ethanporcaro/eric-fulltext-meta huggingface dataset:
2013 Baccalaureate Graduates Survey: Report of Findings. The Class of 2011 Two Years after Graduation
Author: BC Student Outcomes (Canada)
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Bachelors Degrees,College Graduates,Graduate Surveys,Individual Characteristics,Educational Attitudes,Adult Education,Outcomes of Education,Education Work Relationship,Student Financial Aid

The Baccalaureate Graduates Survey (BGS) is directed at graduates from all public degree granting institutions in British Columbia. It is one of the annual surveys that make up BC Student Outcomes, which is an ongoing research program that gathers student outcomes information for B.C.'s public postsecondary institutions and the Province of British Columbia. To assess how well programs and institutions perform, graduates are asked about the quality of their educational experience, skill development, relevance of education and skills, and about post-graduate outcomes, such as employment, income and remaining debt load. This information can assist program and policy decision-makers, as well as inform prospective students who are trying to plan their future. This report presents a summary of the findings from the 2013 Baccalaureate Graduates Survey of 2011 graduates. System-wide summary analyses for the 10 post-secondary program areas are provided in this report. Included are the respondents' demographic characteristics, evaluation of their education, further education, labour force outcomes, and education financing and debt incurred. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education and the participating British Columbia post-secondary institutions.]
The Boston Opportunity Agenda: Third Annual Report Card
Author: Boston Foundation
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: School Readiness,Kindergarten,Reading Skills,Grade 3,High School Graduates,College Graduates,Program Effectiveness,Elementary Education,Primary Education,Government Role,Partnerships in Education,Agency Cooperation,Educational Objectives,Public Schools,Adult Learning,Postsecondary Education,Educational Attainment,Educational Quality,Accountability,Performance,Educational Change,Community Involvement,Grade 8,Algebra,Grade 10,Gender Differences,Grade 9,Outcomes of Education,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Graduation Rate,Family Involvement,Summer Programs,Elementary Secondary Education,College Readiness,Career Readiness,Dropout Rate

This &quot;Third Annual Report Card&quot; looks at improvements in the cradle-to-career educational pipeline, the areas where Boston has made modest progress but still has a great deal of work to do, and the places where observers have failed to see the gains that are needed to ensure that Boston is a city of opportunity for all. This report card is designed to aid in that process of reflection. By continuing to focus on key indicators--readiness for kindergarten, reading proficiency in 3rd grade, graduation from high school and college--this report card prompts community leaders and program providers alike to take a step back and evaluate Boston's educational programs in terms of their collective impact. Lessons learned through this evaluation include: (1) Strengthening kindergarten through grade 3 must be made a priority in Boston; (2) Boston's next mayor must continue to create new ways for partners to engage with the city, schools, and other governmental institutions; (3) Cross-sector collaborations and educational pathways that leverage the assets, knowledge, and thought partnership required to produce rapid change on a grand scale must continue to be built; and (4) During this time of change when multiple stakeholders will jockey for position with new leadership and administration, the new mayor and other civic leaders must keep the focus on achieving the educational goals that have been laid out for Boston and its learners of all ages. [The Boston Indicators Project and the Boston Public Schools Department of Research, Assessment and Evaluation assisted in analyzing and reporting on the metrics in this report.] [For the second Annual Report Card, see ED596828.]
Advanced Placement (AP) Report, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-12-06
Type: Reports - Research
Subjects: Advanced Placement,Advanced Placement Programs,High School Students,Student Participation,Tests,Incidence,Scores,Educational Trends,School Districts,Grades (Scholastic),Student Characteristics,Intellectual Disciplines

