ethanporcaro/eric-fulltext-meta huggingface dataset:
Application Trends Survey, 2011. Survey Report
Author: Estrada, Rebecca
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: College Applicants,Student Recruitment,Class Size,Doctoral Programs,Business Administration Education,Educational Trends,Trend Analysis,Graduate Students,Enrollment Rate,College Admission,Masters Programs,Student Financial Aid,Graduate Surveys,Demography,Outreach Programs,Foreign Students

The 2011 Application Trends Survey conducted by the Graduate Management Admission Council (GMAC) is the industry source for comprehensive statistics and timely and reliable insights into the demand for graduate management education around the world. A total of 649 programs from 331 business schools and faculties worldwide representing 45 countries and 42 states, plus the District of Columbia within the United States participated in this study. By program type, survey respondents represent 467 MBA programs, 158 specialized master's programs, and 24 doctoral programs in business. Since 2000, this survey of admissions professionals has provided information on application volume trends, applicant pool composition, recruitment strategies and marketing channels, acceptance and enrollment rates, enrollment structure, and incoming class size. Responses to the 2011 study were collected from early June to mid-July 2011. This summary report features major trends observed in the "who, what, and where" of applications for MBA and other graduate management programs. Anecdotal evidence from open-ended comments of respondents is referenced in some instances to help explain some of the "why" for this year's trends. Data profiles of the program formats and degree types analyzed are also included in this summary, with a discussion of key measurements, including: (1) Number of programs that participated in this year's survey; (2) Overall application volume and shifts over time; (3) Average number of applications (mean and median); (4) Acceptance rates; (5) Quality/qualifications of applicants; (6) World region and/or US subregion analysis; and (7) Program size analysis. (Contains 5 tables, 31 figures and 7 footnotes.)
Socioeconomic Status and the Undergraduate Engineering Experience: Preliminary Findings from Four American Universities. Research Brief
Author: Donaldson, Krista
Date: 2008-06-00
Type: Reports - Research
Subjects: Low Income,Higher Education,Disproportionate Representation,Educational Research,Control Groups,Socioeconomic Status,Engineering,College Students,Student Experience,Self Efficacy,Academic Persistence,Context Effect

Students of lower socioeconomic status (SES) tend to be underrepresented in American higher education, particularly at four-year institutions and more selective universities. Education researchers have shown that in the four year period following high school, low SES students are less likely to persist to a bachelor's degree or have graduate degree aspirations. The high number of significant differences between high and low SES groups found when analyzing data from the Academic Pathways of People Learning Engineering Survey (APPLES or APPLE survey) suggests that research studies of student groups should consider controlling for SES. This may particularly be the case when looking at other traditionally underrepresented populations in engineering. The team was surprised by the number of differences between high and low SES--12 of the 21 APPLES variables had a significant difference. The results suggest that SES plays a role in professional persistence in engineering, confidence in technical skill sets, extracurricular fulfillment, perception of curriculum overload and general satisfaction with the collegiate experience. SES does not appear to play a role in other areas, such as academic persistence in engineering, academic disengagement or motivations for studying engineering.
Moving from Pipeline Thinking to Understanding Pathways: Findings from the Academic Pathways Study of Engineering Undergraduates. Research Brief
Author: Atman, Cindy
Date: 2008-06-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Learning Experience,Undergraduate Study,Professional Identity,Self Concept,Student Diversity,Student Development,Student College Relationship,Adjustment (to Environment)

