ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Return on Investment and Economic Impact of Education: The Economic Value of Washington's Community and Technical Colleges. Main Report
Author: Washington State Board for Community and Technical Colleges
Date: 2016-12-00
Type: Reports - Research
Subjects: Outcomes of Education,Economic Impact,Community Colleges,Technical Institutes,Expenditures,Two Year College Students,Educational Finance,Alumni,Income,Investment,Student Costs,Education Work Relationship,Taxes

Washington's Community and Technical Colleges (the colleges) serve 305,087 credit and 95,890 non-credit students. The colleges' service region, for the purpose of this report, consists of Washington State. This report assesses the impact of the colleges as a whole on the state economy and the benefits generated by the colleges for students, taxpayers, and society. The approach is twofold. The study begins with an economic impact analysis of the colleges on the Washington economy. To derive results, a specialized Multi-Regional Social Accounting Matrix (MR-SAM) model is used to calculate the added income created in the Washington economy as a result of increased consumer spending and the added knowledge, skills, and abilities of students. Results of the economic impact analysis are broken out according to the following impacts: (1) impact of the colleges' day-to-day operations; (2) impact of student spending; and (3) impact of alumni who are still employed in the Washington workforce. The second component of the study measures the benefits generated by the colleges for the following stakeholder groups: students, taxpayers, and society. For students, an investment analysis was performed to determine how the money spent by students on their education performs as an investment over time. The students' investment in this case consists of their out-of-pocket expenses and the opportunity cost of attending the colleges as opposed to working. In return for these investments, students receive a lifetime of higher earnings. For taxpayers, the study measures the benefits to state taxpayers in the form of increased tax revenues and public sector savings stemming from a reduced demand for social services. Finally, for society, the study assesses how the students' higher earnings and improved quality of life create benefits throughout Washington as a whole. The results of this study show that the colleges create a positive net impact on the state economy and generate a positive return on investment for students, taxpayers, and society. The following are appended: (1) Washington's Community and Technical Colleges; (2) Glossary of Terms; (3) Frequently Asked Questions (FAQs); (4) Example of Sales versus Income; (5) Emsi MR-SAM; (6) Value per Credit Hour Equivalent and the Mincer Function; (7) Alternative Education Variable; (8) Overview of Investment Analysis Measures; (9) Shutdown Point and (10) Social Externalities. A list of resources and references is included.
The Promotion of Critical Thinking Skills in School-Based Assessment (SBA)
Author: Kamarulzaman, Wirawani
Date: 2016-02-20
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,National Curriculum,Critical Thinking,Thinking Skills,Skill Development,Curriculum Based Assessment,Teacher Attitudes,Elementary School Teachers,Primary Education,Semi Structured Interviews,Problem Solving,Decision Making Skills,Case Studies,Qualitative Research,Evaluation Methods,Content Analysis

The new curriculum introduced in the Malaysian primary students; the Primary School Standard Curriculum (Kurikulum Standard Sekolah Rendah-KSSR) together with the school-based assessment (SBA) is a step taken by the Malaysian government to encourage thinking skills to students, specifically critical thinking skills. The study explores teachers' beliefs in the use of higher order thinking skills (HOTS--Kemahiran Berfikir Aras Tinggi, KBAT) questions to promote critical thinking skills among students. A group of six selected primary school teachers were interviewed in order to understand the phenomenon. Findings suggested that teachers believe KBAT questions are useful in promoting the critical thinking skills as students were found to be able to apply their knowledge, to analyse information, to make decisions as well as to solve problems. A few recommendations are also included for future studies.
Assessing the Relation between Seventh-Grade Students&apos; Engagement and Proportional Problem Solving Performance
Author: Lein, Amy E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Grade 7,Mathematics Achievement,Time on Task,Problem Solving,Mathematics Skills,Middle School Students,Mathematical Logic,Mathematical Concepts,Predictor Variables,Achievement Tests,Standardized Tests,International Assessment,Foreign Countries,Science Tests,Mathematics Tests,Science Achievement,Elementary Secondary Education,Multiple Regression Analysis

