ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study to Find Out the Most Preferred Free Messenger Service Used by University Students
Author: Cavus, Nadire
Date: 2010-09-00
Type: Reports - Research
Subjects: Undergraduate Students,Foreign Countries,Educational Technology,Student Attitudes,Synchronous Communication,Computer Science Education,Questionnaires,Computer Software,Use Studies

The aim of this study is to investigate the messenger usage of students in the technology departments of the Near East University (Cyprus), and also to learn which messenger service the participants prefer. The volunteer participants in this study consisted of 150 undergraduate students attending the technology departments of the Near East University in Northern Cyprus. 50 students from Department of Computer Information Systems (CIS), 50 students from Department of Computer Education and Instructional Technologies (CEIT), and 50 students from Department of Computer Engineering (COM.ENG) participated in this study. Data were collected using a carefully prepared questionnaire. The results were then analysed and interpreted using the SPSS 16.0 software package. The results of this study indicate that the Live Messenger free service is the most preferred messenger by the participating students. (Contains 5 tables.)
Writing Processing in a Trial Version of the Computer Based University Entrance Examination: A Way to Motivate Curriculum Change in Spain
Author: Garcia Laborda, Jesus
Date: 2010-00-00
Type: Reports - Research
Subjects: Foreign Countries,Curriculum Development,High Stakes Tests,Student Motivation,High School Seniors,College Entrance Examinations,Computer Assisted Testing,Internet,Technology Integration,Satisfaction,Student Attitudes,Essay Tests,Essays,Writing Processes,Language Tests,Computer Software Evaluation,Test Construction

This paper presents the results of writing processing among 260 high school senior students, their degree of satisfaction using the new trial version of the Computer Based University Entrance Examination in Spain and their degree of motivation towards written online test tasks. Currently, this is one of the closing studies to verify whether Spanish students would be sufficiently prepared to move from the traditional pen-and-paper test to an online version. In order, to analyze their responses, we compared the different productions done and recorded by a testing system of their responses to an essay task. The final goal was to understand whether they the current significant changes in the test may prevent or motivate them towards a computer based high stakes test. As opposed to general CALL, high stakes compulsory test may have a negative effect. This study, on the contrary, supports the implementation of such test. [This paper was published in: Aerts, A.; Colpaert, J.; Oberhofer, M (eds). (2010) Motivation and beyond, Proceedings CALL 2010, Antwerp, University of Antwerp, ISBN 9789057282973, p. 80-83.]
Nebraska Reading First: Year Six of Implementation--2009-2010. Annual Report
Author: Trainin, Guy
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Reading Fluency,Reading Achievement,Phonemic Awareness,Educational Change,Literacy Education,Reading Programs,Educational Improvement,Reading Skills,Decoding (Reading),Oral Reading,Vocabulary Development,Reading Comprehension,At Risk Students,Low Income Groups,Instructional Leadership,Student Characteristics,English (Second Language),Special Education,African American Students,Hispanic American Students,American Indians,White Students,Achievement Gap,Elementary School Students

Reading First has been implemented in Nebraska since the 2004-5 academic year. In two rounds of funding and participation, schools have transformed the way they trained their teachers, measured student progress, and taught. This transformation is one of the hardest tasks in education and it has taken the considerable dedication of school personnel as well as dedicated leaders from the Nebraska Department of education. The program has seen great success in increasing the proportion of students acquiring basic literacy skills of phonemic awareness, decoding, and oral reading fluency. That initial success has led to an increase in outcomes even for comprehension and vocabulary areas that are much harder to remediate. It is clear, however, that a program such as Reading First has very clear limitations. That is beyond an initial improvement of 10-15% (by no means a trivial one) over the first 2 years of implementation, other gains are small and inconsistent. The program is able to &quot;hold the line&quot; even with large number of mobile students but not to go any further. This trend is reinforced if we look at the results of the Nebraska State Assessment in reading as presented in the table below. Nine schools are at or above the state average (if standard error is taken into account), while fifteen are significantly below state average. The reasons for schools success in meeting the established goals seem to be associated with two factors. The first factor is related to the students showing up at the schools door. For example state test scores show that there is a significant relationship between average district results and the percent of students who receive Free and Reduced Lunch (the correlation is -0.94). At the same time individual school results show that school leadership and instructional focus can overcome some of these challenges and make significant gains. Finally, school reform that is meaningful takes more than three four or even five years. Future efforts must be based on sustained efforts that research has shown to be effective in an average of seven years. (Contains 16 figures and 1 footnote.) [This report was produced by the Great Plains Institute of Reading and Writing, College of Education and Human Sciences, University of Nebraska Lincoln. For &quot;Nebraska Reading First: Year Five of Implementation--2008-2009. Annual Report,&quot; see ED508033.]
A First Approach to the Analysis of Student Motivation in the Trial Version of the Computer Based University Entrance Examination
Author: Garcia Laborda, Jesus
Date: 2010-08-20
Type: Reports - Research
Subjects: Foreign Countries,Interaction,Spanish,College Entrance Examinations,High School Students,Likert Scales,Verbal Tests,Student Motivation,Student Attitudes,Questionnaires,Computer Assisted Testing,Internet,Information Technology,Higher Education,College Bound Students