While engineering educators have engaged in many endeavors aimed at advancing engineering education and practice, much of this work has focused on broad curricular issues. Few studies focus on what it means to be an engineer or the process of what it takes to learn to engineer. In the last decade engineering educators have begun to focus on developing the research base with an emphasis on engineering student learning. The Academic Pathways Study (APS) was designed to build on and add to prior and ongoing research to investigate the engineering undergraduate learning experience and the transition to work. The APS is an extensive, multi-institution research project that is looking at how people become engineers over the course of their undergraduate educations and upon entry into the engineering workplace. Initial findings reported in this paper effectively challenge the long-held notion of the engineering education pipeline. The results in this paper have shown that the Academic Pathways Study is providing compelling data that paint a picture of the undergraduate engineering student learning experience not only with a human face, but with a multi-faceted understanding that comes from a rich triangulation of data types and sources.
2011 Year-End Poll of Employers: A Look at Hiring and Salary Projections for the Coming Year. Summary of Results
Author: Estrada, Rebecca
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Business Administration Education,Personnel Selection,College Graduates,Labor Market,Employment Patterns,Goal Orientation,Employers,Employment Opportunities,Comparative Analysis,Economic Climate,Internship Programs,Recruitment,Organizational Objectives

Not only do more companies plan to hire in 2012, they plan to hire at similar or increased levels compared to 2011, according to responses to the 2011 Year-End Poll of Employers of the Graduate Management Admission Council (GMAC). The annual poll of employers, which the Council conducted from November 2 to November 16, 2011, garnered responses from 229 employers at 216 companies worldwide. This report shows aggregated data from the study to summarize actual hiring outcomes for 2011 and preview 2012 hiring plans for six candidate types, from MBA to other master-level business school graduates. Employers can use this data to compare their hiring experiences against those of their peers, and graduate business programs can use these results to offer students an advance look at next year's job market. A list of participating companies is appended. (Contains 6 figures, 4 tables and 1 footnote.)
Corporate Recruiters Survey, 2011. Survey Report
Author: Edgington, Rachel
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Business Administration Education,Personnel Selection,College Graduates,Employment Opportunities,Expectation,Job Placement,Recruitment,Trend Analysis,Salary Wage Differentials,Masters Programs,Economic Climate,Work Experience,Job Skills,Surveys

In this report, the Graduate Management Admission Council[R] (GMAC[R]) presents the results from the 2011 Corporate Recruiters Survey. Conducted annually since 2001, this survey examines the job outlook for recent graduate business students as well as employer needs and expectations. The objectives of this study are to obtain a picture of the current employment landscape, gauge the demand for master's-level business graduates, better understand employer needs, and provide insight into hiring practices and trends across industries and world regions. Responses to this 10th annual survey of graduate business student employers were collected from mid-February to mid-March 2011. Data reflect the responses of 1,509 participants representing 905 companies in 51 countries worldwide. Respondents in the United States represent firms in 40 states plus the District of Columbia. This broad representation of the employer spectrum was possible through the efforts of the 127 business schools in 34 countries worldwide that facilitated the survey administration. Key findings include: (1) The post-recession recovery is gaining momentum as companies turn more toward growth and focus less on overcoming economic challenges and reducing costs; (2) Globally, more companies are hiring and the average number of new hires is expected to increase in 2011; (3) Along with an expected increase in the proportion of companies hiring recent MBA graduates, there is also a slight increase in companies recruiting on campus--68 percent in 2011 compared to 64 percent in 2010; (4) The number one criterion that employers use in their decision to recruit at a school is the quality of its students; and (5) Three compensation trends further point toward a positive hiring outlook for 2011--year-on-year growth, equalization of pay across world regions, and the differential in salary offered to those with a graduate business degree versus those with a bachelor's degree. (Contains 4 tables, 27 figures and 4 footnotes.)
Will I Succeed in Engineering? Using Expectancy-Value Theory in a Longitudinal Investigation of Students' Beliefs. Research Brief
Author: Matusovich, Holly
Date: 2008-06-00
Type: Reports - Research
Subjects: Engineering,Educational Attainment,Longitudinal Studies,Curriculum Development,Educational Change,Expectation,Success,Class Activities,Internship Programs,Campuses,Extracurricular Activities,Student Participation,Context Effect,Career Guidance

