ethanporcaro/eric-fulltext-meta huggingface dataset:
The Reality of College Readiness, 2012. Virginia
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Virginia. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Wyoming
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Wyoming. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Wisconsin
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Wisconsin. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Washington
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Washington. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
Experiencing New Technology: Exploring Pre-Service Teachers' Perceptions and Reflections upon the Affordances of Social Media
Author: Redman, Christine
Date: 2012-12-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Ethnography,Handheld Devices,Student Teacher Attitudes,Social Networks,Educational Technology,Telecommunications,Graduate Students,Computer Mediated Communication,Laptop Computers,Questionnaires

This paper analyses pre-service teachers' perceptions of the affordances of new technology after experiencing two social media tools embedded into their coursework. This sociological ethnographic study builds upon previously gathered data that highlighted that 72% of pre-service teachers in the Masters of Teaching degree use personal mobile devices. Personal technology use was high, and the previous survey demonstrated that participants held a positive outlook for technology use in their future classrooms. However, these pre-service teachers had difficulty in articulating an educational vision for this technology. This study draws upon data from 120, second year Masters of Teaching pre-service teachers. Our focus, as academic staff, was to provide opportunities for all pre-service teachers to meaningfully experience the possibilities for learning spaces offered by new technologies. We scaffolded learning opportunities for pre-service teachers into lectures and workshops focusing on two social media tools: "Edmodo" and "Twitter". Participants were surveyed prior to their experiences, and their written reflections on the affordances of "Edmodo" and "Twitter" at the end of the semester were also coded. Personal mobile device use in this group increased, with more than 80% having a smart phone, and also at least one other personal mobile device (i-Pod, Laptop, i-Pad). Data displays a shift in pre-service teachers' perceptions of future use of these technologies within their own classrooms. Their reflections on "Edmodo" and "Twitter" show a refined ability to identify the possibilities of both tools, with many respondents providing a new and favorable vision for using of at least one of these in their future primary classroom practices. This study also outlines for us "where to next" for pre-service teacher preparation for teaching 21st century skills. (Contains 4 tables.)
Exploring the Nexus between Research and Doctoral Education
Author: Pearson, Margot
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Doctoral Programs,Research Methodology,Delivery Systems,Interviews,Position Papers,Educational Practices,Program Administration,Program Attitudes,Program Descriptions,Program Design,Correlation,Financial Support,Schematic Studies

Exploring the nexus between doctoral education and research, and developments in how research is organised and funded is of significance as doctoral education is both part of the higher education system for teaching and learning, and part of the research enterprise. Doctoral candidates are both students and effectively early career researchers. Drawing on data from an ARC funded study of the development of doctoral programs in Australia including investigation of eight discipline-based case sites, we argue that not only are the settings for research and doctoral education diverse, the settings and arrangements are complex. The findings show that significant features of education include doctoral programs distributed within and across a range of entities, sites and structures, both within and external to any one institution, and including academic departmental structures. We discuss tensions and issues raised by these developments for policy and practices in doctoral education; especially in a university system that has been moving to more corporate models of governance and organization to manage the expansion of student enrolments and pressures for accountability, risk management and quality assurance.
Engagement in Classroom Learning: Ascertaining the Proportion of Students Who Have a Balance between What They Can Do and What They Are Expected to Do
Author: Cavanagh, Rob
Date: 2012-12-00
Type: Reports - Research
Subjects: Learner Engagement,Rating Scales,Equated Scores,Teacher Expectations of Students,Interviews,Self Disclosure (Individuals),Self Evaluation (Individuals),Academic Ability,Item Response Theory,Secondary School Students,Self Efficacy,Student Experience,Aptitude Treatment Interaction

Student engagement in classroom learning was conceptualised as a balance between two attributes. In order for students to be engaged, the tasks expected of them should be commensurate with their ability to complete these tasks. That is, a balance between their learning capabilities and the expectations of their learning. Of interest was the proportion of students with this balance. First, 194 Years Eight to Twelve students were interviewed by two researchers on six aspects of the expectations of their learning and five aspects of learning capabilities. Second, 1760 Years Eight to Twelve students responded to 15 self-report items about the expectations of their learning and 12 self-report rating scale items about their learning capabilities. Rasch model common-person test equating methods were then applied separately to the data from the two sources. The proportions of students with "equivalent" learning capabilities and expectations of learning scores were approximately 80% for the two samples. The results support the theoretical basis for the Capabilities Expectations Model of engagement. Significantly, methods for estimating the proportion of students engaged in their classroom learning were presented and assessed. Instrumentation reliability within and between methods was evidenced. (Contains 6 figures.)
Ethical Intervention versus Capital Imaginaries: A Class Analysis of the Overseas Schooling Choice of the Chinese &quot;New Rich&quot;
Author: Wang, Yujia
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: School Choice,Ethics,Foreign Countries,Neoliberalism,Cultural Capital,Educational Experience,Intervention,Social Class,Asians,Decision Making,Study Abroad,Student Mobility,Foreign Students,Advantaged,Family Role,Student Motivation,Student Attitudes