This paper investigates whether students would be reluctant to do the oral tasks of the Computer Based University Entrance Examination (P.A.U.) in Spain. So far in the Spanish history of education never a foreign language high stakes task has been included in any of the versions of the P.A.U. 60 students took the oral task of the P.A.U. which consisted in speaking freely for two minutes as a response to an audiovisual prompt. Students not only responded adequately to the question but also stated that they were more motivated to speak in front of a computer than in a human-to-human interaction. Possible explanations are also provided in the paper. (Contains 1 figure and 1 table.) [This paper was published in: The Proceedings of the CALL Conference (14th, Antwerp, Belgium, August 18-20, 2010). University of Antwerp. p84-87.]
Rewarding Progress, Reducing Debt: Early Results from Ohio's Performance-Based Scholarship Demonstration for Low-Income Parents
Author: Cha, Paulette
Date: 2010-10-00
Type: Reports - Research
Subjects: Control Groups,Program Effectiveness,Scholarships,Low Income Groups,Incentive Grants,Performance Based Assessment,Academic Persistence,Academic Achievement,Experimental Groups,Student Characteristics,Demonstration Programs,Program Evaluation,Rewards,Debt (Financial),State Programs

This report presents early results from a rigorous evaluation of a performance-based scholarship program that was implemented at three community colleges in Ohio during the 2008-2009 academic year. The program in Ohio that is the subject of this report is part of MDRC's national Performance-Based Scholarship (PBS) Demonstration, which was launched in 2008 to evaluate whether performance-based scholarships are an effective way to improve persistence among low-income college students. Students participating in the Ohio study are low-income parents who are eligible for Temporary Assistance for Needy Families (TANF). The evaluation uses an experimental design--similar to that used in medical trials to test the effects of a drug, for example--to measure the effects of the program on academic success and persistence. The main findings of this study are: (1) The program increased the number of credits attempted; (2) The program increased full-time enrollment; (3) The program increased the number of credits earned; and (4) The program reduced educational debt. In addition to describing the program at the Ohio colleges, implementation of the program, and early impact findings, this report provides background information on the national PBS Demonstration, its purpose, and its research design. Demographic Characteristics for the Full Sample, the Program Group, and the Control Group is appended. (Contains 7 tables, 1 figure, 2 boxes and 36 footnotes.) [Additional funding for this report was provided by the College Access Foundation of California, Foundation to Promote Open Society, Helios Education Foundation, NYC Center for Economic Opportunity, and The Ohio Department of Job and Family Services through the Ohio Board of Regents.]
Elements of Effective Practice for Mentoring [TM]. 3rd Edition
Author: MENTOR/National Mentoring Partnership
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Program Design,Mentors,Youth Programs,Program Evaluation,Adolescents,Guidelines,Interpersonal Relationship,Measures (Individuals),Resources,Self Esteem,Program Development,Standards,Evidence,After School Programs,Training

As a strategy for helping young people succeed in school, work and life, mentoring works. It helps give young people the confidence, resources and support they need to achieve their potential. The fact is this: these positive outcomes are only possible when young people are engaged in high-quality mentoring relationships. The "Elements of Effective Practice for Mentoring" holds the key to success in producing high-quality relationships. The new edition of the "Elements" provides six evidence-based standards for practice that incorporate the latest research and best-available practice wisdom. It also reprises advice that appeared in earlier editions on program design and planning; program management; program operations; and program evaluation. This edition of the "Elements" is divided into two parts: (1) Operational Standards for Mentoring Programs ("or mentoring embedded into larger, positive youth development programming, like afterschool programs"); and (2) Program Design and Planning, Management and Evaluation. A glossary of terms is included. Individual sections contain references. [For the Second Edition, see ED502219.]
Paying for College Success: An Introduction to the Performance-Based Scholarship Demonstration. Policy Brief
Author: Richburg-Hayes, Lashawn
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Financial Needs,Academic Achievement,Program Effectiveness,Scholarships,Paying for College,Equalization Aid,Low Income Groups,Program Design,Performance Based Assessment,Demonstration Programs,Geographic Distribution,Incentive Grants

