ethanporcaro/eric-fulltext-meta huggingface dataset:
Benchmarks: WICHE Region 2012
Author: Western Interstate Commission for Higher Education
Date: 2013-01-22
Type: Numerical/Quantitative Data
Subjects: Higher Education,Population Growth,Family Income,High School Graduates,Tuition,Fees,Undergraduate Students,In State Students,Educational Attainment,Educational Finance,Academic Achievement,Access to Education,Benchmarking

Benchmarks: WICHE Region 2012 presents information on the West's progress in improving access to, success in, and financing of higher education. The information is updated annually to monitor change over time and encourage its use as a tool for informed discussion in policy and education communities. To establish a general context for the benchmarks, it is useful to understand that three demographic characteristics of the West are central to issues of Access, Success, and Finance. First, median household income in the West is slightly higher than in most other regions; while the national median household income in 2011 was $50,054, the average for Western Interstate Commission for Higher Education (WICHE) states was $51,721. However, average tuition and fees for resident undergraduates in 2012-2013 at public four-year institutions in the West were significantly lower: $7,553 in the region compared to $8,655 nationally. Second, on average, a slightly higher proportion of the region's population holds at least a bachelor's degree (29.4%) than is found nationally (28.2%). Finally, although population growth has been strong in the West, preliminary projections suggest that the era of uninterrupted growth in the number of high school graduates, both nationally and in the West, is nearing an end. Still, the West is home to states that are among the fastest-growing in the nation, as well as those which will see continued declines in the size of high school graduating classes, while all are likely to see continuation of a trend in the rapid diversification of high school graduates. (Contains 15 figures.)
Western Policy Exchanges
Author: Krueger, Carl
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Grants,Low Income Groups,Federal Government,Partnerships in Education,Postsecondary Education,College Bound Students,Educational Legislation,Federal Legislation,Cooperation,Mentors,College Preparation,Financial Aid Applicants,Program Implementation,Program Effectiveness,Peer Relationship

The College Access Challenge Grant (CACG) Program is a federal formula grant designed to foster partnerships among federal, state, and local governments and philanthropic entities to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Created by the College Cost Reduction Act of 2007, the CACG program provided $66 million per year for two years to agencies or organizations designated by each state's governor. The passage of the Healthcare and Education Reconciliation Act of 2010 expanded the program for an additional five years and raised funding to $150 million per year. The Western Interstate Commission for Higher Education (WICHE) launched the CACG Network in 2008, soon after the federal government provided initial grant funding to the states. WICHE designed the network to give Western states the opportunity to collaborate and improve their grant programs by sharing ideas and promising practices with colleagues in other states, learning from college access and success experts, and addressing common challenges as a group. During the first two years of the grant, &quot;Alaska,&quot; &quot;Nevada,&quot; &quot;North Dakota,&quot; and &quot;Washington&quot; participated in the CACG Network. In 2010 &quot;Idaho,&quot; &quot;Texas,&quot; &quot;Utah,&quot; and &quot;Wyoming&quot; joined the effort, while North Dakota opted out (the state rejoined the network in 2011). While the state projects in the CACG Network vary in size and scope and seek to boost access and success for low-income students using a variety of methods, there are several common approaches that show promise in multiple states. This issue of &quot;Exchanges&quot; highlights four strategies that states in the CACG Network have employed: (1) developing college access partnerships; (2) peer mentoring; (3) increasing the completion of the Free Application for Federal Student Aid (FAFSA); and (4) enhancing financial aid programs. The brief discusses promising new ideas and methods for implementing these strategies, the states' early results, and challenges they have faced. It generally focuses on the August 14, 2010-August 13, 2011 grant year, although many of the programs discussed have been developed over several years. (Contains 3 endnotes.)
Professional Student Exchange Program (PSEP) Administrative Manual. Revised
Author: Western Interstate Commission for Higher Education
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Nonprofit Organizations,Program Administration,Student Exchange Programs,Administrative Policy,Eligibility,Evaluation Criteria,Professional Development,Program Descriptions,Program Design,Student Records,Information Policy,Informed Consent,Veterinary Medical Education,Tuition,Financial Support,Student Financial Aid,Regional Programs,Access to Education,Improvement Programs,Program Guides,Administrator Guides,Consortia

