ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between the Neuroticism Trait and Use of the English Language Learning Strategies
Author: Fazeli, Seyed Hossein
Date: 2011-11-18
Type: Journal Articles
Subjects: Learning Strategies,Metacognition,Foreign Countries,English (Second Language),Second Language Learning,Correlation,Neurosis,Personality Traits,Second Language Instruction,Indo European Languages,Measures (Individuals),Questionnaires,Personality Measures,Memorization,Females,Language Tests,College Students,Majors (Students)

The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies). (Contains 3 tables.)
Junior Kindergarten Pilot Program Evaluation 2005-2006. Report for the HEPC Annual Meeting
Author: Grace, Donna J.
Date: 2006-12-18
Type: Reports - Research
Subjects: Program Evaluation,Pilot Projects,Focus Groups,Interviews,Kindergarten,Principals,Preschool Evaluation,Annual Reports,School Surveys,Case Studies,Administrator Attitudes,Teacher Attitudes,Educational Assessment,Educational Indicators,Change Strategies,Educational Experience

The purpose of this report is to provide an evaluation of the experiences of the 2005-2006 pilot junior kindergarten schools. Data sources included administrative data provided by the Department of Education (DOE) as well as surveys and focus group interviews conducted with pilot school teachers and principals. Surveys were returned from 113 teachers representing thirty-one different schools, or 84 percent of the pilot school cohort. Surveys were also returned from twenty-four school administrators (mostly school principals), representing 65 percent of the pilot school cohort. A total of thirty-six teachers and thirty-three administrators, representing thirty-three of the thirty-seven pilot schools, participated in the focus group interviews. Major findings,  and recommendations are provided. [This report was sponsored by the Hawai'i State Department of Education.]
The University of Hawai'i and Distance Education: The Critical Role of Faculty
Author: Johnsrud, Linda K.
Date: 2006-01-00
Type: Reports - Research
Subjects: Education Courses,Distance Education,State Colleges,Educational Technology,Teacher Behavior,Teacher Attitudes,Technology Integration,Participation,Attitude Measures,College Faculty

Colleges and universities have embraced distance education as a solution to meet challenges brought by demands for access, reduced state and federal funding, and strained institutional resources. Paralleling the growth of distance educational courses, programs, and enrollments, is the need to have increasing numbers of faculty delivering instruction to ensure continuity and quality of the education being delivered. The success for any distance education initiative relies on a critical and core resource, namely participating faculty who provide quality instruction. This study attempts to explore the individual behaviors of faculty by examining their attitudes toward the adoption and application of informational technologies within their institutional environment and academic profession, examine how these attitudes affect their participation in distance education courses, and determine the policy implications of these findings for higher education. (Contains 5 footnotes.)
Middle Level Grade Configuration: Impact on Hawai'i's Schools. Policy Analysis
Author: McFarland, Valere
Date: 2007-11-00
Type: Reports - Research
Subjects: Middle Schools,Policy Analysis,Grouping (Instructional Purposes),Educational Needs,Student Needs,Predictor Variables,Longitudinal Studies,Educational Policy,Academic Standards,Change Strategies,Educational Change,Educational Legislation,Educational Practices,Academic Achievement,School Safety,School Size,Transitional Programs,Academic Persistence,College School Cooperation,Student Development,Articulation (Education)

This report highlights the importance of addressing the unique set of needs of middle-level students. The struggle over structuring and content of middle-level education--the K-8 versus middle-school/junior-high argument--mirrors to a considerable extent the broader recurring battle of traditionalism versus progressivism. There are few empirical studies on what constitutes the &quot;best practices&quot; for middle-level configuration. This question relates to a complex set of variables that deserve further study. Thus, the author recommends a longitudinal study to look at what configuration best serves middle-level students in the state of Hawai'i. This study provides extensive evidence that small schools have major benefits over large ones, particularly in promoting higher attendance and graduation rates; higher levels of academic achievement; fewer students dropping out; and a stronger sense of connectedness. The study also indicates that creating a stronger sense of community meets the social and psychological development needs of middle-level students. Thus, it appears that the research would strongly recommend downsizing Hawai'i's middle schools and working to create programs that encourage a stronger sense of community. It is these efforts, that work to transform the social relationships among children, that will most benefit middle-level students--regardless of their school configuration. Appended are: (1) Hawai'i Charter School Middle-Level Configuration; and (2) Hawai'i Middle-School Disciplinary Actions. (Contains 2 tables and 24 footnotes.)
Restoring the Balance: Dollars, Values, and the Future of College Sports
Author: Knight Commission on Intercollegiate Athletics
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Higher Education,College Athletics,Graduation Rate,Athletes,Academic Standards,Integrity,Accountability,Cost Effectiveness,Educational Finance,Change Strategies,Governance,School Policy,Athletic Coaches