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger intervention study assessing improvement in middle school students' proportional reasoning was assessed on initial mathematics achievement, on-task behavior, and mathematics problem-solving performance. Results suggested that engagement uniquely predicted mathematics problem- solving performance after controlling for prior mathematics achievement. Furthermore, the authors found differential rates of engagement for the three achievement groups. Based on an analysis of engagement by instructional lesson, the authors offer suggestions for addressing engagement when designing instruction. [This article was published in &quot;Preventing School Failure&quot; (EJ1090266).]
Identification of Hierarchies of Student Learning about Percentages Using Rasch Analysis
Author: Burfitt, Joan
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Skills,Computation,Mathematical Concepts,Foreign Countries,Teaching Methods,National Standards,Skill Development,Mathematics Tests,Secondary School Students,Gender Differences,Age Differences

A review of the research literature indicated that there were probable orders in which students develop understandings and skills for calculating with percentages. Such calculations might include using models to represent percentages, knowing fraction equivalents, selection of strategies to solve problems and determination of percentage change. To further describe the hierarchies, an assessment instrument was constructed and piloted before being refined and trialled with lower secondary students. Rasch model analysis was applied to the results.
Mature Age Pre-Service Teachers' Mathematics Anxiety and Factors Impacting on University Retention
Author: Wilson, Sue
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Anxiety,Mathematics Instruction,Teacher Education Programs,Age Differences,Academic Persistence,Adult Students,Foreign Countries,Anxiety,Rating Scales,Statistical Analysis,Student Attitudes

The ability of primary (elementary) pre-service teachers to engage effectively in mathematics units in a rigorous program is vital to producing citizens who are able to use mathematics effectively in their lives. Mathematics anxiety affects pre-service primary teachers' engagement with and future teaching of mathematics. The study measured the range of mathematics anxiety in two hundred and nineteen pre-service teachers starting a teacher education course in an Australian university. They completed the Revised Mathematics Anxiety Scale (RMARS) and a set of demographic questions. Age differences in anxiety were found to be significant, and this has implications for university retention of mature age pre-service primary teachers.
PCK and Average
Author: Watson, Jane
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Preservice Teachers,Preservice Teacher Education,Knowledge Level,Mathematical Concepts,Mathematical Aptitude,Minimum Competency Testing,Units of Study,Lesson Plans,Longitudinal Studies,Student Surveys,Foreign Countries

This paper considers the responses of 26 teachers to items exploring their pedagogical content knowledge (PCK) about the concept of average. The items explored teachers' knowledge of average, their planning of a unit on average, and their understanding of students as learners in devising remediation for two student responses to a problem. Results indicated a wide range of performance and a wide range of ability in realtion to a hierarchical statistical PCK scale. Suggestions are made about developing teachers' PCK. [This research was funded by ARC Linkage Grant No. LP0669109 in collaboration with the ABS, Key Curriculum Press, and the Baker Centre for School Mathematics, Adelaide.]
Development of Code-Switching: A Case Study on a Turkish/English/Arabic Multilingual Child
Author: Tunaz, Mehmet
Date: 2016-09-00
Type: Reports - Research
Subjects: Foreign Countries,Code Switching (Language),Case Studies,Turkish,English,Semitic Languages,Multilingualism,Language Acquisition,Children,Naturalistic Observation,Telecommunications,Interpersonal Communication,Electronic Mail,Classification,Communicative Competence (Languages)

The purpose of this research was to investigate the early code switching patterns of a simultaneous multilingual subject (Aris) in accordance with Muysken's (2000) code switching typology: insertion and alternation. Firstly, the records of naturalistic spontaneous conversations were obtained from the parents via e-mail, phone calls and researcher's interval observation sessions. After a detailed revision of the records, code switching samples were categorized into two groups: insertion and alternation. Then, the code switching samples performed by the subject were ordered chronologically. It was found that the insertion type of code switching occurs at the earlier stages of multilingual development whereas the alternation type of code switching comes out later. This case indicated that the form of code switching gets more complex and intentional as linguistic competence and awareness enhance. The results as consistent with the explanations of MacSwan (2000) and Koike (1987) who emphasized that code switching develops in parallel with linguistic ability, and it should not be assumed as a deficit in the early simultaneous multilingual development. The study is a considerable case analysis in terms of including Turkish, English, and Arabic in a multilingual context.
Leading the Way: Access. Success. Impact. 2013-18 Master Plan
Author: West Virginia State Higher Education Policy Commission, Charleston.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Master Plans,Access to Education,Success,Public Colleges,Outcomes of Education,Remedial Instruction,Educational Quality,Student Financial Aid,Labor Force Development,School Holding Power,Graduation Rate,College Programs,Undergraduate Study,Graduate Study,Research and Development