The overseas schooling choice as a spatial strategy of capital accumulation has recently attracted scholarly attention (Findlay et al 2012; Ong 1999; Waters 2005, 2006; Brooks and Waters 2011). This paper follows an exploration of the links between geographical mobilities incurred by educational choices, capital accumulation, and class identities by looking at the overseas educational choice of the Chinese &quot;new rich&quot;. It situates this examination in the schooling choices of Chinese families in both China and Australia, particularly drawing attention to the Chinese students' educational experiences in China, to better understand their overseas educational imperatives and imaginations at the moment of their overseas study decision-making. Theoretically, it engages with debates of flexible accumulation of cultural capital in geographically transnational mobility (Ong 1999; Waters 2006), cosmopolitan capital (Weenink 2007; 2008), and class-making (Bourdieu 1986; Ball 2003). In these debates, schools are approached as a regime of capital where students can be possibly inculcated in certain cultural traits and accumulate targeted forms of cultural capital that constitutes their class-to-be identities. The paper seeks to contribute to this academic endeavour by focusing on the overseas educational choice-making of Chinese international students and their families. It is also a break that sees schools as an ethical regime. Drawing on the notion of ethical problematization in the situated global assemblages (Ong and Collier 2005), it is an attempt to explore the ethical rationalities associated with overseas school choices. It is revealed in this empirical research that ethical rationalities centring round &quot;how one should live&quot; and neoliberal rationalities of capital imaginaries are mediated paralleled or single-handedly in the construction of the Chinese new rich's overseas study imperatives. By bringing attention to their ethical rationalities and emotional landscapes, this paper argues that ethical rationalities cannot be neglected as motivations and a valence of reasoning in the school choice making by an over-emphasis on a neoliberal logic embedded in a classed strategy.
Discerning Beginning Teachers' Conceptions of Competence through a Phenomenographic Investigation
Author: Goh, Pauline Swee Choo
Date: 2012-12-00
Type: Reports - Research
Subjects: Competence,Foreign Countries,Beginning Teachers,Investigations,Knowledge Base for Teaching,Phenomenology,Teaching Experience,Teacher Attitudes,Teacher Competencies,Teacher Competency Testing,Interviews,Teaching Styles,Early Childhood Education,Self Concept

The research reported here investigates variation in beginning teachers' early experiences of their own teaching competency. A phenomenographic research approach was used to show the qualitatively different ways teacher competence was understood amongst beginning teachers in Malaysia. Phenomenographic interviews were conducted with 18 beginning teachers who had started full time teaching for between 1-3 years. Analysis revealed that beginning teachers &quot;saw&quot;, &quot;understood&quot; the conceptions of competency in five different ways: i) the ability to manage classroom and student behavior, ii) a strong knowledge of the subject content, iii) the ability to reach out for assistance and support, iv) understanding the students they teach, and v) possessing values of professionalism. The relationships between these different ways are represented diagrammatically. This investigation gives an insider's perspective a strong voice of what constitutes teacher competence, as well as illustrates that if teacher competence is to be used for any articulation of teacher standards, the term must be carefully defined through the help of the group most affected by any judgements of their competency to avoid misunderstandings, unhappiness and discontent. (Contains 1 figure.) [This paper was supported by the Sultan Idris Education University grant.]
Developing Intercultural Competence in University Staff: Augmenting Internationalisation
Author: Andrew, Helen
Date: 2012-12-00
Type: Reports - Research
Subjects: Professional Personnel,Professional Development,Intercultural Communication,Cultural Awareness,Foreign Countries,School Policy,College Faculty,Audits (Verification),International Education,Pilot Projects,Interviews,Teacher Attitudes,Expectation,Aspiration