WICHE (the Western Interstate Commission for Higher Education) is a regional, nonprofit organization. WICHE and its 15 member states work to improve access to higher education and ensure student success. Its student exchange programs, regional initiatives, and its research and policy work allow it to assist constituents throughout the West and beyond. This revised administrative manual details the operation of WICHE's Professional Student Exchange Program (PSEP). It outlines the responsibilities and procedures for WICHE, State Certifying Officers, participating programs, and PSEP students. Appended are: (1) The Western Regional Education Compact; (2) How WICHE Determines Which Professional Student Exchange Program (PSEP) Applicants Will Receive Support; (3) Memorandum; (4) Professional Student Exchange Program: Structure by State; (5) Consent To Transfer Student Records through the Student Exchange Program; (6) WICHE Veterinary Medicine Applicants Statement of Intent; (7) WICHE Veterinary Medicine Applicants Statement of Understanding; (8) WICHE Policy on Multiple Sources of Tuition Support for Students Enrolled in the Professional Student Exchange Program (PSEP); (9) Change of Status; (10) Notification to Cooperating PSEP Programs: AY 2013 Changes in the Way WICHE Support Fees Can Be Applied for Public Institutions; (11) Memorandum; (12) WICHE PSEP Service Payback Policies; and (13) Professional Student Exchange Program Agreement Between Western Interstate Commission for Higher Education and INSTITUTION's NAME OF PROGRAM. (Contains 4 tables and 8 footnotes.)
Conditions Supporting the Inclusion of Children and Teenagers with Physical Disabilities
Author: Lelgemann, Reinhard
Date: 2012-00-00
Type: Reports - Research
Subjects: Research Projects,Physical Disabilities,Foreign Countries,Inclusion,Mainstreaming,Adolescents,Children,Regular and Special Education Relationship,Multiple Disabilities,Literature Reviews,Surveys,Teacher Attitudes,Student Attitudes,Parent Attitudes,Special Schools,Attitude Measures,Attitudes toward Disabilities

The article presents the main results of a 2 year research project on appropriate conditions for the inclusion of physically and multiple disabled pupils in German schools. The research project consists of three parts: A synthesis of all national and international empirical studies published during the last 40 years  (Walter-Klose, 2012), 84 interviews with teachers, parents and students with experiences in inclusive settings and a survey of the experiences, opinions and attitudes of more than 4000 students, parents and teachers, involved in education in inclusive, special and general schools. The results of the studies stress the importance of the perception of the individual needs of students with physical and complex disabilities and the necessity for schools to adapt education and school organisation when inclusive schooling should succeed. (Contains 4 pictures, 1 table, and 2 footnotes.) [The research project was commissioned by the Landschaftsverband Rheinland. This article is a translation of a publication in the &quot;Zeitschrift fur Heilpadagogik&quot;, a German journal for special education. Citation: Lelgemann, R., Singer, P., Lubbeke, J. &amp; Walter-Klose, Ch. (2012). Qualitatsbedingungen schulischer Inklusion fur Kinder und Jugendliche mit dem Forderschwerpunkt Korperliche und Motorische Entwicklung. Zeitschrift fur Heilpadagogik, 63 (11), 465-473.]
A Comparison of Student Skill Knowledge Estimates
Author: Ayers, Elizabeth
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Data Analysis,Skills,Knowledge Level,Students,Models,Computation,Matrices,Comparative Analysis,Bayesian Statistics,Multivariate Analysis,Simulation

A fundamental goal of educational research is identifying students' current stage of skill mastery (complete/partial/none). In recent years a number of cognitive diagnosis models have become a popular means of estimating student skill knowledge. However, these models become difficult to estimate as the number of students, items, and skills grows. There exist alternatives such as sum-scores and the capability matrix. While initial theoretical work on sum-scores has been done, the behavior of sum-scores and the capability matrix is not well understood with respect to each other or to estimates from cognitive diagnosis models. In this paper we compare the performance of the three estimates of student skill knowledge under a variety of clustering methods using simulated data with varying levels of missing values. (Contains 6 tables.) [For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)," see ED539041.]
Great Explorations in Math and Science[R] (GEMS[R]) The Real Reasons for Seasons. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Middle School Students,Grade 6,Grade 7,Grade 8,Science Achievement,Evidence,Scientific Concepts,Outcome Measures,Program Evaluation,Instructional Effectiveness,Science Process Skills,Science Activities

&quot;Great Explorations in Math and Science&quot;[R] (&quot;GEMS&quot;[R]) &quot;The Real Reasons for Seasons&quot; is a curriculum unit for grades 6-8 that focuses on the connections between the Sun and the Earth to teach students the scientific concepts behind the seasons. The unit utilizes models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings to help students understand science content and develop scientific investigation skills. The What Works Clearinghouse (WWC) identified one study on the effects of &quot;GEMS&quot;[R] &quot;The Real Reasons for Seasons&quot; on the science achievement of middle school students. The WWC reviewed this study against group design evidence standards. The study (Pyke, Lynch, Kuipers, Szesze, &amp; Watson, 2004) is a randomized controlled trial that meets WWC evidence standards without reservations. This study is summarized in this report. Appended are: (1) Research details for Pyke et al. (2004); (2) Outcome measures for each domain; (3) Findings included in the rating for the general science achievement domain; and (4) Description of supplemental findings for the general science achievement domain. A glossary of terms is included. (Contains 4 tables, 6 endnotes and 2 additional sources.)
Peer-Assisted Learning Strategies. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Peer Teaching,Elementary School Mathematics,Learning Strategies,Mathematics Achievement,Mathematics Skills,Educational Improvement,Video Technology,Elementary Education,Curriculum Enrichment,Tutoring,Evidence,Outcome Measures,Program Evaluation