While studies have examined the relationship between financial aid and college access, few have evaluated the relationship between financial aid and academic success. Factors that are associated with financial need, such as being low income, are also associated with a lack of academic success, making it difficult to isolate the effect of additional financial aid on student achievement. MDRC's Opening Doors study of performance-based scholarships in Louisiana is one of a handful of studies that was able to measure the effect of additional aid on academic success. As part of the study, two colleges implemented a performance-based scholarship program for low-income parents, providing students with scholarships of up to $1,000 for each of two semesters (up to $2,000 per student in total), paid in increments based on each student's success in meeting key benchmarks. An evaluation of the intervention showed that the scholarship had a number of positive effects for students. Building on the promising findings from the Louisiana study, MDRC launched the Performance-Based Scholarship (PBS) Demonstration in four states in 2008. The goal of the PBS Demonstration is to evaluate whether performance-based scholarships are an effective way to improve persistence among low-income college students in different geographical locations with different amounts of monies over different durations. This brief provides an introduction to the PBS project and describes the program designs of the sites currently participating in the demonstration. (Contains 2 tables and 9 notes.)
Federal Highway Administration University Course on Bicycle and Pedestrian Transportation. Publication No. FHWA-HRT-05-133
Author: Turner, Shawn
Date: 2006-07-00
Type: Guides - Classroom - Learner
Subjects: Transportation,Workbooks,Pedestrian Traffic,Resource Materials,Textbook Content,Traffic Safety,Safety Education,Public Support,Urban Planning,Influences,Physical Mobility,Barriers,Land Use,Neighborhood Improvement,Suburbs,Individual Characteristics,Design Requirements,Civil Engineering,Risk Management,Torts,Strategic Planning,Course Descriptions,Facility Planning

This "Student Workbook" contains 24 lessons of resource material that is intended for use in university courses on bicycle and pedestrian transportation. The lessons span a wide range of topics including an introduction to bicycling and walking issues, planning and designing for bicycle and pedestrian facilities, and supporting elements and programs. This is the second edition of the "Student Workbook"; the first edition was published as Report No. FHWA-RD-99-198. Lesson-based slideshows (scripted slideshows for all 24 lessons) and an overview lecture (a scripted slideshow for a one- or two-lecture overview in existing undergraduate or graduate transportation courses) are also available to assist in course development and delivery. The key learning outcomes in the course material are as follows: (1) Students should recognize the legitimacy of the bicycle and pedestrian modes in a balanced transportation system; (2) Students should understand how policy, planning, and engineering practices can be improved to create a more balanced transportation system; and (3) Students should be familiar with basic policies, practices, tools, and design principles and know how to use them to create bicycle and pedestrian-friendly communities. Individual lessons contain references and additional resources. References and additional resources are provided at the end of each lesson. (Contains 262 figures and 35 tables.) [Cover title varies: "FHWA University Course on Bicycle and Pedestrian Transportation: Student Workbook." This document was produced for the Office of Safety Research and Development, Federal Highway Administration. For related technical brief, see ED511673.]
Use of the Emergency First Response Program as a Tool for Teaching English as a Foreign Language: A Discussion
Author: Cordice, Kurt
Date: 2009-06-22
Type: Reports - Evaluative
Subjects: Foreign Countries,Emergency Programs,First Aid,Instructional Materials,English (Second Language),English Instruction,Learning Theories,Cognitive Style,Teaching Methods,Pilot Projects

This paper discussed both the theoretical and practical implications of using a first aid training course, specifically the Emergency First Response (EFR) program, as a tool for the teaching and practice of English as a Foreign Language (EFL). The conceptual origins of the idea are discusses through comparisons with theories of learning found in relevant literature. The results of the first pilot class of the EFR EFL concept are then examined with reference to the theories discussed. Considerations for learning style, culture and language level are mentioned. Finally, conclusions are made regarding the effectiveness and potential benefits of the concept, and recommendations are made for further pilot testing. Appended are: (1) Survey Summary and Analysis--EV Staff First Aid program, Pilot Class; and (2) Notes from the Instructor--EV Staff First Aid / CPR, Pilot Class.
Team Up for 21st Century Teaching and Learning: What Research and Practice Reveal about Professional Learning. Condensed Excerpts
Author: Carroll, Thomas G., Ed.
Date: 2010-06-00
Type: Collected Works - General
Subjects: Student Teachers,Academic Achievement,Teacher Collaboration,Educational Change,Case Studies,Teaching Methods,Educational Strategies,Inquiry,Reflective Teaching,Evaluation Methods

