ethanporcaro/eric-fulltext-meta huggingface dataset:
Engineering Design Thinking and Information Gathering. Final Report. Research in Engineering and Technology Education
Author: Mentzer, Nathan
Date: 2011-00-00
Type: Reports - Research
Subjects: High School Students,Engineering,Design,Technology Education,Data Collection,Problem Solving,Secondary Education,STEM Education,Systems Approach,Thinking Skills,Protocol Analysis,Quasiexperimental Design,Evaluation Criteria,Playgrounds,Resource Allocation,Time Management,Internet,Access to Information,Differences,Information Utilization

The objective of this research was to explore the relationship between information access and design solution quality of high school students presented with an engineering design problem. This objective is encompassed in the research question driving this inquiry: How does information access impact the design process? This question has emerged in the context of an exploratory DR-K12 grant project titled, "Exploring Engineering Design Knowing and Thinking as an Innovation in STEM Learning." The research work presented here has expanded the data set developed in the DR-K12 and examined the larger data set with a focus on how information access impacts design thinking. The opportunity to explore the impact of information gathering was not afforded in the DR-K12, but emerged as an area of interest during the pilot phase. (Contains 4 tables.)
Serving Preschool Children through Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended. Non-Regulatory Guidance
Author: Department of Education (ED)
Date: 2012-04-16
Type: Guides - Non-Classroom
Subjects: Disabilities,Guidance,Preschool Children,Elementary Secondary Education,Federal Aid,Financial Support,Academic Standards,State Standards,Preschool Education,State Departments of Education,School Districts,Nursery Schools,Eligibility,Teacher Qualifications,Parent Participation,Parent School Relationship,Family School Relationship,Transitional Programs,Intervention,Migrant Children,Homeless People,Educational Needs,Educational Legislation,Federal Legislation

This guidance is written to assist State educational agencies (SEAs), local educational agencies (LEAs), and schools in understanding and implementing preschool programs supported with funds under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA may consider this guidance in the development of its own guidelines and standards, SEAs are free to identify alternative approaches that are consistent with applicable Federal statutes and regulations. Guidance in this document replaces previous non-regulatory Title I guidance on serving preschool children. It addresses Title I requirements in the ESEA and answers questions raised by SEAs, LEAs, and other officials regarding using Title I funds to serve preschool children. Recipients of Title I funds may refer to this guidance when administering or operating preschool programs supported with Title I funds. Selected Resources to Support High-Quality Early Learning Programs are appended.
How to Acquire Surplus Federal Real Property for Educational Purposes
Author: Department of Education (ED), Office of Management
Date: 2006-04-00
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Real Estate,Federal Regulation,Governance,Educational Objectives,Educational Facilities,Ownership,Federal Programs

Agencies and departments of the federal government may find that they own property that they no longer require. This may occur because of a change in their program requirements, a reduction in their operations or the relocation of programs to other sites. These properties are reported to the General Services Administration as excess. Military installations may also be determined excess but are disposed of under the &quot;Base Realignment and Closure&quot; acts (BRAC). The &quot;Federal Property and Administrative Services Act&quot; of 1949 (P.L. 81-152), as amended, provides statutory authority for the disposal of excess real property to another executive agency having a need for the property, or, if there is no such need, for its disposal as surplus property in accordance with federal laws and regulations. This act gives to the secretary of education the authority to sell surplus federal real property to eligible applicants who have demonstrated a need for the property at a Public Benefit Allowance discount, which takes into consideration benefits that may accrue to the United States as a result of its use for educational purposes. This paper provides ideas on how to acquire surplus federal real property for educational purposes.
Overview of the U.S. Department of Education
Author: Department of Education (ED), Office of Communications and Outreach
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Federal Government,Educational Policy,Educational Administration,Public Agencies,Agency Role,Coordination,Federal Aid,Federal Programs,Educational Quality,Competition,Global Approach,Politics of Education,Academic Achievement

The U.S. Department of Education is the agency of the federal government that establishes policy for, administers and coordinates most federal assistance to education. It assists the president in executing his education policies for the nation and in implementing laws enacted by Congress. The Department's mission is to serve America's students--to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. This booklet will give you the big picture of the Department's functions, mission and goals. In this booklet you will find out how the U.S. Department of Education is working to fulfill its goals, and you will find out how to contact the various offices for more information.
Competing Risks or Different Pathways? An Event History Analysis of the Relationship between Financial Aid and Educational Outcomes for Latinos
Author: Gross, Jacob P. K.
Date: 2010-02-01
Type: Reports - Research
Subjects: Student Financial Aid,Outcomes of Education,Risk,Models,Enrollment,College Students,Hispanic American Students,Academic Achievement,Student Financial Aid Officers,Stopouts,Higher Education