Almost 20 years ago, the Knight Commission on Intercollegiate Athletics released a landmark report about major college athletics. It criticized low athlete-graduation rates, questionable academic standards, and the increasing tendency of athletics programs to operate independently of university oversight. The trustees of the Knight Foundation feared that these persistent problems, found in all too many major college sports programs, threatened the very integrity of higher education. The report created a detailed roadmap for reforming college sports and was quickly embraced by higher education leaders. Since then, presidents and other leaders of Division I institutions have done much to improve governance policies and to raise academic expectations. The result has been better classroom outcomes for athletes and greater accountability for their coaches, teams, and institutions. Yet while everyone is proud that the Commission's 1991 report and its subsequent work have had a positive impact, everyone is acutely aware of how much remains undone. Most urgent of the remaining goals set out in the Commission's 1991 report is financial reform. The costs of competing in big-time intercollegiate sports have soared. Rates of spending growth are breathtaking. This financial arms race threatens the continued viability of athletics programs and the integrity of universities. It cannot be maintained. This report sets forth reforms that are achievable and that, if implemented, will create a foundation upon which future reforms can build. The blueprint for restoring educational values and priorities begins with strengthening accountability for intercollegiate athletics in three ways: (1) Requiring greater transparency and the reporting of better measures to compare athletics spending to academic spending; (2) Rewarding practices that make academic values a priority; (3) Treating college athletes as students first and foremost--not as professionals. (Contains 5 figures and 4 endnotes.)
Longitudinal Student Assessment: A Growth Model for Hawai'i's K-12 Students. HEPC Policy Brief
Author: Heck, Ronald H.
Date: 2006-10-00
Type: Reports - Research
Subjects: Elementary Education,Academic Achievement,School Effectiveness,Academic Standards,Educational Assessment,Educational Indicators,Achievement Gains,Achievement Rating,Predictor Variables,Measurement Techniques,Models,Knowledge Level,Student Development,Longitudinal Studies,Educational Policy

This Policy Brief describes an analysis conducted with a sample of 5,000 elementary students in 123 K-6 elementary schools in Hawai'i to describe students' proficiency levels and individual growth patterns over time and, based on this information, to make judgments about school effectiveness in meeting performance standards. The goal was to illustrate how growth modeling can be used to monitor levels of proficiency, while also adding another, more equitable, way of looking at school progress--one that is more directly related to what schools do in educating students, as opposed to what critics suggest currently merely reflects the demographic characteristics of school communities.  The second part of the study focused on what school-related variables best explain the classification of schools into their proficiency-growth groups. Further analyses revealed two sets of possible explanatory variables: a &quot;school contextual dimension&quot; and a &quot;school process dimension.&quot; Policy recommendations are provided from the study.
Online K-12 Schooling in the U.S.: Uncertain Private Ventures in Need of Public Regulation
Author: Glass, Gene V.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Elementary Secondary Education,Home Schooling,Online Courses,Distance Education,State Regulation,Blended Learning,Virtual Classrooms,Scores,Educational Finance,Financial Support,State Legislation,Instructional Effectiveness,Program Effectiveness,Accreditation (Institutions),School Business Relationship,Charter Schools,Educational Quality

