates, transferred to other institutions, and left postsecondary education without attaining any degrees or certificates. The data are based on the 2003-04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09). The tables are grouped into six sections. Section 1 presents the distribution of the first-time postsecondary students by demographic and enrollment characteristics within degree programs and within the types of institutions that they first attended. Section 2 presents 6-year attainment and persistence rates &quot;at any institution.&quot; Section 3 presents the 6-year rates of attainment and retention &quot;at the first institution attended.&quot; Section 4 presents 2003-04 first-time postsecondary students' 6-year persistence and attainment rates &quot;at any institution&quot; by the type of program (certificate, associate's degree, or bachelor's degree) in which they were enrolled during their first year (2003-04). Section 5 presents the year-by-year cumulative rates at which these students (1) withdrew from postsecondary education without a degree and (2) withdrew without a degree from the first institution attended. Section 6 presents information about the 2003-04 first-time postsecondary students who transferred, including both those who transferred without a degree as well as those who had attained a certificate or an associate's degree before transferring. Section 7 shows the bachelor's degree completion rates in 4 years or less, in 5 years, or in 6 years of 2003-04 first-time postsecondary students who started in bachelor's degree programs at public and at private nonprofit 4-year institutions. A glossary is included. (Contains 228 tables and 5 endnotes.)
Continuous Improvement: Building for the Future. Superintendent's 20th Annual Report, 2009
Author: Hawaii Department of Education
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Superintendents,Annual Reports,Educational Indicators,Glossaries,Comparative Analysis,Outcomes of Education,Strategic Planning,Benchmarking,Enrollment,Reading Achievement,Mathematics Achievement,Public School Teachers,Elementary School Students,Secondary School Students,Educational Finance,Private Schools,Educational Trends,Federal Programs,Graduation Rate,Dropout Rate,Special Needs Students,Racial Differences,Census Figures,School Personnel,Profiles,Charter Schools,Standards,Educational Policy

This paper presents the Superintendent's 20th Annual Report, a comprehensive overview of Hawaii's public schools for school year 2008-09. This report contains essential progress indicators and measures, as well as highlights and comparisons of core educational data presented in a concise and user-friendly format. Appended are: (1) Glossary; (2) References and Resources; and (3) Data Tables--Online.
Overcoming Challenges: Superintendent's 21st Annual Report, 2010
Author: Hawaii Department of Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Superintendents,Annual Reports,Educational Indicators,Glossaries,Comparative Analysis,Outcomes of Education,Strategic Planning,Enrollment,Reading Achievement,Mathematics Achievement,Public School Teachers,Elementary School Students,Secondary School Students,Educational Finance,Private Schools,Educational Trends,Federal Programs,Graduation Rate,Dropout Rate,Special Needs Students,Racial Differences,Census Figures,School Personnel,Profiles,Charter Schools,Standards,Educational Policy,Teacher Characteristics,Wellness

This paper presents the Superintendent's 21st Annual Report, a comprehensive overview of Hawaii's public schools for school year 2009-10. This report contains essential progress indicators and measures, as well as highlights and comparisons of core educational data presented in a concise and user-friendly format. Appended are: (1) Glossary; (2) References and Resources; and (3) Data Tables--Online. [For the 2009 report, see ED521733.]
Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education
Author: Atkinson, Robert D.
Date: 2010-12-07
Type: Numerical/Quantitative Data
Subjects: Educational Opportunities,STEM Education,Educational Innovation,Economic Progress,Educational Needs,Labor Force Development,Educational Policy,Policy Analysis,Educational Development,Educational Principles,Labor Needs,Demand Occupations,Entrepreneurship,High School Students,College Students,Interdisciplinary Approach,Skill Development,Guidelines,Talent Development,Government Role,Curriculum Development,Incentives,School Business Relationship,Partnerships in Education,Research Needs,Economic Development,Public Policy,Comparative Education,Employment Patterns,Minority Group Students,Barriers,Federal Programs,Educational Technology,Gender Differences

Is the United States getting it wrong when it comes to educating tomorrow's innovators in critical fields? It has been known for years that the only way to compete globally in information technology, engineering, nanotechnology, robotics and other fields is to give students the best educational opportunities possible. But do individuals have a successful formula when it comes to science, technology, engineering and math (STEM) education? In this report, the authors challenge the nation's approach to STEM education and argue that reforms are urgently needed to better match the talents of students, the needs of employers, and its goals. (Contains 19 tables, 42 figures, and 623 endnotes.) [Funding for this paper was provided by the Intel Corporation. For &quot;Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. Executive Summary,&quot; see ED521736.]
Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. Executive Summary
Author: Atkinson, Robert
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: STEM Education,Educational Innovation,Economic Progress,Educational Needs,Labor Force Development,Educational Policy,Policy Analysis,Educational Development,Educational Principles,Labor Needs,Demand Occupations,High School Students,College Students,Skill Development,Guidelines,Talent Development,Government Role,Curriculum Development,Incentives,Partnerships in Education,Public Policy,Comparative Education,Federal Programs,School Business Relationship

