ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and during Implementation: Relations to Implementation Integrity and Student Outcomes
Author: Girio-Herrera, Erin
Date: 2021-01-03
Type: Reports - Research
Subjects: Elementary School Teachers,Teacher Attitudes,Report Cards,Program Implementation,Elementary School Students,At Risk Students,Attention Deficit Hyperactivity Disorder,Response to Intervention,Rating Scales,Predictor Variables,Knowledge Level,Integrity,Outcomes of Treatment

The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to implementation, implementation integrity (treatment dose, adherence, and teacher competence), and student outcomes. Participants were 39 elementary school teachers and 39 students with or at risk of attention-deficit hyperactivity disorder (ADHD). Teachers were asked to implement the DRC for up to 16 weeks with consultation support provided by research team staff every other week. Teachers completed acceptability ratings about the DRC prior to and after two months of implementation. This multi-method assessment using correlation and regression analyses revealed that although acceptability ratings prior to implementation were related to teacher knowledge of ADHD, they were was not related to acceptability ratings during implementation, integrity, or student outcomes. Student's initial positive response to the intervention (i.e., the magnitude of improvement in DRC target behaviors) was associated with higher acceptability ratings during the intervention. Greater increases in acceptability over time were associated with greater DRC dose (i.e., teacher compliance to procedures and longer DRC duration). Greater duration of implementation and responding appropriately to rule violations were associated with greater student achievement of DRC goals. Implications for interpreting acceptability ratings and for understanding factors related to implementation and outcomes are discussed. [This is the online version of an article published in &quot;School Mental Health.&quot;]
Children&apos;s ADHD Symptoms and Friendship Patterns across a School Year
Author: Lee, Yeeun
Date: 2021-02-02
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Friendship,Elementary School Students,Peer Relationship,Victims,Bullying,Student Attitudes,Correlation,Predictor Variables,At Risk Students,Resilience (Psychology),Foreign Countries,Preferences,Interaction

Symptoms of attention-deficit/hyperactivity disorder (ADHD) in elementary school-age children are associated with poor relationships with classroom peers, as indicated by poor social preference, low peer support, and peer victimization. Less is known about how friendship patterns relate to ADHD symptoms, or how friendships may buffer risk for negative peer experiences. Participants were 558 children in 34 classrooms (grades K-5). At the beginning (fall) and end (spring) of an academic year, children completed (a) sociometric interviews to index friendship patterns and social preference, and (b) self-report questionnaires about their support and victimization experiences from classmates. In fall, higher teacher-reported ADHD symptoms were associated with children having more classmates with no friendship ties (non-friends) and who the child nominated but did not receive a nomination in return (unreciprocated friends), and with having fewer classmates with mutual friendship ties (reciprocated friends) and who nominated the child but the child did not nominate in return (unchosen friends). Higher fall ADHD symptoms predicted more non-friend classmates, poorer social preference, and more victimization in the spring, after accounting for the same variables in fall. However, having many reciprocated friends (and to a lesser extent, many unchosen friends) in fall buffered against the trajectory between fall ADHD symptoms and poor peer functioning in spring. By contrast, having many unreciprocated friends in fall exacerbated the trajectory between fall ADHD symptoms and poor peer functioning in spring. Thus, elevated ADHD symptoms are associated with poorer friendship patterns, but reciprocated friendship may protect against negative classroom peer experiences over time. [This is the online version of an article published in &quot;Research on Child and Adolescent Psychopathology.&quot;]
Accountability in Nebraska: Classification &amp; Designation
Author: Nebraska Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Accountability,Academic Achievement,Classification,Educational Legislation,Elementary Secondary Education,Federal Legislation,State Legislation,Educational Improvement

The Nebraska Department of Education (NDE) seeks to improve all schools. To strategically target resources and champion equity in education, the NDE blends both federal and state supports in its classification and designation system. Nebraska statute requires the State Board of Education to create a system of accountability combining multiple indicators of school performance. The Every Student Succeeds Act (ESSA) represents the law guiding the use of federal funding. In order for schools to receive a classification adjustment from the 2018 Evidence-based Analysis, eligible schools will be required to submit evidence to a panel at the NDE for review and determination. Those schools needing support for improvement at the state or federal level can be designated in four ways presented in this brief report: (1) State Support: Priority Schools; (2) Federal Support: Comprehensive Support and Improvement (CSI); (3) Federal Support: Targeted Support and Improvement (TSI); and (4) Federal Support: Additional Targeted Support and Improvement (ATSI). [This report was produced with AQuESTT for Nebraska and ESSA Nebraska.]
Marin County Center-Based Early Care &amp; Education Workforce Study 2019
Author: Schlieber, Marisa
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Childhood Education,County Programs,Child Care Centers,Early Childhood Teachers,Labor Force,Faculty Mobility,Teaching Conditions,Demography,Educational Quality,Rating Scales,Teacher Salaries,Wages,Income,Job Security,Teacher Characteristics,Teacher Background,Educational Attainment,Tenure,Teacher Employment Benefits,Social Stratification,Racial Composition