The Advanced Placement (AP) program represents a critical element in Houston Independent School District's (HISD's) efforts to inject rigor into the high school classrooms. Since 2009, the AP course offerings in HISD have been vastly expanded, with more campuses offering a wider selection of AP courses that exposes a larger percentage of the high school population to academic rigor. Dramatically more HISD students are taking AP courses, completing them, taking more AP exams, earning AP exam scores of at least a 3, and receiving AP awards at a record pace. Among the highlights of AP in 2012-2013 are: (1) Student participation in AP courses increased from 35.9% in 2012 to 36.1% in 2013 in the district; (2) The number of AP exam takers decreased by 3.2% from 13,403 in 2012 to 12,966 in 2013. However, the number of AP testers in 2013 represents an increase of 128% compared to 2009 when 5,694 HISD students took AP exams; (3) The number of AP exams taken decreased by 2.3% from 23,227 in 2012 to 22,693 in 2013. However, the number of exams taken in 2013 represents an increase of 96% compared to 2009 when HISD students took 11,594 AP exams; (4) 33.2% of all AP exams taken in 2013 by HISD students in grades 9-12 had AP scores of 3 or higher compared to 30.6% in 2012, reversing a declining trend experienced during 2009-2012 as the number of AP tests taken ramped up significantly; and (5) The number of AP awards presented to HISD students increased by 253 to a new district record of 1,480 reflecting a 20.6% increase in 2013 compared to 2012, building upon the 10.7% gain in AP awards in 2012 compared to 2011.
Meeting Accreditation Requirements: Are You Serving Distance Learners?
Author: Hardy, Kimberly
Date: 2012-10-00
Type: Journal Articles
Subjects: Online Surveys,Electronic Mail,Telecommunications,Accreditation (Institutions),State Colleges,Distance Education,Strategic Planning,Student Personnel Services,Program Descriptions,Evaluation Criteria,Videoconferencing,Computer Mediated Communication,Synchronous Communication,Internet,Technology Uses in Education,Technology Integration,Program Evaluation,Program Effectiveness,Student Surveys,Multicampus Colleges

Recent changes in the higher education landscape have called for greater access and accountability in a number of areas, most particularly distance learning. While there is a very significant instructional aspect to this equation, providing effective support and services to students enrolled in online education is becoming comparatively important, especially with accrediting bodies. However, in meeting the needs of this unique population, institutions are discovering that the services they provide to distance learners can be offered to all students, regardless of where they live or how they choose to take their classes. This article provides an overview of the Welcome Center, created in 2009 at Florida State College at Jacksonville, as a model for delivering quality and effective online student services to students, to include strategic planning, assessment and evaluation, environmental work design, functions, staffing, training, and technological systems.
Large Scale Quality Engineering in Distance Learning Programs
Author: Herron, Rita I.
Date: 2012-10-00
Type: Journal Articles
Subjects: Handheld Devices,Computer System Design,Guidelines,Administrative Organization,Professional Education,Instructional Design,Distance Education,Online Courses,Web 2.0 Technologies,Educational Certificates,Quality Assurance,Educational Quality,Nontraditional Students,Coaching (Performance),Models,Faculty Development,Program Administration,Instructional Development,Military Training,Adult Students,Asynchronous Communication,Courseware,Electronic Learning,Videoconferencing,Blended Learning,Web Based Instruction,Computer Mediated Communication,Synchronous Communication,Virtual Classrooms,Social Networks,College Instruction,College Faculty,Program Effectiveness,Program Descriptions,Aviation Education

Embry-Riddle Aeronautical University--Worldwide serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online and via blended delivery modes. The centralized model of online course production and management produces and maintains more than 200 high quality turnkey-style courses, including several award winners. Faculty members in partnership with an instructional design production team design worldwide courses, working together to ensure course goals and learning objectives are achieved. The more than 800 geographically dispersed faculty members are monitored and coached throughout the course delivery process by a quality management team. With a student satisfaction rate above 85%, how does Worldwide ensure that quality is pervasive at every stage in the distance learning process? In addition, how does Worldwide innovate and continue to ensure the quality of design and instruction remains our top priority? The article addresses quality assurance components of the distance learning model at Worldwide, including administration, course design, instructor professional development, and course delivery. The actors and processes employed to harness Web 2.0, mobile, and cloud technologies to facilitate distance learning administration, teaching, and learning are detailed. (Contains 3 figures.)
Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
Author: Stenbom, Stefan
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Tutoring,Synchronous Communication,Coaching (Performance),Elementary Secondary Education,Teaching Methods,Mathematics Instruction,Preservice Teacher Education,Partnerships in Education,College School Cooperation,Educational Technology,Computer Assisted Instruction,Computer Mediated Communication,College Students,Instructional Effectiveness,Questionnaires,Student Surveys,Statistical Analysis,Case Studies

