ethanporcaro/eric-fulltext-meta huggingface dataset:
Engagement Rising: A Decade of CCSSE Data Shows Improvements across the Board
Author: Center for Community College Student Engagement
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Student Surveys,Two Year College Students,Learner Engagement,Data,Educational Improvement,Part Time Students,Full Time Students,Active Learning,Cooperative Learning,Student Behavior,Difficulty Level,Teacher Student Relationship,College Faculty,Student College Relationship,Educational Change,Remedial Instruction,Benchmarking,National Surveys

In 2001, the Community College Survey of Student Engagement (CCSSE) was created to provide information about student engagement, a key indicator of learning and, therefore, of the quality of community colleges. The focus was helping colleges use survey data to guide efforts to improve student learning and retention. In 2003, to further assist colleges in this work, the Center designed benchmarks: (1) Active and collaborative learning; (2) Student effort; (3) Academic challenge; (4) Student-faculty interaction; and (5) Support for learners, to establish national norms of educational practice and performance. Now, through the tireless work of many, the Center is encouraged to report that engagement has risen steadily over the past decade based upon data received from survey responses completed CCSSE by students between 2004 and 2014. This report is dedicated to all of the colleges that have participated in CCSSE over the years. Through their commitment to improving outcomes for students and their participation in CCSSE, these encouraging results can be reported.
Strengthening the Role of Part-Time Faculty in Community Colleges: Campus Discussion Guide
Author: Center for Community College Student Engagement
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Two Year College Students,Community Colleges,College Faculty,Part Time Faculty,Surveys,Focus Groups,Student Attitudes,Teacher Attitudes,Attitude Measures,School Personnel,Teacher Role,Student Needs,Guides,Group Discussion,Student Participation,Teacher Effectiveness,Student Personnel Services,Academic Support Services,School Policy,Teacher Selection,Faculty Development,Mentors,Teacher Evaluation,Teacher Influence

Engagement matters, and it is critical for student success and for community college faculty and staff who are responsible for helping students learn and achieve their goals. It is particularly critical for community colleges to find ways to engage part-time faculty who are responsible for such a significant part of most students' college experiences. Through its surveys and focus groups, the Center for Community College Student Engagement listens systematically to students, faculty, and staff. The Center encourages colleges to do the same on their campuses--and to use what they hear to create conditions that lead to improved student learning, persistence, and completion. In this discussion guide, the Center provides information to support campus discussions, which are an important complement to data from the Center's student engagement surveys.
Men of Color Focus Group Manual
Author: Center for Community College Student Engagement
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Two Year College Students,Student Participation,Males,Minority Group Students,Student Role,Educational Environment,Barriers,Success,African American Students,Hispanic American Students,Focus Groups,Surveys,College Faculty,Qualitative Research,Student Experience,Recruitment,Guides,Student Needs

The Center for Community College Student Engagement received funding from&quot;The Kresge Foundation to deepen its work on improving outcomes for men of color in community colleges. The primary goals of the initiative were: (1) to advance the understanding within the community college field regarding the assets and challenges that men of color brought to college with them; (2) to lift up the student voice as central to the work; (3) to identify institutional factors that inhibited or enhanced community college progress and success for Black males and Latinos; and (4) to assist community colleges in serving these groups. This manual was originally designed as part of the initiative to conduct focus group sessions at six participating colleges and has been adapted for wider use. These structured discussions will help the college better understand students' experiences, as well as uncover possible strategies to consider for improvement. This manual also contains an appendix of templates designed to help Coordinators facilitate the focus groups and may be modified to best meet the needs of the institution. [This manual was produced as part of the Center initiative Improving Outcomes for Men of Color in Community Colleges.]
Comprehensive Fact Sheet: Men of Color in Higher Education
Author: Center for Community College Student Engagement
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Minority Group Students,Males,Two Year College Students,Postsecondary Education,Low Income Groups,White Students,Racial Differences,African American Students,Ethnic Groups,Disproportionate Representation,Enrollment Trends,Socioeconomic Status,Student Characteristics,Graduation Rate,Racial Composition,Academic Achievement,Access to Education,Females,Gender Differences,College Attendance