Earning an engineering degree is viewed as a challenging undertaking. So what drives engineering students to continue to navigate the difficult path? Many researchers have asked this question as evidenced by an exceptionally large number of literature citations containing the terms "engineer" and "motivation." Yet, the answer remains uncertain. The expectancy-value framework proposed by Eccles has the potential to enlighten persistence choices. Results of this study can inform curricular change by providing fundamental information on the experiences of the college student. By showing ways in which students' expectancies of success as engineers are shaped by their classroom, campus, and internship experiences, this study provides a broader context for curricular change. The results suggest the need to authentically expose students to a variety of engineering career possibilities so they can develop accurate perceptions of what engineers do, the skills needed, and their own abilities. The results also suggest that students need help bridging the gap between the relevance of what they are learning in the classroom and what they will be doing as engineers in the future.
Singing to Learn in an All-Select Choir
Author: Broer, Kathleen
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Pronunciation,Direct Instruction,Second Language Instruction,Second Language Learning,Teaching Methods,Sociolinguistics,Culturally Relevant Education,Literacy,Role Perception,Bibliographies

This paper examines the role direct instruction in pronunciation and cultural plays in L2 literacy in linguistically diverse school settings. A bibliography is included. [An earlier edition of this paper was presented at the World Choral Symposium (6th, Minneapolis, Minnesota, 2002).]
Visual Education Departments in Educational Institutions. Bulletin, 1924, No. 8
Author: Hollis, A. P.
Date: 1924-00-00
Type: Historical Materials
Subjects: Educational History,Visual Aids,Schools of Education,Urban Schools,Departments,Instructional Material Evaluation,Multimedia Materials,Educational Media,Administrators,Educational Technology,Expenditures,State Schools,Public Colleges,Administrative Organization,Extension Education,Museums,College Instruction,Salaries,Administrator Qualifications,Administrator Role,Safety,Compliance (Legal),School Districts,Educational Trends,Higher Education,Postsecondary Education,Public Schools,Elementary Secondary Education,Teacher Education,Educational Policy,Educational Finance,Program Descriptions,National Surveys,School Surveys,Questionnaires,Instructional Films,Selection Criteria

As visual education departments are very recent additions educational systems, their place in educational institutions is not very well defined. It is desirable as early as possible: (1) to find out what the existing practices are, (2) to institute comparisons among them, and (3) to use these as furnishing clues for establishing the most desirable types and standards. There are two groups of educational plants that have concerned themselves with an organized distribution of visual aids to schools. These are (1) larger city schools system and (2) State institutions. The necessary information concerning the present status of visual educational departments was secured by sending inquiries to these two educational groups. The questionnaire was sent to cities most likely to have such departments. On the whole the study indicates that a large group of State institutions and larger cities regard visual instruction as of sufficient importance to warrant its organization into distinct departments. These departments are now numerous enough and have operated long enough to reveal certain general tendencies and practices from which tentative standards may be set up for the guidance of those contemplating the organization of a similar service for their schools. Contents include: (1) Professional status of visual education officers; and (2) Evaluation and distribution of visual aids. (Contains 4 tables and 5 footnotes.) [Best copy available has been provided.]
Intelligence of Seniors in the High Schools of Massachusetts. Bulletin, 1924, No. 9
Author: Colvin, Stephen S.
Date: 1924-00-00
Type: Historical Materials
Subjects: Academic Achievement,Higher Education,High School Seniors,College Bound Students,Student Surveys,Intelligence Quotient,Gender Differences,Age Differences,Correlation,College Preparation,Career Development,Institutional Characteristics,Course Selection (Students),Psychological Testing,Parents,Occupations,Student Attitudes,Family Income,Immigrants