There are comparatively few studies on one-to-one tutoring in online settings, even though it has been found to be an effective model. This paper explores student-student online coaching from the coach perspective. The empirical case is the project Math Coach, where K-12 students are coached by teacher students using instant messaging. This research is an adaptation of the community of inquiry model to an online coaching setting, which we refer to as a relationship of inquiry. The adapted model was used to gain a better understanding of the practice of online coaching by exploring the extent to which cognitive, social, and teaching presence exists in this case of online coaching. A relationship of inquiry survey was distributed to and answered by all active coaches (N = 41). The adapted cognitive, social and teaching presence measures achieved an acceptable level of reliability. Differences between three presences, and their respective sub-categories, demonstrate a unique pattern of interaction between coaches and coachees in the online coaching environment. Findings suggest the online inquiry model fits as well for a relationship of inquiry as it does for a community of inquiry. The model provides valuable information for better understanding of online coaching. (Contains 6 tables and 1 figure.)
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Algebra 1 Course
Author: Bissell, Ahrash N.
Date: 2012-10-00
Type: Journal Articles
Subjects: Courseware,Algebra,Mathematics Instruction,Outcomes of Education,Multimedia Instruction,Multimedia Materials,Remedial Mathematics,High School Students,Case Studies,Pilot Projects,Instructional Design,Educational Technology,Electronic Learning,Distance Education,Open Source Technology,Web Based Instruction,Online Courses,College Instruction,Instructional Effectiveness,Course Evaluation,Developmental Studies Programs

Less than half of the students in the United States graduate from high school and are ready to take college-level math courses. Many years and varieties of remedial math programs have failed to dramatically improve outcomes, especially at scale. The question we face is whether technology in general, and open educational resources in particular, might offer some solutions for improving math scores across the nation. Herein, we describe the work of the Monterey Institute for Technology and Education, and specifically the design and early evidence of impact of their multimedia Algebra and Developmental Math resources. We believe that the structure and function of these open educational resources can effectively meet the diverse needs of the nation's math teachers and learners, perhaps paving the way to more personalized teaching and learning practices. (Contains 2 figures.)
Bringing Life to Learning: Immersive Experiential Learning Simulations for Online and Blended Courses
Author: Beckem, John M., II
Date: 2012-10-00
Type: Journal Articles
Subjects: Computer Simulation,Asynchronous Communication,Learner Engagement,Educational Technology,Experiential Learning,Pilot Projects,Business Administration Education,Instructional Design,Electronic Learning,Blended Learning,Web Based Instruction,Evaluation Methods,Constructivism (Learning),Adult Students,Federal Programs,Career Readiness,Course Descriptions,Integrated Learning Systems,Video Technology,College Instruction,College Students,Instructional Effectiveness,Course Evaluation,Student Surveys,Case Method (Teaching Technique)

Higher education institutions are under significant pressure to provide affordable, sustainable approaches that will prepare their students with the skills they will need after graduation to achieve success in the 21st Century workplace. Digital Media Simulations are among the new technologies that have emerged with the promise to help institutions better prepare students by providing them with valuable experiential learning opportunities that are easily scalable, reusable, and uniquely suited to enable instructors to assess students while simultaneously providing them with authentic student-centered learning journeys that increase student engagement. This paper shares data from one Digital Media Simulation episode piloted by two cohorts of undergraduate business students at the State University of New York (SUNY), Empire State College. Results from this pilot demonstrate that Digital Media Simulations effectively increased student engagement and promoted deeper learning. (Contains 2 figures.)
From Research to Practice: Towards the Development of an Integrated and Comprehensive Faculty Development Program
Author: Ragan, Lawrence C.
Date: 2012-10-00
Type: Journal Articles
Subjects: Teacher Surveys,College Faculty,Distance Education,Online Courses,Research Design,Faculty Development,Educational Certificates,Teacher Competencies,Educational Research,Outcome Measures,Instructional Design,Electronic Learning,Web Based Instruction,College Instruction,Program Descriptions,Program Development,Program Implementation,Statistical Analysis

This article describes the design and development of a professional development program based upon research on the competencies necessary for online teaching success conducted at Penn State University in 2009-2010. The article highlights how the results of this research are being aligned with various professional development courses comprising the certificate program for online faculty at Penn State's World Campus. This article describes the process of research design and implementation to the direct application for professional development. (Contains 6 tables and 1 figure.)
Faculty Development Programs: The Frequency and Variety of Professional Development Programs Available to Online Instructors
Author: Herman, Jennifer Heather
Date: 2012-10-00
Type: Journal Articles
Subjects: Technical Support,Web Sites,School Surveys,Online Surveys,National Surveys,Educational Trends,Higher Education,Instructional Design,Electronic Learning,Distance Education,Online Courses,Printed Materials,Faculty Development,Web Based Instruction,College Faculty,College Instruction,Access to Education

