ethanporcaro/eric-fulltext-meta huggingface dataset:
Securing a Better Future: A Portrait of Female Students in Mississippi's Community Colleges. Report #C417
Author: Hess, Cynthia
Date: 2014-05-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Females,Student Surveys,Online Surveys,Student Motivation,College Attendance,Academic Aspiration,Income,Employment Level,Low Income Groups,Paying for College,Student Financial Aid,Student Loan Programs,Decision Making,Majors (Students),Transportation,Child Care,Costs,Health Insurance,Physical Health,Mental Health,Contraception,Violence,Social Support Groups,Student Personnel Services,Satisfaction,Racial Differences,Age Differences,Administrator Attitudes,Interviews

Community colleges are a critical resource for women seeking to achieve economic security and stability, yet many women who are community college students face challenges that make it difficult to persist in their education and complete their degrees. To understand the circumstances and experiences of female community college students in Mississippi, the challenges to their academic progress, and the resources that enable them to persist and succeed, the Institute for Women's Policy Research (IWPR) conducted an online survey of women who are students in the state's community colleges, commissioned by the Women's Foundation of Mississippi (WFM). Nearly 550 students from 13 of the state's 15 community colleges responded to the survey, with the majority of responses (60 percent) coming from two schools. Students answered questions about the factors that inspired them to pursue postsecondary education, their personal and career goals, and which types of student supports they find most helpful and needed. To supplement the findings from students' responses to the survey, IWPR interviewed eight community college administrators about their perceptions of students' greatest unmet needs, the ways their schools strive to meet these needs, additional services they believe would be useful to the students they serve. These interviews and the survey supplement draw on insights from the &quot;Community College Completion Project&quot; conducted by the Social Science Research Center of Mississippi State University, a study that examined the challenges and obstacles women students in Mississippi encounter in fulfilling their community college goals. Recommended changes to address these challenges include the following: (1) Enhance career counseling and remedial education; (2) Expand and improve student supports and services; and (3) Increase access to financial aid and other financial supports. The following are appended: (1) Racial/Ethnic Distribution of Respondents; and (2) Age Distribution of Respondents.
Impact of Teacher's Income on Student's Educational Achievements
Author: Lukaš, Mirko
Date: 2014-11-01
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Academic Achievement,Teacher Salaries,Foreign Countries,Correlation,Teacher Influence,Hypothesis Testing,Qualitative Research,Reading Achievement,Mathematics Achievement,Science Achievement,Student Attitudes,Cross Cultural Studies,Comparative Analysis

The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in student's achievement outcomes is unquestionable. There are many factors that have an impact on student achievement, but this paper will analyze only the impact of teacher's income on student's achievement. A hypothesis for further study has been set by collecting and analyzing pedagogical documentation on teacher salaries and student's educational achievements. Qualitative approach to statistical results of PISA study published in 2013 analyzes following categories: reading, mathematics and science, student's sense of belonging to school and student's personal opinion on does school prepare them for adult life. The study of these elements in selected countries gives us a concrete insight into their interrelationship. The comparative analysis compared the educational achievements of students with the level of teacher's salaries in the following countries: Canada, Denmark, France, Germany, Israel, Japan, Norway, South Korea, Spain and Switzerland. The results of the research show that the level of teacher's income has an impact on student's achievements. The paper confirms the facts that the teaching profession is more popular as incomes increase and therefore attracts more motivated and skilled individuals. [This paper was published in the SGEM2014 Proceedings, ISBN-978-619-7105-24-7 / ISSN 2367-5659, September 1-9, 2014, Vol. 3, pp. 383-390.]
Accelerating Change for Women Faculty of Color in STEM: Policy, Action, and Collaboration
Author: Hess, Cynthia
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: STEM Education,Womens Education,Educational Change,Minority Group Teachers,Career Development,Success,Equal Opportunities (Jobs),Educational Policy,Advocacy,Financial Support,Educational Methods,Barriers,Disproportionate Representation,Racial Differences,Gender Differences,Employment Level,Educational Attainment,Academic Degrees