At the request of a special commission appointed by the Governor of Massachusetts for an investigation relative to technical and higher education in that Commonwealth, Dr. George F. Zook, specialist in higher education in the Bureau of Education, recently directed and completed a survey. One of the chief problems involved was the possibility of establishing a State university or bringing about a cooperative arrangement between the State and the institutions of higher learning now existing in the State. The study broadened into a number of important educational investigations, among which was one which undertook to determine the number and proportion of high-school students who might be expected to enter the higher institutions of the State, and, as far as practicable, their intellectual capabilities to pursue studies in these institutions. The results of this study are not only helpful and enlightening to those who are studying this question in Massachusetts, but should be generally helpful throughout the country and to students of education generally. Contents include: (1) Letter of transmittal; (2) Prefatory note; and (3) Introduction. (Contains 6 graphs and 5 footnotes.) [Best copy available has been provided.]
Statistics of Teachers Colleges and Normal Schools, 1921-22. Bulletin, 1924, No. 10
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Enrollment Rate,Schools of Education,Statistical Surveys,College Students,Graduates,College Faculty,Income,Expenditures,Private Financial Support,Males,Females,Urban Schools,Private Schools,Counties,Teacher Educators,School Schedules,Higher Education,Postsecondary Education,Public Education,Adult Education,Vocational Education,Teacher Education,Enrollment,Educational Facilities,Budgets,School Statistics,Summer Schools,Libraries,Black Colleges,African American Students,African American Education,Educational Trends,Educational History,Educational Policy,State Policy,Educational Finance,National Surveys,School Surveys,Endowment Funds,On Campus Students,Correspondence Study,Extension Education,State Schools,Teacher Supply and Demand

This report contains statistics from 382 schools engaged in the business of preparing teachers. Of this number, 80 are teachers colleges, 110 are State normal schools, 63 are private normal schools, 34 are city normal schools, and 95 are county normal schools. Although only 11 more schools are included in this report than were included in 1920, a substantial increase is shown in enrollment. The increase amounts to 68,202 students. The increase in number of those taking normal courses is 59,204, which is encouraging from the viewpoint of preparing teachers for elementary and secondary schools. The greater percentage of increase is among men students. In 1922, 80 institutions having a four-year course above the secondary school and granting a degree are classed as teachers colleges. The list is composed of 4 institutions formerly classed among colleges and universities, 71 institutions classed among State normal schools, and 5 institutions among private normal schools. (Contains 37 tables.) [Prepared by the Statistical Division of the Bureau of Education. Best copy available has been provided.]
Manual Arts in the Junior High School. Bulletin, 1924, No. 11
Author: Roberts, William E.
Date: 1924-00-00
Type: Historical Materials
Subjects: Junior High Schools,Vocational Education,Urban Schools,Shop Curriculum,Industrial Arts,Woodworking,Metallurgy,Teacher Characteristics,Classrooms,Equipment,Printing

There is available a large amount of valuable material upon the subject of manual arts in the junior high school. This material is, however, very largely general in character: or, if specific, deals with individual or isolated special features of the work. In treating of specific problems of the administration of manual arts in the schools, there are wide differences of opinion; so that, while the general aims and purposes of the work are understood and accepted, there is much doubt and confusion in the minds of administrators as to the expression of these aims in terms of more specific objectives, methods, subject matter, courses of study, and organization. The purpose of this report is to give somewhat definite answers to the questions: "What are the aims of manual arts in the junior high school, and how are they to be attained in terms of teaching, methods, subject matter, and organization?" Contents include: (1) Foreword; (2) Introduction; (3) Junior high schools in typical cities; (4) The junior high school; (5) Manual arts in the junior high school; (6) Courses of study in manual arts; (7) The manual arts teacher; (8) Manual arts room; and (9) Manual arts equipment. A bibliography is included. (Contains 13 figures and 2 footnotes.) [Best copy available has been provided.]
Secretarial Training: Report of the National Conference Held at the College of Secretarial Science of Boston University, October 27, 1923. Bulletin, 1924, No. 12
Author: Swigget, Glen Levin
Date: 1924-00-00
Type: Historical Materials
Subjects: Office Occupations,Educational Objectives,Educational Practices,Public Schools,High Schools,Conferences (Gatherings),Higher Education,Postsecondary Education,Business Education,Educational History,Males,Females,Gender Differences,Curriculum,Private Schools,Adult Education,Vocational Education,College Instruction,Program Descriptions,Business Education Teachers,Office Occupations Education