This report examines the demographic, educational, and employment characteristics (including compensation and benefits) of staff employed in center-based ECE [early care and education] programs throughout Marin County. The findings bring attention to the low wages and economic insecurity of the ECE workforce, particularly against a backdrop of one of the highest costs of living in the country. Key findings include high churn of teaching staff and a diverse workforce stratified by job role. The data were also examined by program type, participation in QRIS, and funding source. This report is an extension of the SEQUAL [Supportive Environmental Quality Underlying Adult Learning] Marin County study, &quot;Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--Marin County&quot; (ED603012). [This report was supported by the Marin County Office of Education.]
A Quantitative Assessment Method Recommended for the State Universities in Turkey
Author: Tosun, Hasan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Evaluation Methods,Institutional Evaluation,State Universities,Reputation,Academic Achievement,Comparative Education,Scores,Budgets,Entrepreneurship,Innovation,Institutional Characteristics,Faculty Publishing,Research Projects,Educational Quality,Income,Student Attitudes,College Students,College Faculty,Instructional Effectiveness

The university ranking systems have been utilized for academic performance of higher education system in the World since beginning of 2000's years. These systems, which considered the common parameters, have quickly followed with their own hierarchical measures by higher education organizations. However, these ranking systems never consider country's special conditions. This paper mentions the main principles of a new system for state universities performance in Turkey. The quantitative assessment method depends to six separate parameters such as number of publications and projects, teaching quality, teaching income, teaching structure, the index for entrepreneurial and innovative university and student satisfaction. The technique provides data for well-balanced and justice decision for the national state universities throughout the country. Summation of all numerical values resulted from six parameters represents total score for the related university. The total score obtained for an university also gives its place in the ranking system of higher education in the country. It is possible the central budget to be shared to all state universities in Turkey by means of this method.
Financial Resources of State Universities in Turkey
Author: Tosun, Hasan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Finance,State Universities,Budgets,Classification,Purchasing,Investment,Money Management,Expenditures,School Personnel,Financial Support,Resource Allocation,Foreign Countries

In Turkey, the financial resource of state universities is mainly depending to the national centralized budget. The amount of financial resources to a university is determined after end of a series negotiations with the central government for each year. The total budget of a state university is classified into five main headings: (1) personnel expenses, (2) Social Security Premium expenses, (3) purchase of goods and services, (4) current transfers and (5) capital investment. There are different classifications related to the categorization of universities in the world. One of them is college age. In other words, the foundation year is considered in the classification. In Turkey, 103 state universities were established between 1933 and 2011 during the Republic period. These universities are divided into six separate categories by the author according to their year of establishment. In the study the financial data belonging to the period 2010-2014 was utilized. According to these data, the state universities totally received TL 9.33 to 15.19 billion (US$ 5.94 to 7.91 billion) per year from the central budget in the working years. The paper summarizes the final data of a study performed on the share of the state budget of the state universities in Turkey and evaluates the distribution of state resources according to the university categories.
Accredited Project Efficiency of State Universities in Turkey
Author: Tosun, Hasan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,State Universities,Transfer of Training,Budgets,Efficiency,Accreditation (Institutions),Foreign Countries,Institutional Characteristics,Scientific Research,Program Evaluation,Classification