Using a competing risks event history model this study explores the effects of differentiated forms of financial aid on the postsecondary enrollment patterns of Latino college students in Indiana. Much of the prior research on financial aid has employed cross-sectional methods, which assume that the effects of aid do not vary across time. This assumption does not match current practices and those required more nuanced techniques to consider the influence of financial aid. Knowing more about the relationships between timing of aid and academic success among Latinos has practical implications for enrollment managers and campus financial aid practitioners who can use these findings to more effectively distribute scarce resources to students. (Contains 3 figures and 8 tables.)
What about Master's Students? The Master's Student Persistence Model
Author: Cohen, Kristin E.
Date: 2012-11-00
Type: Reports - Research
Subjects: Academic Persistence,Student Attrition,Models,Performance Factors,Student Characteristics,Institutional Characteristics,Environmental Influences,Social Influences,Masters Degrees,Masters Programs,School Holding Power,Participant Satisfaction,Student Surveys,Predictive Measurement,Predictor Variables,Psychometrics

This study was designed to investigate the factors that affect master's student persistence in the United States.  More specifically, this study explored whether the following factors:  students' background, institution's, academic, environmental and psychological influences, had a significant effect on whether a master's student persisted and/or earned a master's degree.  While substantial research exists on the persistence of undergraduate and doctoral level students, little research had been done on master's student persistence.  Master's student enrollment is becoming increasingly important for colleges and university, as well as providing enhanced educational opportunities for students. This study on master's student persistence was undertaken to identify issues students may face when working toward a master's degree.  A conceptual model on master's student persistence was created and tested against a population of master's students at a large-sized university in the Northeast.  Because master's students resemble non-traditional undergraduate students in age, level of attendance, and outside responsibilities, Bean and Metzner's (1987) model of non-traditional undergraduate student attrition was used to create the Master's Student Persistence Model.  Regression results demonstrated that student's age, involvement in departmental and professional activities and their intent to persist, significantly impacted master's student persistence.  Analysis of the master's student persistence model revealed that the greatest influence on master's student persistence was intent to persist.  In addition, findings suggested that institutions that provide enhanced support for older students; and that provide opportunities for students to become engaged in research, conferences and other professional/academic experiences, are likely to see improvements in their persistence rates of master's students. (Contains 8 tables and 1 figure.)
Low-Income Student Persistence to Timely Graduation as a Function of the Academic Experience
Author: Johnson, Troy
Date: 2009-02-00
Type: Reports - Research
Subjects: Academic Achievement,Underachievement,Academic Persistence,Low Income Groups,College Freshmen,Universities,Graduation,Economically Disadvantaged,Time to Degree,Access to Education,Student Characteristics,At Risk Students,Student Attitudes,Mixed Methods Research,Focus Groups

This study seeks to build on and contribute to research about the access to academic success of economically disadvantaged university students. The researchers aimed to answer the broad question, &quot;How can a public university most effectively and efficiently facilitate the access to academic success and on-time degree completion of low-income students?&quot; Information and data were collected from three large, public universities for comparison and analysis of the persistence and timely graduation of their low-income freshmen participating in &quot;access and success&quot; programs at each institution. Each institution has developed and implemented a robust access and success program and are all operating at different phases of development. The study provides predictive characteristics identifying those students who may be most at risk for academic underachievement in their first year. The study also provides insight into student perceptions of program strengths and weaknesses. Taken together, these outcomes may inform the efforts of institutions to more effectively allocate resources in support of low-income student academic success initiatives. A list of bibliography and references is included. (Contains 7 tables and 4 footnotes.)
An Exploration into the Role of Social Trust as a Mediating Influence in Low-Income Latino/a College Financing Decisions
Author: McDonough, Patricia
Date: 2010-02-18
Type: Reports - Research
Subjects: Student Financial Aid,Ethnic Groups,State Aid,Paying for College,Costs,Debt (Financial),Low Income Groups,Trust (Psychology),Federal Aid,Public Policy,Student Loan Programs,Qualitative Research,Social Influences,Cultural Influences,Parent Attitudes,Student Attitudes,Hispanic American Students,High School Students,High School Seniors,Risk,Interviews,Focus Groups,Higher Education