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty members have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty members through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts. Findings indicate that some faculty development programs for online instruction are being offered more frequently; this increase has resource and staffing implications for the support of these programs. (Contains 3 tables.)
Standing in the Gap: Research that Informs Strategies for Motivating and Retaining Rural High School Students
Author: Hardre, Patricia L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teaching Methods,Rural Schools,Rural Areas,High School Students,Secondary School Teachers,Administrators,Student Motivation,Academic Persistence,School Policy,Interpersonal Relationship,Educational Environment,American Indian Students

Rural schools face the challenges of motivating and retaining students, often in the face of severe resource constraints. This paper synthesizes fifteen years of the author's rural research on secondary students' school-related motivation, distilling it into strategic principles for rural teachers and administrators. Effective motivational knowledge and strategies supported by both theory and research can help school staff fill the gap between potential and actual student achievement. Multi-level strategies for motivating individuals and groups include elements of classroom instructional practice, interpersonal relationships, and the broader school motivational climate including policy. By motivating students effectively, teachers and administrators can bridge the gap between what students do achieve and what they could achieve. (Contains 1 footnote.)
A Beginning Rural Principal's Toolkit: A Guide for Success
Author: Ashton, Brian
Date: 2012-00-00
Type: Journal Articles
Subjects: Stakeholders,Leadership,Principals,Professional Isolation,Rural Schools,Leadership Role,Rural Areas,Mentors,Coping,Resilience (Psychology),Interpersonal Relationship,Interprofessional Relationship,School Administration,Goal Orientation,Time Management,Instructional Leadership

The purpose of this article is to explore both the challenges and skills needed to effectively assume a leadership position and thus to create an entry plan or "toolkit" for a new rural school leader. The entry plan acts as a guide beginning principals may use to navigate the unavoidable confusion that comes with leadership. It also assists aspiring new leaders to think through, and vicariously experience, the challenges they may face in a leadership role. If focuses on three specific areas most relevant to rural principals: Dealing with professional isolation and loneliness, getting to know and thriving in a rural community, and basic management skills for the lone administrator. It provides a series of tools that beginning principals may find useful as they embark on a leadership journey in a rural setting and also identifies the specific skills various stakeholder groups perceive as most important for rural school leaders. (Contains 7 tables.)
How Do We Get Them on the Farm? Efforts to Improve Rural Teacher Recruitment and Retention in Arkansas
Author: Maranto, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Charter Schools,Teacher Recruitment,Rural Schools,Teacher Persistence,Teacher Shortage,Rural Areas,Incentives,Rewards,Housing,Teacher Educators,Loan Repayment,Comparative Analysis,Web Sites,Teacher Selection,Marketing

Rural schools, particularly high poverty rural schools, often have difficulty hiring and retaining qualified teachers. Here, we discuss three programs the Arkansas Department of Education has used to attract teachers to teacher Geographic Shortage Districts (GSDs) through material incentives. Unfortunately, none of the programs have had much success, perhaps in part since the funding offered was inadequate to attract new teachers to isolated communities. Additionally, we analyze the use of materialistic and non-materialistic incentives on the websites of all school districts designated as GSDs by the Arkansas Department of Education. Few GSDs display non-materialistic appeals that might entice individuals to seek out employment in the district, with the notable exception of KIPP Delta, the only charter school on the list, which has much more success recruiting teachers. We end with suggestions for policymakers and school district officials seeking to attract teachers to geographic shortage areas. (Contains 3 tables.)
Exploring Relationships in Education: A Phenomenological Inquiry
Author: Giles, David
Date: 2012-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Student Relationship,Educational Experience,Phenomenology,Inquiry,Hermeneutics,Educational Philosophy,Student Experience,Teaching Experience,Foreign Countries,Interviews,Student Teacher Attitudes,Teacher Attitudes,Interpersonal Relationship,Social Cognition

Research that seeks to understand the lived experience of the teacher-student relationship is not prevalent. This article reports on a phenomenological inquiry which explored the nature of this relationship in the context of teacher education. Participant's lived experiences were hermeneutically interpreted against the philosophical writings of Heidegger and Gadamer. In this way, the research focused on the teacher-student relationship as it is &quot;experienced&quot; by lecturers and student teachers in pre-service teacher education programs, rather than how it might be &quot;theorised&quot;. The research found that relationships are essential and matter to the educational experience whether this is recognised or not. Similarly, a teacher's comportment was found to have a communicative aspect that is felt and sensed. Further, relationships are experienced as a play that is lived beyond the rules of engagement. Consistent with critical approaches to education, this research calls for the re-educating of educators towards essential understandings of relationship and the relational sensibilities that are integral to being in relationship.