The primary aim of this research was to consider the benefit of providing professional development in intercultural competence for general staff at Deakin University. While the question arose from a disparity identified in the University policies, the importance of this consideration was highlighted in an impending audit to be conducted by AUQA, in which internationalisation was a key theme. In this pilot study, a range of professional staff members across Deakin University was interviewed to identify their strengths, weaknesses, aspirations and expectations on professional development in intercultural competence. Some recommendations were made about how to offer such training. (Contains 1 table.)
Equity, Academic Rigour and a Sense of Entitlement: Voices from the &quot;Chalkface&quot;
Author: Aveling, Nado
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Social Justice,Teacher Education Curriculum,Teacher Education Programs,Controversial Issues (Course Content),Gender Issues,Racial Attitudes,Case Studies,Educational Practices,Student Teacher Attitudes,Teacher Attitudes,Reflection,Foreign Countries

When working with teacher education students one of our aims is to look at &quot;race&quot; and racism, and the implications that &quot;being white&quot; has for teachers' practice. Hence we develop conversations around who we are as gendered and racialised subjects who occupy specific socio-economic positions. Our students find this disconcerting, however, as educators we find the journey equally challenging, even painful. When students personalize their discomfort by attacking us, it is not easy to simply shrug off hurtful comments. What we want to do in this paper, therefore, is to share the stories of our &quot;tragedies and triumphs&quot; and present a number of impressionistic snapshots that illustrate the effects that teaching about social justice issues has on us as teachers. The issues mentioned in our title form the basis of our narratives: we are firmly committed to retaining our focus on equity as a guiding principle without sacrificing academic rigour, while at the same time addressing student resistance and the sense of entitlement that some bring to the unit.
Factors Influencing Students' Decisions about Post-Year 10 Education
Author: Beswick, Kim
Date: 2012-12-00
Type: Reports - Research
Subjects: Factor Analysis,Student Attitudes,Disadvantaged,Questionnaires,Likert Scales,Student Educational Objectives,Performance Factors,Rural Environment,Influences,Academic Persistence,Foreign Countries,Achievement Need,Attribution Theory,Educational Attitudes,Decision Making

This paper reports pilot data from an instrument devised as part of a large ARC funded project that aims, among other things, to investigate factors that influence the decisions of students in rural and/or disadvantaged areas to continue their schooling beyond Year 10. One section of the pilot student questionnaire comprised 42 items designed to reflect dimensions believed to influence these decisions. Participants responded on 5-point Likert scales indicating the extent of their agreement from Strongly Disagree to Strongly Agree with each of the items. We were interested in the extent to which the data supported the theoretical structure that underpinned the structure of the questionnaire and in testing the appropriateness of the language used. The large scale data collection will survey students from Years 5 to 11 with as few adaptations for differences in literacy levels across that range as possible. To this end, the pilot questionnaire was administered to Year 5 (n = 44) and Year 9/10 students (n = 50) with identical wording for both grade levels. A factor analysis of the complete data set (n = 94) provided initial evidence that being happy at school; having family support to continue with education, and appropriate curriculum options and extra-curricular activities, perceiving oneself as a high achiever both in general and in relation to mathematics, having teacher and peer support to continue, being positive about English, planning to be an apprentice, and having a job type in mind are dimensions worthy of further exploration in the larger study. (Contains 1 table.)
Findings from a Pilot Study into Student Retention beyond Year 10
Author: Cranston, Neil
Date: 2012-12-00
Type: Reports - Research
Subjects: School Holding Power,Vocational Education,Foreign Countries,Data Analysis,Academic Persistence,Rural Areas,Disadvantaged,Educational Trends,Trend Analysis,Questionnaires,Educational Research,Pilot Projects,Student Attitudes,Secondary School Students,Parent Aspiration,Academic Ability,Self Concept,Educational Attitudes

This paper reports on early findings from a pilot study into student retention beyond Year 10. Located in rural, regional and disadvantaged communities in Tasmania, the research has implications at State, national and international levels. It is being funded by a nationally competitive Australian Research Council Linkage grant and the Tasmanian Department of Education across three years. The paper begins by providing a conceptual overview of the research, including the background to the study, and then reports on trends that have emerged during the initial phase of data collection. Preliminary findings resulting from pilot data analysis of responses to questionnaires by students in Years 5 and 9/10 are discussed. The paper concludes with a discussion about what these early findings suggest in regard to factors impacting on student retention. (Contains 1 table and 5 figures.)