Innovation has powered America's economy, creating good jobs and a high standard of living. Yet, the U.S. share of innovation-based industries is in decline, jeopardizing our status as the world's innovation leader. And one reason is that the United States has been unable to produce enough of its own workers with sufficient skills in science, technology, engineering and math (STEM). However, while there is increasing concern over how to increase STEM graduates, the prevailing approaches to solving the STEM challenge have not worked and are not likely to work. It is time for new approaches based on driving innovation in STEM education. This report discusses the limits of the prevailing approaches and outlines fresh approaches and specific policy recommendations to address America's STEM challenge. [For the full report, &quot;Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education,&quot; see ED521735.]
Australian Vocational Education and Training Statistics: Students and Courses, 2010
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Enrichment,Postsecondary Education,Training,Data,Public Education,Courses,Enrollment,Student Characteristics,Community Education,Educational Certificates,Adult Education

This publication provides a summary of 2010 data relating to students, courses, qualifications, training providers and funding in Australia's publicly funded vocational education and training (VET) system. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). Information contained in this publication is, unless stated otherwise, derived from the National VET Provider Collection, which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS), Release 6.0. Activity covered in this publication includes VET delivered by: (1) TAFE and other government providers; (2) multi-sector higher education institutions; (3) community providers; and (4) private providers.  (Contains 20 tables and 31 notes.)
The Effect of VET Completion on the Wages of Young People
Author: Herault, Nicolas
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Adult Vocational Education,Higher Education,Wages,Education Work Relationship,Graduation,Young Adults,National Surveys,Longitudinal Studies,Foreign Countries

As part of the drive to lift Australia's productivity, there has been a push for an increase in the number of course completions in both the vocational education and training (VET) and higher education sectors. While it is generally assumed that completing a course is the desired outcome, it is also expected that individuals will acquire skills even if they do not complete the course. Using the 1995 and 1998 cohorts of the Longitudinal Surveys of Australian Youth (LSAY), this study looked at both the effects of participation in and completion of post-secondary educational qualifications on wages. Key findings from this study include: (1) Participation in tertiary education brings wage advantages for young people, even if the course is not completed. This presumably reflects the skills acquired, although it could also reflect the personal characteristics that have led to participation in the first place; (2) As expected, completion of a qualification in general brings a further wage advantage; and (3) On average, the largest wage benefits come from participating and then completing a bachelor's degree. One of the difficulties of this type of study is that the relatively small sample sizes impact on the statistical significance of some of the results. They also limit the degree to which the variation in outcomes can be captured. This particularly affects the analysis of vocational qualifications because of the very large variation in wage outcomes; for example, courses such as electrotechnology lead to relatively high wages, which are not shared by courses such as those in the food trades. We need to keep in mind that some individuals will fare much better than the average, while others do less well. Appended are: (1) An overview of the literature; (2) Additional information about vocational education and training (VET) courses in Australia; (3) Summary statistics for the samples based on those in work two years and three years after the last education spell; (4) Average hourly wage rates by last education spell, completion status and school level; and (5) Estimation results. (Contains 23 tables, 9 figures and 32 footnotes.)
Education and Training and the Avoidance of Financial Disadvantage
Author: Marks, Gary N.
Date: 2011-00-00
Type: Reports - Research
Subjects: Foreign Countries,Disadvantaged,Poverty,Anxiety,Unemployment,Low Income,Adult Vocational Education,Higher Education,Education Work Relationship

Making use of the longitudinal data from the Household, Income and Labour Dynamics in Australia (HILDA) survey, this study examines the relationship between post-school qualifications and financial disadvantage among Australians during the period 2001 to 2008. Specifically, it is concerned with the extent that education and training, vis-a-vis other influences, protects individuals and households from experiencing financial disadvantage and increases the likelihood of getting out of, or exiting, financial disadvantage once in it. The primary research questions are: (1) To what extent do the different types of education and training reduce the risk of experiencing financial disadvantage?; and (2) To what extent do the different types of education and training facilitate exit from financial disadvantage? In this report four dimensions of financial disadvantage are investigated, namely, income poverty; financial stress; unemployment and not in the labour force (NILF); and low wealth. Four dimensions of financial disadvantage are used because an over-reliance on a single measure can be misleading. A general conclusion from this study is that post-school qualifications in education and training differ in their effects on the four dimensions of financial disadvantage. Appended are: (1) Financial disadvantage in Australia; (2) Data, measures and methods; and (3) Frequencies of variables. (Contains 23 tables, 2 figures and 12 footnotes.)