Over just the past decade, online learning at the K-12 level has grown from a novelty to a movement. Often using the authority and mechanism of state charters, and in league with home schoolers and other allies, private companies and some state entities are now providing full-time online schooling to a rapidly increasing number of students in the U.S. Little or no research is yet available on the outcomes of such full-time virtual schooling. Partial or--blended approaches to virtual education, however, have existed for some time and have been studied fairly extensively. These approaches provide virtual courses in certain areas (math, English, and social studies, for example), and research has shown the virtual courses to produce test scores comparable to those from conventional, face-to-face courses. While such research is useful, it tells us little about scaling up from isolated courses to full-time virtual schooling. Some areas of the curriculum (the arts, for example) are likely beyond the successful reach of these new arrangements. And research thus far has offered little information about outcomes beyond scores on written tests. Moreover, the rapid growth of virtual schooling raises several immediate, critical questions for legislators regarding matters such as cost, funding, and quality. Virtual education presents policy challenges to governments at all levels, from local school boards to the federal government. However, the challenges are particularly acute for states, because states bear responsibility for sanctioning and chartering online providers. Therefore, this policy brief is accompanied by model statutory code language to addresses the issues raised by research and discussed in the main body of this brief. (Contains 70 notes.)
PARCC Model Content Frameworks: English Language Arts/Literacy--Grades 3-11
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Writing Skills,Instructional Program Divisions,Expertise,Language Arts,State Standards,English,Partnerships in Education,College Preparation,Guidelines,Curriculum Development,Knowledge Level,Student Evaluation,Models,Listening Skills,Speech Communication

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for English language arts/literacy (ELA/Literacy) to serve as a bridge between the Common Core State Standards and the PARCC assessments. The PARCC Model Content Frameworks were developed through a state-led process that included ELA content experts in PARCC member states and members of the Common Core State Standards writing team. The Model Content Frameworks are voluntary resources offered by PARCC to help curriculum developers and teachers as they work to implement the standards in their states and districts. The Model Content Frameworks offered in this document present the standards in an integrated fashion that will be useful for curriculum developers and teachers alike, while providing insight and guidance for the development of the future PARCC Assessment System. By systematically weaving together the standards into modules that progressively develop student understanding from grade 3 through grade 11, the Model Content Frameworks offer one way of envisioning how to emphasize the critical advances in the standards by focusing on essential knowledge and skills that students must develop for college and career readiness. Research supporting key elements of the standards is appended. (Contains 57 footnotes.)
PARCC Model Content Frameworks: Mathematics--Grades 3-11
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Elementary School Mathematics,Secondary School Mathematics,Academic Standards,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Algebra,Geometry,Mathematics,College Readiness,Employment,Readiness

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for mathematics to serve as a bridge between the Common Core State Standards and the PARCC assessments. The PARCC Model Content Frameworks were developed through a state-led process that included mathematics content experts in PARCC member states and members of the Common Core State Standards writing team. The Model Content Frameworks are voluntary resources offered by PARCC to help curriculum developers and teachers as they work to implement the standards in their states and districts. They are designed with the following purposes in mind: (1) Supporting implementation of the Common Core State Standards; and (2) Informing the development of item specifications and blueprints for the PARCC assessments in grades 3-8 and high school. This paper presents the Model Content Frameworks for Mathematics. Appended are: (1) Lasting Achievements in K-8; (2) Starting Points for Transition to the Common Core State Standards; (3) Rationale for the Grades 3-8 Content Emphases by Cluster; and (4) Considerations for College and Career Readiness. (Contains 29 footnotes.) [For related reports, see "PARCC Model Content Frameworks: English Language Arts/Literacy--Grades 3-11" (ED526347) and "Revisions to the PARCC Model Content Frameworks for Mathematics and ELA/Literacy Based on Public Feedback" (ED526349).]
Revisions to the PARCC Model Content Frameworks for Mathematics and ELA/Literacy Based on Public Feedback
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Feedback (Response),Elementary Secondary Education,State Standards,Mathematics,Language Arts,English,Literacy,Cooperation,Guidelines,Teacher Attitudes,Administrator Attitudes,Superintendents,Principals,College Faculty,Parent Attitudes,Boards of Education,Curriculum Development,Models