This document contains excerpts from Team Up for 21st Century Teaching &amp; Learning. This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. These articles are: (1) Professional Communities and the Artisan Model of Teaching (Joan E. Talbert and Milbrey McLaughlin); (2) Professional Learning Communities: A Review of the Literature (Louise Stoll, Ray Bolam; Agnes McMahon, Mike Wallace, and Sally Thomas); (3) A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools (Yvonne L. Goddard, Roger D. Goddard, and Megan Tschannen-Moran); (4) Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-Based Inquiry Teams (Ronald Gallimore, Bradley A. Ermeling, William M. Saunders, and Claude Goldenberg); and (5) Tracing the Effects of Teacher Inquiry on Classroom Practice (Bradley A. Ermeling). Case studies written by skilled practitioners who are working today in PLCs in schools around the country are also presented. The teachers in each of these schools have redefined their roles as they have become members of a professional community composed of accomplished teachers, novice and student teachers, and teacher coaches. Each case study tells the story of the process of developing learning teams, overcoming obstacles, and ultimately changing teaching to improve learning and student achievement through collaborative work. Individual excerpts contain resources. [Support for this paper was provided by the Pearson Foundation.]
Rankings &amp; Estimates: Rankings of the States 2009 and Estimates of School Statistics 2010
Author: National Education Association
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: School Statistics,State Departments of Education,Enrollment,Public Education,Educational Finance,Elementary Secondary Education,Expenditures,Teacher Salaries,Compensation (Remuneration),Income,Financial Support,Resource Allocation,Average Daily Attendance,Public Schools,Federal Aid,State Aid,Employment,Educational Trends,Trend Analysis,Tables (Data)

The data presented in this combined report--&quot;Rankings &amp; Estimates&quot;--provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Regardless of these variations, improvements in public education can be measured by summary statistics. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this combined report--&quot;Rankings 2009&quot;--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this combined report--&quot;Estimates 2010&quot;--is in its 66th year of production. This report provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. The state-level data featured in &quot;Estimates&quot; permit broad assessments of trends in staff salaries, sources of school funding, and levels of educational expenditures. The data should be used with the understanding that the reported statewide totals and averages may not reflect the varying conditions that exist among school districts and schools within the state. A glossary is included. (Contains 30 tables and 8 figures.)
Rankings &amp; Estimates: Rankings of the States 2008 and Estimates of School Statistics 2009
Author: National Education Association
Date: 2008-12-00
Type: Numerical/Quantitative Data
Subjects: School Statistics,State Departments of Education,Enrollment,Public Education,Educational Finance,Elementary Secondary Education,Expenditures,Teacher Salaries,Compensation (Remuneration),Income,Financial Support,Resource Allocation,Average Daily Attendance,Public Schools,Federal Aid,State Aid,Employment,Educational Trends,Trend Analysis

The data presented in this combined report--&quot;Rankings &amp; Estimates&quot;--provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Regardless of these variations, improvements in public education can be measured by summary statistics. Thus, NEA (National Education Association) Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this combined report--&quot;Rankings 2008&quot;--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this combined report--&quot;Estimates 2009&quot;--is in its 65th year of production. This report provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. The state-level data featured in &quot;Estimates&quot; permit broad assessments of trends in staff salaries, sources of school funding, and levels of educational expenditures. A glossary is included. (Contains 40 tables and 8 figures.)
Peer Mentors in Undergraduates' Research Proposal Writing in Taiwan
Author: Kuo, Ya-Hui
Date: 2010-00-00
Type: Information Analyses
Subjects: Proposal Writing,Mentors,Research Proposals,Foreign Countries,Undergraduate Students,Instructional Effectiveness,Program Effectiveness,Student Surveys,Higher Education,Peer Teaching

To date, there has been little research in the existing literature exploring how peer mentors can assist college students' research proposal. This paper provides the background to the adoption of a peer mentoring program in a research writing class in Taiwan. The purpose of this study is to investigate the value of using peer mentors to assist college students' research proposal writing. This paper provides a background to the reason for implementing peer mentors as a teaching and learning practice in a research class. The final section of the paper explores the effectiveness and advantages of peer mentoring with a focus on challenges and rewarding experiences of peer mentors and mentees. [International Journal of Arts and Sciences, v3 n11 p450-457 2010]