This report summarizes findings and recommendations from a convening, &quot;Accelerating Change for Women Faculty of Color in STEM: Policy, Action, and Collaboration,&quot; that was designed to address the underrepresentation of women of color in STEM academic careers. The convening provided an opportunity for individuals who work in various sectors--including academia, government, corporations, and nonprofits--to share their experiences and knowledge about conditions for women of color in academic STEM careers and approaches that can facilitate their success and continued advancement. Speakers and participants addressed a range of topics, including current data illuminating the status of women of color in STEM, areas where progress has been made and places where it has stalled, as well as current initiatives to increase the representation of women of color in STEM faculty positions. They also discussed key areas of potential change (e.g., policy, institutions, and philanthropy) and actions that need to be taken within each area. The report concludes by summarizing recommendations for advocates, funders, and institutions to improve the status of women faculty of color in STEM. These recommendations include: (1) Advocacy Recommendations; (2) Recommendations for Improving Funding Opportunities; and (3) Recommendations for Improving Institutional Practices. Through more concerted, focused, and widespread efforts to accelerate progress for women faculty of color, the nation as a whole will advance its global leadership in STEM. The following are appended: (1) Figures and Tables by Gender, Race/Ethnicity, and STEM Discipline; (2) Advisory Committee; (3) Convening Participants; (4) Convening Agenda; and (5) Speaker Biographies.
Improving Child Care Access to Promote Postsecondary Success among Low-Income Parents. Report #C378
Author: Miller, Kevin
Date: 2011-03-00
Type: Reports - Research
Subjects: Undergraduate Students,Parents,One Parent Family,Child Care,Postsecondary Education,Low Income Groups,Economically Disadvantaged,Family Work Relationship,Family Needs,Needs Assessment

Parents of dependent children make up nearly a quarter (3.9 million) of the undergraduate students in the United States, and half of those parents are single parents (1.9 million). Many are pursuing postsecondary education with the hope of improving their families' lives. Research has shown that their strategy is a good one: postsecondary courses and credentials can increase individual earnings, and the children of parents who earn postsecondary credentials are more likely to themselves pursue postsecondary education. Student parents, however, face many challenges to accessing and completing postsecondary education programs. Nearly half of student parents work full-time while enrolled, in addition to caregiving responsibilities, which are heavier for enrolled mothers than for their male counterparts. Single student parents in particular are likely to come from disadvantaged backgrounds or situations: they are less likely to have parents who have earned postsecondary degrees and more likely to be low-income and to qualify for need-based financial aid. One of the greatest challenges faced by parents pursuing postsecondary education is obtaining affordable, high-quality child care. With so many parents attempting to balance work, school, studying, and family demands, child care is an absolute requirement for many to be able to pursue postsecondary education. Unfortunately, the need for child care is much greater than the supply of on-campus child care. This report examines the role of child care as a crucial support for parents who pursue postsecondary education. Literature review, analyses of public data, original surveys, and interviews were used to examine the population of student parents in the United States, the challenges they face, and the ways in which access to child care can be improved in order to facilitate student parent success in postsecondary settings. Three appendices are included: (1) Selected Results of IWPR [Institute for Women's Policy Research] Survey of NCCCC [National Coalition for Campus Children's Centers] Members; (2) Child Care Needs Assessment Methodology; and (3) Interviewees. [This report is a product of IWPR's Student Parent Success Initiative.]
Education, Place and Sustainability: A Literature Review and Overview of Curriculum and Policy in the States and the Territory of the Murray-Darling Basin
Author: Roberts, Philip
Date: 2014-11-00
Type: Information Analyses
Subjects: Foreign Countries,Place Based Education,Sustainability,Educational Policy,Curriculum Design,Literature Reviews,Environmental Education,Measures (Individuals)