The PARCC Model Content Frameworks for Mathematics and ELA/Literacy have been developed through a state-led process in collaboration with members of the Common Core State Standards (CCSS) writing teams. The frameworks were reviewed by the public between August 3-31, 2011. Nearly 1,000 responses were collected, and respondents included K-12 educators, principals, superintendents, higher education faculty, school board members, parents and students. In fact, over 77 percent of respondents were teachers, administrators or curriculum directors. While some 200 responses were suggested line-item edits, the vast majority of responses fell into major themes. This paper describes those themes by content area and how the frameworks have been revised to address them. (Contains 2 footnotes.) [For related reports, see "PARCC Model Content Frameworks: English Language Arts/Literacy--Grades 3-11" (ED526347) and "PARCC Model Content Frameworks: Mathematics--Grades 3-11" (ED526348).]
Career Clusters: Forecasting Demand for High School through College Jobs, 2008-2018
Author: Carnevale, Anthony P.
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Employment Opportunities,Employment Patterns,Vocational Education,Education Work Relationship,Occupational Information,Job Skills,Occupational Clusters,Educational Demand,High Schools,Wages,Middle Class

This report presents data on job opportunities and skill requirements through 2018 arranged by the 16 career and technical education (CTE) career clusters in the Carl D. Perkins Act of 2006 (Perkins IV). These skill requirements reflect the length and extent of education and training required for the job. The authors detail changes in education requirements by cluster and show that the demand for postsecondary education will increase from 59 to 63 percent of all jobs by 2018. The authors identify the best clusters for those with only a high school diploma, some college/no degree, an Associate's degree, and a Bachelor's degree or better based on demand for and the earnings potential of occupations within those clusters. They compare projected job demand, both in terms of rate and the actual number of jobs added. They also show the number of net new jobs caused by new job creation and replacement jobs caused by workers retiring, moving between career clusters, or permanently leaving the workforce. They then identify the high-demand CTE clusters from these comparisons. Finally, they present wage data by education distribution for the CTE clusters to help identify high-wage clusters and occupations. Added to these data are comparisons of lower wage jobs with the Minimum Earnings Threshold (MET) of $35,000. Program planners can use this information, along with their knowledge of regional labor-market conditions and employer advice, to design and deliver CTE programs that meet workforce needs and the goals of Perkins IV. List of Occupations and Career Clusters is appended. A bibliography is included. (Contains 41 figures, 66 tables and 25 footnotes.) [For related reports, see "Career Clusters: Forecasting Demand for High School through College Jobs, 2008-2018. Executive Summary" (ED526351) and "Career Clusters: Forecasting Demand for High School through College Jobs, 2008-2018. State Data" (ED526352).]
Career Clusters: Forecasting Demand for High School through College Jobs, 2008-2018. Executive Summary
Author: Carnevale, Anthony P.
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Educational Attainment,Higher Education,Time to Degree,Education Work Relationship,Employment Opportunities,Employment Patterns,Retirement,Baby Boomers,Personnel Selection,Federal Legislation,Occupational Clusters,Prediction,Demand Occupations,Federal Programs,Vocational Education,Human Capital,Gender Differences,Outcomes of Education

Going directly from high school to college is not possible for everyone. Many who go to college will not do so straight out of high school, and many more need to work to pay for college. Good jobs for people without college degrees certainly still exist, although they are on a steady decline as computers and related technology take over routine functions historically handled by low-skill employees. Still, opportunities will present themselves for workers across the full range of educational preparation in the next decade as the Baby Boom generation retires. The key for students, workers, job counselors and educators will be knowing where to find these opportunities and then matching the right job with the right applicant. That is where this report can help. In the full version of the report, the authors present forecasts on job opportunities and skill requirements through 2018, broken down by the 16 career and technical education (CTE) clusters by the Carl D. Perkins Act of 2006. The Perkins act is a federal program aimed at improving technical education in the United States, and its clusters are widely used by vocational programs and counselors to assist students in preparing for and then finding jobs. It is hoped that program planners across the country will be able to use the information in this report, along with their knowledge of regional labor-market conditions and employer advice to improve outcomes for new graduates. The report offers a detailed portrait of the job landscape that applicants will be facing between now and 2018. For those with high school educations or less, the picture is one of restricted opportunity--there will be jobs for them, but in diminishing quantity and only in certain clusters. (Contains 3 tables, 1 figure and 2 footnotes.) [For the full report, &quot;Career Clusters: Forecasting Demand for High School through College Jobs, 2008-2018. State Data,&quot; see ED526352.]