This comprehensive fact sheet provides some interesting statistics on men of color in higher education. The fact sheet reports under four headings: General Information, Higher Education, Community College Specifically, and Latinos and Latinas in Postsecondary Education. A sample fact from each heading reports: (1) About 6 in 10 recent high school graduates enrolled in college attended 4-year institutions; (2) Low-income whites are more likely to graduate with a Bachelor's degree (23%) than low-income African Americans (12%) and Hispanics (13%); (3) When broken down into quartiles of underrepresented minority populations, the most racially isolated quarter of community colleges have student bodies in which almost two-thirds of students are from underrepresented minority groups; and (4) In 2002, black men comprised only 4.3 percent of all students enrolled at institutions of higher education, the same as 1976. See the fact sheet for additional facts.
Intensive Intervention in Mathematics
Author: Powell, Sarah R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Learning Problems,Intervention,Teaching Methods,Individualized Instruction

Students who demonstrate persistent mathematics difficulties and whose performance is severely below grade level require &quot;intensive intervention&quot;. Intensive intervention is an individualized approach to instruction that is more demanding and concentrated than Tier 2 intervention efforts. We present the elements of intensive intervention that teachers should consider when planning for, implementing, and monitoring intensive intervention in mathematics. Each of these elements is based on evidence from validated interventions. We also highlight strategies for intensifying instruction. We provide two examples of intensive intervention, one of which launches from a Tier 2 intervention platform and the other which is completely generated by a teacher. We conclude with considerations for intensive intervention in mathematics. [This paper was published in: &quot;Learning Disabilities Research &amp; Practice&quot; v30 n4 p182-192 2015 (EJ1079645)].
The End of Car Manufacturing in Australia: What Is the Role of Training?
Author: Stanwick, John
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Motor Vehicles,Manufacturing,Manufacturing Industry,Labor Market,Labor Force Development,Training,Vocational Education,Case Studies,Transfer of Training,Trend Analysis,Program Effectiveness,Skill Development

The loss of jobs in the automotive manufacturing industry, together with a more general decline of the manufacturing industry in Australia, has implications for the types of skills needed in the labour market. Both of these scenarios affect particular groups of people, such as displaced car workers, but within that category other groups such as older workers or workers in regional areas. Of interest in this piece is the training response to this situation and the factors that need to be taken into account in providing an effective solution to some of the issues arising from the end of car manufacturing in Australia. This paper specifically considers the role of vocational education and training (VET) in any response and in doing so looks at the lessons learnt from two case studies: one local, Mitsubishi Motors Australia Limited, and one from overseas, MG Rover in the United Kingdom. Insights from recent NCVER [National Centre for Vocational Education Research] studies have also informed this paper.
A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP: Summary
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Income Contingent Loans,Outcomes of Education,Student Characteristics,Graduation,Regression (Statistics),Statistical Analysis,Probability,Student Loan Programs,College Students

This summary highlights the key findings from the report &quot;A preliminary analysis of the outcomes of students assisted by VET FEE-HELP&quot;. VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education training (VET) courses with an approved provider by paying for all or part of their tuition costs. Between 2012 and 2014, the number of providers approved to offer VET FEE-HELP doubled, with the number of VET FEE-HELP assisted students more than tripling over the same period. This report finds that the students now most likely to access VET FEE-HELP share similar personal and training characteristics to those historically least likely to complete their training. It is important to note that the data relating to the 2014 calendar year were preliminary and had not been validated by the Department of Education and Training, nor did they contain the records of all students who completed their training in 2014. [For the full report, see ED561220.]
A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Income Contingent Loans,Outcomes of Education,Student Characteristics,Graduation,Regression (Statistics),Statistical Analysis,Probability,Student Loan Programs,College Students

VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education and training (VET) courses (diploma, advanced diploma, graduate certificate and graduate diploma) with an approved provider by paying for all or part of their tuition costs. The tuition costs are paid directly to the provider. Students' tuition costs (and a loan fee) are repaid to the Australian Taxation Office (ATO) progressively once the student reaches a certain income level. VET FEE-HELP has been available to eligible students since 2009, with data on student enrollments and completions submitted annually to the Department of Education and Training by approved VET FEE-HELP providers. This report discusses the National Centre for Vocational Education Research's (NCVER's) analyses of the VET FEE-HELP Data Collection, which was used to investigate the following: (1) the characteristics of VET FEE-HELP assisted students; (2) which students are likely to access VET FEE-HELP; (3) whether the proportions of assisted students completing their training vary by provider; and (4) which students are likely to complete their training. The following are appended: (1) Terms and Definitions; (2) Raw Regression Output for Accessing VET FEE-HELP; and (3) Raw Regression Output for Course Completion. [For the summary of this report, see ED561219.]
Helping Displaced Older Workers Get Back into Employment: Good Practice Guide
Author: Callahan, Victor J.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Manufacturing Industry,Industrial Structure,Dislocated Workers,Older Workers,Reentry Workers,Evidence Based Practice,Case Studies,Employment Potential,Transfer of Training,Unemployment,Skilled Workers,Semiskilled Workers,Barriers,Skill Development,Early Intervention,Screening Tests,Career Exploration,Age Discrimination,Stereotypes,Training,Acceleration (Education),Outplacement Services (Employment),Job Search Methods,Vocational Education,Employment Services,Program Descriptions