In the last forty years, federal and state financial aid policy has fundamentally shifted the way in which students and families finance college costs. Whereas grants once served an important function in equalizing college opportunity, loans are now considered a key lever against escalating postsecondary costs (McPherson and Shapiro, 1998). This reliance on loans as an essential aid tool makes the problem of debt aversion among low income people of color a critical challenge to postsecondary opportunity. Latinos/as, in particular, have been the most reticent about postsecondary borrowing among all racial/ethnic groups. This qualitative study builds upon a burgeoning body of work that focuses on the sociocultural understandings of college financing, affordability, and debt. This sociocultural approach emphasizes the variability of culture, social ties, and individual meaning applied to the ways in which individuals think about and construct meaning around money decisions. This qualitative study extends this sociocultural discussion to include the role of "social trust," defined as the capacity to place trust in the bureaucratic "other," as well as a focus on how low-income Latino/a students think about borrowing and debt. Just as research on consumption has long held trust to be a mitigating factor in purchasing deliberations, so too should it be considered in the context of college financing decisions. To this end, this study focuses on the loan and borrowing perceptions of 112 Latino/a high school juniors and seniors and 48 Latino parents and their concerns related to, among other things, college costs, financial aid, loans, and perceived risk. The authors' preliminary findings suggest that social trust does, in fact, play an important role in how these students and parents think about postsecondary borrowing, how they internalize information received from various sources, and the impact of trust levels on projected borrowing behaviors. To this end, this study suggests that postsecondary borrowing (and aversion) should be conceived, in part, as a nuanced expression of generalized social trust and threshold for assumed risk. A bibliography is included. (Contains 1 footnote.)
The Use of Agents in Recruiting Chinese Undergraduates
Author: Hagedorn, Linda Serra
Date: 2010-02-01
Type: Reports - Research
Subjects: College Choice,Student Recruitment,Foreign Countries,Universities,Undergraduate Students,Student Mobility,Foreign Students,Qualitative Research,Statistical Analysis,College Applicants,Enrollment,Higher Education,College Bound Students,Expertise,Predictor Variables,Ethics,Discriminant Analysis,Cost Effectiveness

International student mobility is a rapidly growing and evolving phenomenon. During the 2008/09 academic year, the number of international students at colleges and universities in the U.S. increased by 8% to a record high of 671,616 students with about 15% from mainland China. The model of college choice for Chinese students who are considering postsecondary enrollment at an American university often follows a model unique from that followed by American students. A large number of Chinese students first become aware of specific American institutions and subsequently chose one as their institutional choice through the use of an educational agent. In China, as well as in some other international locales, agents are often hired to assist students in finding an international institution fitting their academic goals. There is virtually no research regarding the balance of costs and benefits of using an agent nor is there evidence of any testing if Chinese students have been well served by their agents when applying to American universities. Facing a fast, steady growth of Chinese undergraduate students on American campuses, it is essential for the university enrollment office to understand the role that education agencies play in Chinese undergraduate recruitment. This study collected both quantitative and qualitative data from both international Chinese undergraduate students in the U.S. higher education institutions and prospective undergraduate students in China, who are considering future enrollment at a foreign university. From both sets of students the authors collected information about the students' rationales of using, or not using, an agent for their college application, and their experience and/or expectation of using an agent. Among those students who were enrolled in the U.S. colleges or universities, who have used an agent, the researchers reported on the main areas of satisfaction and dissatisfaction regarding their experiences related to college application and the enrollment processes. (Contains 7 figures and 2 tables.)
Cascading in Higher Education: Investigating the Impact of Institutional Stratification on Educational Opportunity in America
Author: Bastedo, Michael N.
Date: 2009-02-18
Type: Reports - Research
Subjects: Higher Education,Educational Opportunities,Socioeconomic Status,Socioeconomic Background,Social Stratification,Access to Education,Gender Differences,Racial Differences,State Policy,Cohort Analysis,National Surveys,Education Work Relationship,Outcomes of Education