The West Virginia Higher Education Policy Commission (Commission) has statutory responsibility for developing a five-year statewide master plan for higher education that sets forth system goals, objectives, and strategies and is aligned with meeting the goals of the state. The Legislature has identified in state code eight areas of special emphasis: economic and workforce development, education access and affordability, innovation, student preparation, degree and/or program completion, intra-and inter-system cooperation and collaboration, research, and teaching and learning. This new master plan meets the Commission's statutory obligation for the years 2013 to 2018 and is titled, &quot;Leading the Way: Access. Success. Impact.&quot; It sets forth the overarching goals of the state's system of higher education and articulates strategic objectives to be met over its five-year scope. The master plan sets forth how the Commission will work toward the system's goals and provides recommendations for how institutions can help achieve these goals. The role of this master plan is to coordinate the efforts of the various institutions of higher education in the state in a way that recognizes and capitalizes on each institution's unique mission and contributions. Through the compact reporting process, the Commission asks each college and university to set goals consistent with this master plan and the institution's mission and to account for progress toward those goals. This new master plan for higher education renews a broad public agenda for higher education articulated in the previous master plan &quot;Charting the Future,&quot; but, consistent with present and future economic needs and specific system challenges, brings to the fore pressing strategic priorities. [To access related reports in ERIC see: &quot;Leading the Way: Access. 2013-18 Master Plan,&quot; ED573074; &quot;Leading the Way: Success. 2013-18 Master Plan,&quot; ED573072; and &quot;Leading the Way: Impact. 2013-18 Master Plan,&quot; ED573080.&quot;]
Creating Teacher Communities of Inquiry through Lesson Study
Author: Widjaja, Wanty
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Collaboration,Communities of Practice,Inquiry,Faculty Development,Foreign Countries,Cooperative Planning,Mathematics Instruction,Lesson Plans,Teacher Researchers

Opportunities for teachers to engage in collaborative learning to examine and reflect on their practice are vital for sustained professional learning. Lesson Study centres on teachers coming together with colleagues to plan, observe, and reflect on classroom teaching and learning as a Community of Inquiry. In this project, six teachers from three Victorian schools worked together with four coaches in two cross-school planning teams. Findings indicate that Lesson Study provides a vehicle for teachers to deepen their professional learning.
A Cautionary Analysis of a Billion Dollar Athletic Expenditure: The History of the Renovation of California Memorial Stadium and the Construction of the Barclay Simpson Student Athlete High Performance Center. Research &amp; Occasional Paper Series: CSHE.3.17
Author: Cummins, John
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: College Athletics,State Universities,Facilities,Intercollegiate Cooperation,Expenditures,Facility Improvement,Decision Making,Organizational Theories,College Administration,Administrative Organization

This paper is a description and analysis of the history of the renovation of Memorial Stadium and the building of the Barclay Simpson Student Athlete High Performance Center (SAHPC) on the Berkeley campus, showing how incremental changes over time result in a much riskier and financially less viable project than originally anticipated. It describes the decision making process, the role of various constituent groups including senior administrators and the UC Regents, faculty, community members and local and state governmental officials, donors and protesters. It includes the legal challenges and financial implications of the most expensive intercollegiate athletics capital project in the nation totaling $474 million dollars. Taking into account debt servicing over time, the total expenditures could approach more than $1 billion. These projects were highly controversial from their inception, continue to be so to this day because of current campus wide financial challenges, and illustrate the complexity and risk of managing big-time intercollegiate athletics programs. This study draws on two theories of organizational decisionmaking, Diane Vaughan's normalization of deviance and Charles Lindblom's science of muddling through. They are part of a larger debate within the social sciences about the degree to which structure and/or agency determine human behavior. Structure is the broad framework of rules, regulations, expectations, history and tradition within which organizations function and which provide limits or constraints on human behavior. Most organizational decisions are made within this framework and are inevitably incremental and often risk averse. Agency is the ability to take independent action despite the constraints of structure, entails greater risk, and becomes necessary because behavior within the organization has become normalized over time and deviates, even unknowingly, from changing values. The following are appended: (1) Lindblom's Science of Muddling Through; (2) Brief description of key individuals mentioned in the document; and (3) Chronology of significant events related to the construction of the SAHPC and the renovation of California Memorial Stadium.
Expanding Off-Campus Enrollment Capacity at Berkeley: A Concept Paper. Research &amp; Occasional Paper Series: CSHE.2.17
Author: Geiser, Saul
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Enrollment,Off Campus Facilities,Capacity Building,School Expansion,Master Plans,Budgets,Partnerships in Education,Multicampus Colleges,Educational Demand,State Universities