This good practice guide is based on the report &quot;Industry Restructuring and Job Loss: Helping Older Workers Get Back into Employment&quot; by Victor J. Callan and Kaye Bowman. The aim of the research was to identify evidence-based practices that led to successful skills transfer, re-skilling, training and the attainment of new jobs for older workers displaced from often lower-skilled jobs in the manufacturing industries. This guide informs employers, employment placement agencies and related support services, training providers and overall coordinating agencies in the design of programs that help displaced older workers find new jobs. Based on a review of past research and four Australian case studies, Callan and Bowman investigated the type and impact of the approaches used to assist displaced older workers in regions where industry restructuring has occurred.[For the research report: &quot;Industry Restructuring and Job Loss: Helping Older Workers Get Back into Employment. Research Report&quot; see ED56122.]
Teaching Vacancies and Difficult-to-Staff Teaching Positions in Public Schools. Stats in Brief. NCES 2015-065
Author: Malkus, Nat
Date: 2015-11-00
Type: Reports - Research
Subjects: Public Schools,Employment Opportunities,Public School Teachers,Teacher Recruitment,Employment Problems,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Intellectual Disciplines,Institutional Characteristics

This brief investigates teaching vacancies and difficult-to-staff teaching positions (i.e., positions for which the principals reported that it was very difficult to fill a vacancy or that they could not fill a vacancy in a specific subject area) in public schools in four school years (1999-2000, 2003-04, 2007-08, and 2011-12). This Statistics in Brief uses data from the Public School Questionnaire of the 1999-2000, 2003-04, 2007-08, and 2011-12 Schools and Staffing Surveys (SASS) to examine the percentages of public schools with teaching vacancies and the percentages of public schools with subject areas with difficult-to-staff teaching positions. This brief first presents a picture of teaching vacancies and difficult-to-staff teaching positions overall and by school level (elementary, middle, and high) and then focuses on staffing difficulties in different subjects and by selected characteristics at the high school level. The findings highlighted in these sections are an illustrative rather than exhaustive list of all statistically significant differences found in the study. Study questions include: (1) What percentages of all public schools reported teaching vacancies; What percentages of all public schools reported difficult-to-staff teaching positions; (2) What percentages of public high schools reported difficult-to-staff teaching positions in different subject areas; and (3) How did the percentages of public high schools that had difficult-to-staff teaching positions in zero, one, or two or more subject areas vary by selected school characteristics? Key findings include: (1) Compared to the 1999-2000 school year, a lower percentage of schools had at least one teaching vacancy in the 2011-12 school year (figure 1); (2) In 2011-12, the percentage of schools that had at least one difficult-to-staff teaching position was less than half the percentage in 1999-2000 (figure 1); (3) The percentages of public high schools that reported difficult-to-staff teaching positions were lower in every reportable subject area in 2011-12 than they were in 1999-2000 (table A-3); and (4) In the 1999-2000, 2003-04, 2007-08, and 2011-12 school years, a larger percentage of high-minority than low-minority public high schools had two or more subject areas with difficult-to-staff teaching positions (figure 4). Appended are: (1) Data Tables, and (2) Standard Error Tables.
Equity Groups in Total VET Students and Courses 2014: Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Training,Statistical Data,Equal Education,Minority Group Students,Indigenous Populations,Disabilities,Foreign Students,Non English Speaking,Rural Areas,Demography,Qualifications,Academic Degrees,Certification,Intellectual Disciplines,Accreditation (Institutions)