One of the most important functions of universities is to produce knowledge by making scientific projects and to ensure the transfer of the knowledge produced to different sectors. Universities in developed countries have a very high level of social contribution in this area. Within the scope of this study, the project numbers and budgets of the state universities in Turkey, supported by the Scientific and Technological Research Council of Turkey and the General Directorate of Science and Technology of the Ministry of Science, Industry and technology were evaluated. In short, these are described as &quot;TUBITAK project&quot; and &quot;San-TEZ project&quot;, respectively. The numbers and budgets of these projects in 2010, 2011, 2012 and 2013 were examined on the basis of University categories. The study has shown that averagely forty percent of the accredited projects produced by universities in Turkey belongs to nine universities (Istanbul, Istanbul Teknik, Ankara, Ege, Karadeniz Teknik, Orta Dogu Teknik, Ataturk, Hacettepe and Bogazici), which are in the A-category according to the year of establishment. This proportion increases further in favor of A-Category universities, when considered the efficiency of projects.
A Research Study on the Expansion of State Universities in Turkey
Author: Tosun, Hasan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Universities,Educational Development,Undergraduate Students,Graduate Students,Enrollment,Educational Quality,Academic Degrees,Educational Trends

The university is a field of science and education where knowledge is produced and transferred to the sectors, teaching is done and individuals are given a profession to use in their lives. For all of these studies, students, faculties and staffs are needed in a higher education institution. However, in order for studies in the academic field to be carried out correctly, these members must be presented at the University with the appropriate rates. In recent years, the number of students in the universities of Turkey has increased without conforming to some qualification ratios. This study depends on the data of 2010 to 2014. The number of total students range from 1 741 719 to 2 397 188 within this period. In this paper, the number of students as university stakeholders are presented according to the university categories, and the effect of student numbers on education quality are evaluated on the basis of different levels of study (pre-undergraduate, undergraduate, graduate) in Turkey. The study indicates that the rate of expansion to Turkish universities is quite high, when compared with those of the developed countries.
The Cost-Effectiveness of an Alternative Approach to Developmental Mathematics Education
Author: Finster, Matthew
Date: 2020-12-01
Type: Reports - Research
Subjects: Cost Effectiveness,Nontraditional Education,Developmental Studies Programs,Remedial Mathematics,Algebra,Undergraduate Students,Enrollment,College Mathematics,Statistics Education,Acceleration (Education)

Due to low success of traditional, postsecondary remediation mathematics, The Maryland Mathematics Reform Initiative First in the World Grant (MMRI-FITW) sought to develop and implement a statistics pathway as an alternative to traditional algebra-based math, to accelerate developmental mathematics students' progress into credit-bearing postsecondary mathematics courses. In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI-FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics. The results indicate participating in the MMRI-FITW statistics-based vs. traditional algebra-based approach, reduces education costs by approximately 7 percent and is 36 percent more cost-effective for increasing student enrollment in college-credit mathematics. The article concludes with the implications of the cost-effectiveness results for scaling the MMRI-FITW statistics-based approach to developmental mathematics education.
Literature Circle: A Strategy in Improving Critical Thinking Skills
Author: Castro, Mary Nerissa T.
Date: 2019-10-00
Type: Dissertations/Theses - Masters Theses
Subjects: Critical Thinking,Thinking Skills,Reading Comprehension,College Students,Comparative Analysis,Literature,Literary Genres,Correlation,Pretests Posttests,Reading Instruction,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Self Determination,Learning Theories,Intervention,Questioning Techniques,Reading Motivation

Reading is the prime foundation of one's academic and social status. However, this vital skill is what most students lack attention and interest. As a result, it deteriorates their critical thinking skills. To address the problem, Harvey Daniel introduced his literature circle strategy. It showcases different features that likely aid student's struggles in the aspect of reading. This study, therefore, aims to determine the effectiveness of the literature circle strategy in improving critical thinking skills in reading among students at the University of Cebu-Banilad Campus. The study utilized a quasi-experimental method where the 48 ABM Grade 12 research subjects of the study were divided into two groups, namely: control and experimental. Strategies employed in these groups were different. The traditional method was practiced in the control group, while the literature circle strategy was implemented in the experimental group. For data gathering, a researcher-made test about the short story &quot;Dead Stars&quot; by Paz Marquez Benitez was used as the main instrument. Another short story entitled &quot;The Small Key&quot; by Paz Latorena was used as a springboard in the implementation of strategies for both groups. Statistical treatments used for data analysis were simple percent, t-test for Correlational Samples, and t-test for Two Independent Samples. Findings revealed that in measuring subjects' critical thinking skills in reading, there is a significant difference between the posttest performances of the groups. The research subjects under experimental group performed higher than the control group. The study concludes that literature circle strategy is effective in enhancing student's critical thinking skills in reading.
Vocational Teachers&apos; Perceptions and Perspectives in the Implementation of STEM Learning in the 21st Century
Author: Nurtanto, Muhammad
Date: 2020-11-00
Type: Journal Articles
Subjects: Vocational Education Teachers,STEM Education,Curriculum Implementation,21st Century Skills,Teacher Motivation,Teacher Attitudes,Knowledge Level,Skill Development,Foreign Countries