Like Berkeley, the UC system as a whole is quickly running out of space to accommodate the next generation of Californians who will be reaching college age by mid-century. Even with the added capacity at UC Merced, the UC system will run out of space on existing campuses in the next decade. In the normal course of events, this would trigger planning for another new general campus. Yet at a time when the university is still reeling from the effects of the Great Recession, the wisdom of an expensive new general campus is questionable. The need now is to rebuild and reinvest in existing campuses, not build a new one. These considerations suggest a different strategy for long-term enrollment growth than the UC system has followed in the past: Growing off-campus capacity at mature campuses. This paper describes a range of potential options for off-campus expansion, such as a branch campus at Berkeley. Such a strategy could accommodate the moderate level of enrollment growth projected for UC between now and mid-century and would be far less expensive than a new general campus. Expanding off-campus capacity at mature campuses like Berkeley could also channel new resources where the financial damage to academic programs and infrastructure has been greatest.
Leading the Way: Success. 2013-18 Master Plan
Author: West Virginia State Higher Education Policy Commission, Charleston.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Success,Graduation,Low Income Students,First Generation College Students,At Risk Students,School Holding Power,Academic Advising,Remedial Instruction,Time to Degree,Enrollment,Student Financial Aid,General Education,Data,Information Utilization,Adult Students

This is the second paper in the West Virginia State Higher Education Policy Commission's series concerning the major areas of the Commission's new master plan and compact process. Each paper elaborates on a particular theme sharing additional best practices and insights. It is the intention of the Commission that these additional resources assist in fostering discourse among institutional administrators, faculty, staff and students, enabling them to develop a common understanding of the challenges, goals, and the mechanisms necessary to meet them. Highlights of this report include the following: (1) College degree completion is not only a critical facet of West Virginia's economy, but has a profound impact on the lives of individual students; (2) A large population of students who enroll in the system each year enter West Virginia's institutions with academic and socio-economic challenges.; (3) Institutions have to embrace a common philosophy of supporting our most at-risk students through relationships and targeted programs; and (4) Institutions across the nation are meeting the challenge of increasing student retention and graduation through use of better data and share best practices. Although the three focal areas of the master plan were designed to be mutually reinforcing, Success is by far the most important due to the fact that this is the one area where institutions have the most control over student experiences and outcomes. As mentioned earlier, this is a critical time for improving student retention and completion. [To access related reports in ERIC please see: &quot;Leading the Way: Access. Success. Impact. 2013-18 Master Plan,&quot; ED573068; &quot;Leading the Way: Access. 2013-18 Master Plan,&quot; ED573074; and &quot;Leading the Way: Impact. 2013-18 Master Plan,&quot; ED573080.]
Dual Credit Report
Author: Light, Noreen
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,College Credits,Access to Education,State Legislation,Educational Legislation,High School Students,Educational Quality,Academic Standards,Advanced Placement,Advanced Placement Programs,Disproportionate Representation,Racial Differences,Low Income Students,Program Descriptions,Demography,Student Characteristics,Educational Finance

In 2015, legislation to improve access to dual-credit programs and to reduce disparities in access and completion--particularly for low income and underrepresented students--was enacted. The new law focused on expanding access to College in the High School but acknowledged issues in other dual-credit programs and reinforced the notion that cost should not present a barrier in selecting the most appropriate dual-credit option for the individual student. The legislation also requires the Council to report on dual-credit programs and recommend additional improvements to improve access and completion. To improve access and quality, education sector partners have collaborated to: (1) Create and adopt rules to ensure quality standards are rigorous and consistently applied in College in the High School; (2) Develop and implement policies to increase consistency in acceptance of Advanced Placement (AP) and International Baccalaureate (IB) scores; and (3) Improve communication tools to support students considering dual-credit options. Though there has been some progress in increasing access to dual credit, differences in participation and completion by race, ethnicity, and income continue to persist. The report provides recommendations for further action to address these disparities. Five appendices are included: (1) Dual Credit Comparison Chart; (2) Public Baccalaureate Sector Resources; (3) Community and Technical College Resources; (4) Washington 45 and Open Education Resources; and (5) Independent Colleges of Washington Advanced Placement Scores Chart.