This publication provides summary information on equity groups in vocational education and training (VET) delivered by 4601 Australian providers in 2014, under the first collection of &quot;total VET activity&quot; data. In 2014, there were: (1) 146,500 Indigenous students (3.7% of all students); (2) 201,000 students with a disability (5.1% of all students); (3) 527,100 students from a non-English speaking background (13.5% of all students); (4) 558,100 students from rural/remote localities (14.3% of all students); The subject load pass rate for all students was 83.4% in 2014, compared with: (5) 74.4% for Indigenous students; (6) 74.6% for students with a disability; (7) 80.7% for students from a non-English speaking background; and(8) 85.6% for students from rural/remote localities. It is important to note that 2014 is a transition year in which a number of training providers were granted exemption from reporting and others did not report their training activity. The coverage and completeness of the data should improve over time once reporting exemptions are removed and training providers adapt to mandatory reporting requirements.
Using Classroom Observations to Measure Teacher Effectiveness: Q&amp;A with Rob Ramsdell. REL Mid-Atlantic Webinar
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2013-10-24
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Teacher Effectiveness,Observation,Measurement Techniques

In this webinar, Mr. Rob Ramsdell, Vice President, Cambridge Education, discussed the use of classroom observations as one measure of teacher effectiveness in a comprehensive educator support system. Mr. Ramsdell presented research-based recommendations for improving the quality and rigor of classroom observations. This Q&amp;A addressed the questions participants had for Rob Ramsdell following the webinar. The webinar recording and PowerPoint presentation are also available.
Using Instructionally Sensitive Assessments to Measure Teacher Effectiveness. Q&amp;A with Dr. W. James Popham. REL Mid-Atlantic Teacher Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2014-11-13
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Teacher Effectiveness,Educational Assessment,Test Results

This webinar discussed the importance of the instructional sensitivity of assessments and encouraged dialogue about how the use of results from instructionally sensitive assessments can promote teacher effectiveness. This Q&amp;A addressed the questions participants had for Dr. Popham following the webinar. The webinar recording and PowerPoint presentation are also available.
The Teacher's Role in Quality Classroom Interactions: Q&amp;A with Dr. Drew Gitomer. REL Mid-Atlantic Teacher Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2013-11-21
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Role,Teacher Student Relationship,Observation,Classroom Observation Techniques,Validity,Reliability

In this webinar, Dr. Drew Gitomer, professor at Rutgers University, shared results from recent studies of classroom observations that helped participants understand both general findings about the qualities of classroom interactions and also the challenges to carrying out valid and reliable observations. This Q&amp;A addressed the questions participants had for Dr. Gitomer following the webinar. The webinar recording and PowerPoint presentation are also available.
Formal Schema Theory and Teaching EFL Reading
Author: Young, Barbara N
Date: 2005-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Schemata (Cognition),Teaching Methods,Reading Instruction,Foreign Countries

Inquirers designed and conducted a study investigating whether or not results derived from previous research focusing on teaching and learning English as a native or foreign language would be replicated in a learning environment in which English is taught as a foreign language as in China. Because activation of formal schemata plays an important role in the reading activity of language learning, inquirers are also investigating if activating formal schemata stored in students' minds will facilitate students' reading comprehension.
Grammar and Teaching ESL
Author: Morrissey, Glenda
Date: 2005-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Grammar,Teaching Methods,Drills (Practice),Age Differences,Language Proficiency,Educational Background,Educational Research,Linguistics,Theory Practice Relationship

The variety of theories relating to teaching ESL learners leads to contradictory ideas about teaching a second language. This paper focuses on the continuing importance of grammar in teaching and the current resurgence in interest in returning to grammar as an important component in the classroom.
Curriculum Adaptations within the Online Environment
Author: Young, Barbara N
Date: 2006-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Curriculum Development,Qualitative Research,Teacher Education,Graduate Students,Undergraduate Students,Student Attitudes

As the demand for online learning increases, teacher preparation programs must offer a variety of courses utilizing E-learning formats. These formats must model effective teaching practices, curriculum design, and adaptations for the online learning environment. In addition, teacher preparation programs--following the Dewey philosophy as well as the psychological aspects of cognition outlined by Piaget--must integrate collaboration and interaction along with project-based learning. Following a qualitative design, this study examined effective practices and curriculum design in order to provide insight into effective practices within the online learning environment. Data were collected from graduate and undergraduate students enrolled in a variety of teacher preparation courses in order to examine: 1. adaptations in curriculum design for the online environment, 2. interactions and collaborations, 3. depth of application of concepts and skills, and 4. preferences and differences with regard to learning styles.