The purpose of this study is to measure perceptions and analyse the perspectives of vocational teachers related to STEM understanding. A total of 157 respondents were actively involved in providing perceptual assessments with a score of 1-5 (rating scale). A total of 10 participants were involved in in-depth interviews to see the vocational perspective. The results of the study showed that the perception of vocational teachers obtained a score of 77.5% (M = 3.87, SD = 0.63). The descriptive analysis explains that the implementation of learning considers the preparation, implementation, carrying capacity of leaders, in order to produce skills appropriately. The aspect of collaboration skills is a key factor in the success of STEM learning, considering multidisciplinary.
Inclusion in School Physical Education and Physical Activity
Author: National Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC), Division of Population Health (DPH)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Physical Education,Physical Activities,Inclusion,Students with Disabilities,Public Policy,Federal Legislation,Educational Legislation,Equal Education,Disabilities,Civil Rights Legislation,Educational Policy

Inclusive physical education and physical activity programs in schools provide equal opportunities for all students, including those with disabilities. All students, regardless of ability, should get the recommended 60 minutes or more of daily physical activity. Schools can help them meet this recommendation. This brief is for state education and health leaders. It defines inclusion, identifies relevant federal policies, describes the current status of inclusion in the United States, and suggests six actions state leaders can take to promote inclusion in physical education and physical activity at the district and school levels.
The EU&apos;s Port of Call for VET. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Policy Formation,COVID-19,Pandemics,Continuing Education,Educational Innovation,Conservation (Environment),Partnerships in Education,Administrative Organization,Organizational Change

2020 will be remembered as a watershed year. The pandemic's impact has moved Europe's vocational education and training (VET) and skills policy centre stage. The new EU policy in the making was designed to unleash VET's full potential and make it better suited to shape and manage the digital and green transitions to a fair economy and society; it will also help boost the recovery from COVID-19 at the same time. This Briefing Note highlights Cedefop's efforts in 2020-21 to support vocational education and training, skills and qualification policies from concept to implementation.
The Higher Ed HR Workforce
Author: Pritchard, Adam
Date: 2020-08-00
Type: Reports - Research
Subjects: Personnel Management,Human Resources,Personnel Directors,School Personnel,Professional Personnel,Colleges,Race,Ethnicity,Sex,Age,Tenure,School Size,Specialization,Salaries,Career Development,Compensation (Remuneration),Labor Turnover,Comparable Worth,Administrative Organization

The strategic management of human resources (HR) is the foundation on which organizational success is built and maintained. Every organization seeks to attract and retain the talent necessary to fulfill its mission, considering both the needs of today and looking into the future. Higher education is no exception, and higher education human resources plays a central strategic role in shaping the organizational environment of their institution. In higher education, human resources might be responsible for recruitment, training, employee relations, payroll, benefits, job classification, institutional effectiveness, diversity and inclusion efforts, and Equal Employment Opportunity Commission/Affirmative Action (EEOC/AA) or Title IX compliance, to name only a few roles. Higher education HR works to recruit and retain top talent, develop the skills and talents of employees, and foster an inclusive environment on campus. The work of HR also involves developing comprehensive people strategies that drive operational excellence throughout an institution and throughout the employee life cycle, from onboarding to retirement. In this report, the authors examine the people and positions that make up the higher education human resources workforce. The human resources positions examined here come from 31 positions surveyed across College and University Professional Association for Human Resources (CUPA-HR's) &quot;Administrators, Staff, and Professionals in Higher Education&quot; surveys. This report begins by describing the demographic characteristics of the higher education HR workforce in terms of race/ethnicity, sex, age, and time serving in their current role. Next, it details HR staffing ratios relative to other higher education employees and provides an overview of specialization areas within higher education HR. This report also examines how specialization in different areas within HR impacts salary and career trajectories. Finally, it spotlights the chief human resources officer position to examine how representation, compensation, and the reporting relationship of this key HR position varies among higher education institutions. [This report was made possible with the support of PageUp.]