This report has been developed as part of the MDBfutures Collaborative Research Network project &quot;Towards Place Based Education in the Murray-Darling Basin.&quot; The project explores the ways in which sustainability is understood in Murray Darling Basin (MDB) communities of Australia (including Indigenous, rural, small towns and regional centres) and the ways it is currently taught in schools in the MDB region. The report consists of a literature review and synthesis of &quot;place&quot; and &quot;sustainability&quot; in the academic and policy literature that is pertinent to an international audience. Furthermore the report includes a document analysis of sustainability in education policy and curriculum for the six jurisdictions that span the MDB. This literature review provides a background for the analysis of &quot;place&quot; and &quot;sustainability&quot; in education programs by outlining the competing and multifaceted meanings in use for each term. As such the review encourages educators to engage with these complex means rather than fall back to one-dimensional interpretations. The document analysis reveals a disjuncture between the stated definition of sustainability in education policy and curriculum of the six jurisdictions that span the MDB and the practical actions proposed and curriculum links. Here it is revealed that a Triple Bottom Line definition of sustainability frames policy and curriculum while an environmentalist perspective is enacted through these same documents. Through this review we encourage educational workers to engage with complex and multifaceted means of sustainability. Seven appendices include: (1) Australian Sustainable Schools Initiative; (2) Measures and Indicators; (3) Glossary; (4) Aboriginal and Torres Strait Islander Action Plan 2010-2014; (5) Definitions of Sustainability in each Curriculum Document; (6) Sustainability in each Jurisdictional Curriculum; and (7) Sustainability in Policy. [This Murray-Darling Basin futures research is supported through the Australian Government's Collaborative Research Networks (CRN) Program Additional funding and support has also been provided by the Murray-Darling Basin Authority.]
Community College Partnerships for Student and Career Success: Program Profile of &quot;Carreras en Salud.&quot; Fact Sheet #C397
Author: Henrici, Jane
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Community Colleges,Partnerships in Education,College Students,Parents,Social Support Groups,Career Development,Adult Vocational Education

Postsecondary students with children often need an array of supports to succeed in their studies, which can require significant coordination among new and existing services (Conway, Blair, and Helmer 2012; Henrici n.d.; Miller, Gault, and Thorman 2011). Such supports might include financial aid, academic and career counseling, job placement assistance, transportation, housing, child care, and classes in English-as-a-Second Language. To more effectively provide an expanded range of student resources, community colleges often partner with local nonprofits, private businesses and foundations, and government institutions (Altstadt 2011; Bragg et al. 2007; Bray, Painter, and Rosen 2011; Conway, Blair, and Helmer 2012; Leutz 2007; Singh 2007; Wilson 2010). This fact sheet describes &quot;Carreras en Salud&quot; (&quot;Careers in Health&quot;), a career pathway program that scholars and advocates have elevated as a promising model for providing comprehensive supports through multiple partnerships with city colleges in Chicago.
Community College Students Need Fair Job Scheduling Practices. Fact Sheet #C420
Author: Reichlin, Lindsey
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Females,Child Care,Family Life,Student Employment,Working Hours,Financial Problems

This paper discusses the challenges that community college students face as a result of holding a job while pursuing a postsecondary education. Working is often critical to community college students' ability to pursue a postsecondary education, but holding a job while in school can threaten a student's success in college. For students to succeed at both school and work, they need jobs with predictable schedules, and they need to have a say in scheduling so that work does not conflict with classes. In colleges across the nation, predictability and control over work schedules are critical to the success of students who are managing school, work, and parenthood. Unexpected developments in family life, such as having to care for a sick child or problems with child care arrangements, can disrupt students' schedules on short notice--increasing their stress and limiting the time they have to devote to school obligations. Policies that improve employer scheduling practices through advance notices of schedules, and allowing workers to request scheduling changes without fear of negative consequences, would improve chances of success among women pursuing postsecondary degrees.
College Affordability for Low-Income Adults: Improving Returns on Investment for Families and Society. Report #C412
Author: Gault, Barbara
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Student Costs,Low Income Groups,Adult Students,Outcomes of Education,Access to Education,Higher Education,Financial Needs,Student Employment,Undergraduate Students,Child Care,Gender Differences,Racial Differences,Parents