Among scholars of social stratification, the most important question about expanding postsecondary education is whether it reduces inequality by creating opportunities for disadvantaged students or whether it increases inequality by concentrating opportunities among those already privileged (Shavit, 2007). This discussion is important because of the personal benefits earned from attending postsecondary education, particularly from more prestigious colleges and universities. The positive effects of attending a prestigious university on employment, even after controlling for socioeconomic status and academic preparation, are well documented both in the United States and around the world. This research uses the concept of &quot;cascading&quot; to examine whether the relationship between institutional prestige and student socioeconomic background has become stronger over time. &quot;Cascading&quot; refers to &quot;the pattern of choices made by students who are refused entry to very highly selective institutions who are then admitted to somewhat less selective institutions&quot;. Social stratification theories argue that as access to postsecondary education increases so does competition for admission in elite universities, with lower socioeconomic status students relegated to less prestigious institutions. This study aims to enhance one's understanding of stratification in access to postsecondary education (hereby &quot;institutional stratification&quot;). The authors define institutional stratification as the extent to which access to specific types of postsecondary education institutions (hereby &quot;institutions&quot;) differs by socioeconomic status, gender, and ethnicity. They have constructed a single dataset that integrates multiple cohorts, applying the same variable definitions and sample constructions across cohorts. Using this dataset, they can track the impact of state policy and system design on institutional stratification across states. Distribution of Postsecondary Education Participation (figures in percentages) is appended. (Contains 5 exhibits.)
Enrollment Management, Inc.: External Influences on Our Practice
Author: Schulz, Scott Andrew
Date: 2011-01-00
Type: Reports - Research
Subjects: Educational Policy,Higher Education,Educational Attainment,Enrollment Management,Consultants,Semi Structured Interviews,Student Financial Aid,Educational Legislation,Federal Legislation,Student Recruitment,Admissions Officers,Expertise,Political Issues,Competition,Colleges,College Bound Students

Nearly 40 years after the reauthorization of the Higher Education Act directed aid from institutions to students in an effort to enhance student choice and opportunity, the system of higher education continues to be widely stratified with regard to college degree attainment across family income levels and with regard to the distribution of students within America's educational hierarchy. A market-driven enrollment industry has emerged with priorities that are eroding the educational foundation of the academy and hindering the capacity to meet President Obama's goal of having the United States reclaim its position as the world leader in educational attainment by the year 2020. This has to change. Before changes can be made, however, one must first understand why enrollment management has transformed into a market-driven enterprise. Next, one must better understand the profession and, specific to this analysis, external influences on its practice. In particular, it is critical to assess: (1) Where do enrollment professionals derive their strategies and for what purpose in general?; (2) What types of strategies have enrollment professionals utilized from these sources?; (3) What is their motivation for turning to these strategy sources?; (4) How did enrollment professionals establish relationships with these entities?; and (5) What are the anticipated long-term impacts of these trends? In an effort to address these and other issues related to enrollment professionals, the authors conducted over 50 semi-structured interviews of one hour each with chief admission officers and chief enrollment officers during early 2009. These enrollment professionals primarily served at four-year institutions that are diverse with respect to public-private designation, Carnegie classification, and geographic location. Perspectives from enrollment professionals at 50 unique institutions are represented in this analysis. When asked where enrollment professionals seek to inform and borrow strategy ideas to guide their practice, chief admission and chief enrollment officers primarily highlighted two distinct areas: business resources and professional consultants, with substantially heavier reliance on consultants for direction. For the sake of this analysis, the authors will focus almost exclusively on consultants as strategy sources. (Contains 2 footnotes.)
Effects of Differences in Working Memory Capacity on Patterns of Word Generation
Author: Kawamura, Mimpei
Date: 2012-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Short Term Memory,Japanese,Native Speakers,Long Term Memory,Reading Tests,Form Classes (Languages),Brain Hemisphere Functions,Brain,Cognitive Processes,Neuropsychology,Language Processing,Semantics,Vocabulary Development

In recent years, it has been reported that WM (working memory) is concerned with word generation, but many points regarding the relationship between the individual differences of WM capacity and the patterns of word generation remain unclear. This study is to investigate these unclear points by using three types of word fluency task with different strategies. Subjects were 28 healthy native speakers of Japanese with an average age of 22.46 [plus or minus] 3.26 years old. The experimental design included the following two tasks: (1) Japanese reading span test: Subjects were divided into the high-span, middle-span, and low-span WM capacity groups on the basis of the proportion of words recalled correctly; and (2) Word fluency task (category, letter, and verb conditions): In this task, subjects gave as many words as possible that were associated with each stimulus word within 60 s; four stimulus words in each category were used with 12 words in all. As a result, it has become clear that the high-span group with larger WM capacity can generate more words in number than the other groups and is superior in word generating capacity to them and that the low-span group with smaller WM capacity is the highest in the proportion of words generated in the first 15 s when their vocabulary is abundant, while it is the lowest during 45-60 s when their vocabulary dries up. The results suggest that WM capacity is involved in the ability to extract appropriate vocabulary from long-term memory information in immediate response. (Contains 3 tables and 3 figures.)