&quot;Peer-Assisted Learning Strategies&quot; is a peer-tutoring program for grades K-6 that aims to improve student proficiency in math and other disciplines. This report focuses on &quot;Peer-Assisted Learning Strategies&quot; for math. The math program supplements students' existing math curriculum and is based on peer-mediated instruction, a process whereby students work in pairs or small groups to tutor each other. During tutoring sessions, students work together on worksheets that target specific math skills, with one student designated to correct his or her partner's errors, award points for correct responses, and provide consistent encouragement and feedback. The program uses videos and teacher-provided scripted instruction to train students to engage in peer tutoring. Developers recommend that students participate in peer-tutoring sessions two to three times a week for approximately 30 minutes per session. The What Works Clearinghouse (WWC) identified 13 studies that investigated the effects of &quot;Peer-Assisted Learning Strategies&quot; on the math performance of elementary school students. The WWC reviewed all of those studies against group design evidence standards. One study (Fuchs, Fuchs, Yazdian, &amp; Powell, 2002) is a randomized controlled trial that meets WWC evidence standards without reservations. The study is summarized in this report. Four studies do not meet WWC evidence standards. The remaining eight studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Fuchs et al. (2002); (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 4 tables and 4 endnotes.)
The Brazilian National Curriculum for Foreign Languages Revisited through a  Multiculturalism and Peace Studies Approach
Author: Costa, Rejane Pinto
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Cultural Pluralism,National Curriculum,Democracy,Peace,Student Diversity,Foreign Countries,Graduate Study,Doctoral Dissertations,Teaching Methods,Second Languages,Self Concept,Conflict Resolution,Cultural Background,Interpersonal Relationship

This study emerged from a broader research completed during my Masters Course.  (THEORY/METHODOLOGY)  Theory and methodology were guided by the critical multiculturalism as seen in McLaren (1997, 2000). In my doctoral thesis, this concept was deepened by and linked to the peace studies of Galtung (1990, 2005, 2006), to empower multicultural peace education's potential to value cultural diversity and work for peace. (PURPOSE)  The objective of this study is to promote new dialogues and perspectives towards the understanding of Brazilian national curriculum for foreign language in a multicultural and peace oriented approach. This work is chiefly relevant since it pinpoints language as a means to building differences and homogenizing identities as shown by McLaren (1997) and Freire (2001). Their views illustrate the need to call the attention of education professionals to the importance of decolonizing discourses to promote a more democratic education.
Differences between Intelligent Tutor Lessons, and the Choice to Go Off-Task
Author: Baker, Ryan S. J. d.
Date: 2009-07-00
Type: Reports - Research
Subjects: Data Analysis,Intelligent Tutoring Systems,Student Behavior,Prediction,Differences,Mathematics Instruction,Algebra,High School Students,Grade 9,Grade 10,Secondary School Mathematics

Recent research has suggested that differences between intelligent tutor lessons predict a large amount of the variance in the prevalence of gaming the system. Within this paper, we investigate whether such differences also predict how much students choose to go off-task, and if so, which differences predict how much off-task behavior will occur. We utilize an enumeration of the differences between intelligent tutor lessons, the Cognitive Tutor Lesson Variation Space 1.1 (CTLVS1.1), to identify 79 differences between tutor lessons, within 20 lessons from an intelligent tutoring system for Algebra. We utilize a machine-learned detector of off-task behavior to predict 58 students' off-task behavior within that tutor, in each lesson. Surprisingly, the best model predicting off-task behavior from lesson features contains only one feature: lessons that involve equation-solving. We discuss possible explanations for this finding, and further studies that could shed light on this relationship. (Contains 1 figure and 2 tables.) [For the complete proceedings, &quot;Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009),&quot; see ED539041.]
Developing an Argument Learning Environment Using Agent-Based ITS (ALES)
Author: Abbas, Safia
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Data Analysis,Persuasive Discourse,Intelligent Tutoring Systems,Models,Man Machine Systems