This report examines how efforts to understand and improve college affordability can be informed by the experiences and circumstances of low-income adults, students of color, and students with dependent children. The report discusses how the time and financial demands associated with financial independence, parenthood, and work affect a student's ability to invest in college, and how segregation in college majors diminishes returns on investment for low-income students. The following recommendations for improving affordability and returns on investment are included in this report: (1) Create systems and tools to help women and students of color select majors that prepare them for high-paying careers; (2) Shift federal and state systems of financial aid to more accurately and completely account for student financial need--to help apportion more aid to students who need it the most; (3) Develop more student and campus supports that acknowledge the multiple demands in students' lives, which often include substantial work and care-giving obligations; (4) Expand efforts to help students access publicly provided benefits, such as the Earned Income Tax Credit (EITC), TANF, WIC, and child care subsidies; and (5) Develop more targeted scholarships and campus supports for the many students with dependent care obligations, such as inclusive campus policies, programs to increase social connectedness and reduce isolation, health supports, and single-parent housing, in addition to child care support. Ideally, any interventions to shift institutional and consumer knowledge and incentives should be examined from the perspectives of how they will affect women and communities of color, populations that have disproportionate time constraints, dependent care obligations, and poorer labor market outcomes at all educational levels.
Relations of Different Types of Numerical Magnitude Representations to Each Other and to Mathematics Achievement
Author: Fazio, Lisa K.
Date: 2014-00-00
Type: Information Analyses
Subjects: Mathematics Instruction,Mathematical Concepts,Numbers,Mathematics Achievement,Number Concepts,Symbols (Mathematics),Meta Analysis,Correlation,Knowledge Level,Number Systems,Grade 5,Elementary School Students,Elementary School Mathematics,Comprehension,Charter Schools,Computation,Standardized Tests,Scores,Reading Achievement,Reading Tests,Mathematics Tests

We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and non-symbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present, but tend to be weak, especially beyond age six. [This article was published in: &quot;Journal of Experimental Child Psychology&quot; v123 p53-72 2014.]
Socio-Scientific Decision Making in the Science Classroom
Author: Siribunnam, Siripun
Date: 2014-12-00
Type: Journal Articles
Subjects: Science and Society,Decision Making,Science Instruction,Literature Reviews,Educational Research,Data Collection,Teaching Methods

The learning ability of students in science is improved by socio-scientific decision-making, an important activity that improves a student's scientific literacy, conceptual understanding, scientific inquiry, attitudes, and social values. The socio-scientific issues must be discussed during science classroom activities in the current state of 21st century skills. This paper expands upon how to enhance socio-scientific decision making in the classroom, presenting a detailed thematic review of socio-scientific decision which is relevant to research studies' needs, methods, general knowledge claims, and implications. The methods of studies consist of interviewing, class observation, open-ended questions, free writing, audio-tape recorded discussion, and role play. The result is that it can be recommended, taking into account their findings in teaching processes.
Increasing Opportunities for Low-Income Women and Student Parents in Science, Technology, Engineering, and Math at Community Colleges. Report #C388
Author: Costello, Cynthia B.
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Females,Community Colleges,Low Income Groups,Two Year College Students,Parents,STEM Education,Associate Degrees,Science Careers,Labor Force,Disproportionate Representation

Drawing on a literature and program review, analysis of publicly available data, and consultations with experts in the field, this report examines opportunities for women and student parents to pursue and succeed in STEM fields at community colleges. Findings include the following: (1) Women with associate's degrees earn only 77 percent of what men earn, in part because of the different fields that men and women pursue, with men more likely to go into STEM fields. Women hold only about one in four STEM jobs. Given that many STEM occupations require advanced degrees or certificates beyond a high school diploma, increasing the proportion of women in STEM jobs requires that more women pursue STEM degrees and certificates at all points along the postsecondary pipeline--including associate's, baccalaureate, and advanced graduate degrees. (2) The proportion of women awarded subbaccalaureate degrees and certificates in STEM disciplines is declining, dropping from 33.8 percent in 1997 to 27.5 percent in 2007. Pursuing fields of study aligned with future careers in STEM fields can provide an important pathway to economic security for student parents and their families, while contributing to the future competitiveness of the U.S. economy. Reversing current trends in women's pursuit of STEM subbaccalaureate degrees and certificates will require community colleges to proactively recruit and retain female students. Research is needed to explore the factors that encourage low-income women and student parents to enter and succeed in STEM fields at community colleges, and supporting the community college pathway to STEM careers for low-income women and other disadvantaged students will require stronger public policies ranging from financial support and child care programs to protections against gender discrimination and new federal investments in STEM programs. [This report is a product of IWPR's Student Parent Success Initiative.]