The National Conference on Secretarial Training, called by the United States Bureau of Education in cooperation with Boston University, was held at the College of Secretarial Science Saturday, October 27, 1923. The conference was attended by 120 delegates, representing Massachusetts, Connecticut, Pennsylvania, Illinois, New York, New Jersey, Rhode Island, and the District of Columbia. The topic of the conference was Practices and Objectives in Training of Secretaries and was chaired by Glen Levin Swiggett. The morning session topic was secretarial training in public high schools and private business schools. The afternoon session covered secretarial training in colleges and universities, and the evening session covered the objectives of secretarial training. (Contains 2 footnotes.) [Best copy available has been provided.]
Special Education Teachers' Perceptions and Beliefs Regarding Homeschooling Children with Autism Spectrum Disorders
Author: Hurlbutt, Karen
Date: 2012-00-00
Type: Journal Articles
Subjects: Parents,Parents as Teachers,Student Needs,Autism,Special Education Teachers,Home Schooling,Teacher Attitudes,Pervasive Developmental Disorders,Teaching Experience,Social Development

The increase in individuals and students being diagnosed with autism spectrum disorders (ASD) has been significant in recent years, and teachers are finding themselves needing to work with students for which they may be inadequately prepared. More and more parents of children with ASD are concerned with the education programming and preparedness for the future available through the public school system, and are turning to homeschooling as the option that works for their family. Because homeschooling options are many, and communication may be important in order to provide the best program for children with ASD, a need was identified to survey teachers regarding their perceptions and beliefs regarding homeschooling children with ASD. Fifty-two special education teachers from eight states participated in this study. Results indicated that there was no difference in perceptions and beliefs among teachers who have and have not had experience with homeschooling. Results also indicated that teachers were concerned that the children were missing out on academics and social opportunities, and did not seem to consider the flexibility and individual possibilities homeschooling provides. Sample survey questions are appended. (Contains 1 table.)
Biennial Survey of Education, 1920-1922. Volume II. Bulletin, 1924, No. 14
Author: Department of the Interior, Bureau of Education (ED)
Date: 1925-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Statistical Data,Comparative Analysis,Urban Schools,Schools of Education,High Schools,Private Schools,State Schools,Statistical Surveys,Enrollment Trends,Public Schools,Universities,Colleges,Kindergarten,Deafness,Special Schools,Blindness,Mental Retardation,Industrial Education,Delinquency,Institutes (Training Programs),Teacher Education

The statistical survey is intended to give a general summary of the statistics of enrollments in the various types of public and of private schools and other institutions reporting to the Bureau of Education for the school year 1921-22, the distribution of teachers, the cost, so far as practicable, of operating these schools, and a comparison of the educational opportunities in the various States of the United States. Volume II of the Biennial Survey of Education for the years 1920-1922 contains the following chapters: (1) Statistical survey of education, 1921-22; (2) Statistics of State school systems, 1921-22; (3) Statistics of city school systems, 1921-22; (4) Statistics of universities, colleges, and professional schools, 1921-22; (5) Statistics teachers colleges and normal schools, 1921-22; (6) Statistics of public high schools, 1921-22; (7) Statistics of private high schools and academies, 1921-22; (8) Statistics of kindergartens, 1921-22; (9) Schools for the deaf, 1921-22; (10) Schools and classes for the blind, 1921-22; (11) Schools and classes for feeble-minded and subnormal children, 1922; and (12) Industrial schools for delinquents, 1921-22. An index is also included. (Individual chapters contain tables, figures, and footnotes.) [For the Volume I of this report, see ED540517. Best copy available has been provided.]