This paper presents an agent-based educational environment to teach argument analysis (ALES). The idea is based on the Argumentation Interchange Format Ontology (AIF)using "Walton Theory". ALES uses different mining techniques to manage a highly structured arguments repertoire. This repertoire was designed, developed and implemented by us. Our aim is to extend our previous framework proposed in order to i) provide a learning environment that guides student during argument learning, ii) aid in improving the student's argument skills, iii) refine students' ability to debate and negotiate using critical thinking. The paper focuses on the environment development specifying the status of each of the constituent modules. (Contains 12 figures.) [For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)," see ED539041.]
Test Anxiety Reduction and Confidence Training: A Replication
Author: Bowman, Noah
Date: 2013-01-28
Type: Reports - Research
Subjects: Grades (Scholastic),School Holding Power,Intervention,Measures (Individuals),Control Groups,Statistical Significance,Test Anxiety,Teaching Methods,Conditioning,Effect Size,College Freshmen,High Schools,Outcomes of Education

This study was undertaken to replicate prior research in which a brief counter-conditioning and confidence training program was found to reduce anxiety and raise test scores.  First-semester college students were screened with the Westside Test Anxiety Scale, and the 25 identified as having high or moderately-high anxiety were randomly divided into Intervention and Control groups.  The Intervention students reviewed the procedure twice, while the controls received an information packet on managing anxiety.  The anxiety scale was administered again the week before finals.  The Intervention students showed a substantial drop in test anxiety, compared to the Controls (1.7 SD treatment effect size).  Changes in the Westside scale correlated with final grades (r= -0.40) providing further confirmation that the scale measures an impairment.  Intervention students scored an average 0.40 grade points above the Controls, or 8.7 percentile points, and intervention group grades adjusted for student high school grades was just short of statistical significance (p less than 0.06).  The obtained grade gain is only slightly below prior findings, and further supports the benefits of the procedure.  Implications for student retention were noted. (Contains 8 endnotes.)
Library Services in the Digital Age
Author: Zickuhr, Kathryn
Date: 2013-01-22
Type: Reports - Research
Subjects: Electronic Libraries,Library Services,Focus Groups,Librarians,Libraries,Surveys,Error Patterns,Web Sites,Access to Information,Information Seeking,Information Technology,Information Needs

This report explores the changing world of library services by exploring the activities at libraries that are already in transition and the kinds of services citizens would like to see if they could redesign libraries themselves. It is part of a larger research effort by the Pew Research Center's Internet & American Life Project that is exploring the role libraries play in people's lives and in their communities. The research is underwritten by the Bill & Melinda Gates Foundation. This report contains findings from a survey of 2,252 Americans ages 16 and above between October 15 and November 10, 2012. The surveys were administered on half on landline phones and half on cellphones and were conducted in English and Spanish. The margin of error for the full survey is plus or minus 2.3 percentage points. There were several long lists of activities and services in the phone survey. In many cases, the authors asked half the respondents about one set of activities and the other half of the respondents were asked about a different set of activities. These findings are representative of the population ages 16 and above, but it is important to note that the margin of error rises when only a portion of respondents is asked a question. There are also findings in this report that come from an online panel canvassing of librarians who have volunteered to participate in Pew Internet surveys. Some 2,067 library staff members participated in the online canvassing that took place between December 17 and December 27, 2012. No statistical results from that canvassing are reported here because it was an opt-in opportunity meant to draw out comments from patrons and librarians, and the findings are not part of a representative, probability sample. Instead, the authors highlight librarians' written answers to open-ended questions that illustrate how they are thinking about and implementing new library services. In addition, the authors quote librarians and library patrons who participated in focus groups in-person and online that were devoted to discussions about library services and the future of libraries. One batch of in-person focus groups was conducted in Chicago on September 19-20. Other focus groups were conducted in Denver on October 3-4 and in Charlotte, N.C. on December 11-12. Some 2,067 library staff members participated in the online panel. (Contains 2 tables and 10 footnotes.)
Edu-Mining for Book Recommendation for Pupils
Author: Nagata, Ryo
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Data Analysis,Books,Automation,Library Services,Elementary School Students,Readability,Accuracy,Computation

This paper proposes a novel method for recommending books to pupils based on a framework called Edu-mining. One of the properties of the proposed method is that it uses only loan histories (pupil ID, book ID, date of loan) whereas the conventional methods require additional information such as taste information from a great number of users which is costly to obtain. To achieve this, the proposed method solves the book recommendation problem as a problem of loan date prediction, relying solely on loan histories. Experiments show that the proposed method achieves an accuracy of 60% and outperforms the method (weighted slope open collaborative filtering) used for comparison. In addition to the performance, the proposed method has the following two advantages: (i) it is inexpensive compared to the conventional methods and (ii) reading level is adjustable. (Contains 2 figures, 4 tables, and 1 footnote.) [For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)," see ED539041.]