ethanporcaro/eric-fulltext-meta huggingface dataset:
Documentation to the 2015-16 Common Core of Data (CCD) Universe Files. NCES 2017-074
Author: Glander, Mark
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Public Schools,Elementary Schools,Secondary Schools,School Districts,Data Collection,State Departments of Education,Schools,Data Analysis,Information Management,Public Agencies,American Indian Education,Disabilities,Poverty,Low Income Groups,Urban Schools,Research Methodology,Educational Finance,Surveys

The Common Core of Data (CCD) is a national statistical program that collects and compiles administrative data from SEAs covering the universe of all public elementary and secondary schools and school districts in the United States. The first CCD collection was for SY 1986-87. The predecessor to CCD was the Elementary and Secondary General Information System. The CCD includes five basic collections and several supplemental ones. The basic collections are divided into two main data content areas: nonfiscal (or universe) data and fiscal data. They are further divided into hierarchical levels (school, LEA, and state). This documentation addresses the three nonfiscal, universe data files, the methods, and editing procedures used in the nonfiscal, universe portion of the school year (SY) 2015-16 Common Core of Data (CCD) collection. The National Center for Education Statistics (NCES) will publish updated versions of this document with each school year collection. The CCD universe collection is a comprehensive listing of the public elementary and secondary schools and the local education agencies (LEAs) that administer and support them. The CCD includes directory, enrollment, and staffing data at state, LEA, and school levels. State education agencies (SEAs) report these data in a series of file submissions throughout the school year.
What Is Happy Death? From the Perspective of Happiness Education
Author: Lee, Jeong-Kyu
Date: 2018-01-01
Type: Reports - Research
Subjects: Foreign Countries,Psychological Patterns,World Views,Death,Higher Education,Content Analysis,Cross Cultural Studies,Religious Factors,Confucianism,Christianity,Buddhism,Educational Theories,Philosophy,Well Being

This paper is to review what is happy death from the perspective of happiness education. To discuss this study logically, four research questions are addressed. First, what is the concept of human death? Second, what are life and death from the Eastern and the Western religious viewpoints? Third, what is happy death in terms of happiness education? Last, what are the implications of happy death for Korean higher education? To defend these research questions, a descriptive content analysis method will be used, with a cross-cultural approach. In order to discuss the questions, this paper is defined as the following: happy death is limited to Buddhism, Confucianism, Taoism, and Christianity. In particular, this paper is mainly focused on Suttanipata and Dhammapada in Buddhist Sutras, Analects and Mencius in Confucian Classics, Tao Te Ching and Zhungzi in Taoist Scriptures, and the Old Testament and the New Testament in the Christian Bible. The significance of this study is to provide basic theories and useful resources regarding happiness education for educational theorists and practitioners, finding the theories of happy death in the Eastern and the Western religions. Based on the results of this study, as Zhuangzi's saying, what has made one's life a good will make one's death also a good. That is, happy death depends closely or entirely on happy life. Finally, the author wishes that this academic paper would provide educational practitioners and theorists with basic theories and useful resources for happiness education and death education.
Digital Game&apos;s Impacts on Students&apos; Learning Effectiveness of Correct Medication
Author: Shiue, Ya-Ming
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Video Games,Educational Games,Instructional Effectiveness,Rural Areas,Health Education,Drug Therapy,Information Dissemination,Medicine,Pretests Posttests,Scores,Outcomes of Education,Questionnaires,Structural Equation Models,College Freshmen,Least Squares Statistics,Statistical Analysis

In recent years, considerable concern has arisen over the use of digital games as instructional tools in educational research. However, game-based learning not only enhances students' learning motivation and effectiveness, but also fosters knowledge transfer. Taiwanese people living in rural areas often receive health-related information through television and radio advertisements. However, a lack of correct information leads to incorrect medication usage. Therefore, the purpose of this study is the practical development of a digital game related to correct medication usage. The technology acceptance model was applied to examine the impact of the game-based learning experience. The results showed that the post-test scores for correct medication usage were significantly higher than those obtained in the pre-test and indicated that the digital game could enhance students' learning effectiveness. In addition, perceived ease of use and usefulness had significant impacts on attitude toward the correct medication usage digital game. In conclusion, game-based learning significantly enhanced students' knowledge and abilities related to the correct usage of medication.
Determination of Science Teachers&apos; Opinions about Outdoor Education
Author: Kubat, Ulas
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Opinions,Outdoor Education,Qualitative Research,Semi Structured Interviews,Science Teaching Centers,Museums,Environmental Education,Phenomenology,Science Process Skills

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by recognizing the nature and the natural environment. Qualitative research method was used in this research. The study group of the research constitutes 16 science teachers. A semi-structured interview form was used as a data collection tool. According to the results of the research, most science teachers stated that they have taken their students to science centers and museums as the outdoor education environment in order for the students to be aware of the nature and the natural environment. They desired to use the outdoor learning environments, but the conditions of them are not appropriate. Teachers stated that they had problems in school-family cooperation, in-service training and obtaining legal permission.
Selected Statistics from the Public Elementary and Secondary Education Universe: School Year 2015-16. First Look. NCES 2018-052
Author: Glander, Mark
Date: 2017-12-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Public Schools,School Statistics,Annual Reports,School Districts,Institutional Characteristics,Administrative Organization,Administrative Policy,Enrollment Rate,Teacher Recruitment,Teacher Student Ratio,National Standards,Tables (Data),Educational Practices

This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2015-16. Specifically, this report includes statistics that describe the following: (1) the numbers and types of public elementary and secondary schools and local education agencies2 (LEAs); (2) the operational status of schools and districts, including those that opened as new in SY 2015-16 or had closed since the prior school year; (3) student membership counts; (4) teacher counts; and (5) pupil/teacher ratios. The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The CCD is the primary NCES database on public elementary and secondary education in the United States.
Stakeholder Opinions on Suitability of Cello Etudes Created from Taksims of Tanburi Cemil Bey in Education
Author: Avci Akbel, Burcu
Date: 2017-00-00
Type: Reports - Research
Subjects: Classical Music,Foreign Countries,Folk Culture,Music Education,Creativity,Musical Instruments,Music Techniques,Surveys,Likert Scales

There is a necessity for listening to and even probing into the recordings of the performers who reached the level of mastery in the performance of Turkish Classical Music, which is based on master-apprentice relationship. In this sense, the recordings of Tanburi Cemil Bey, who opened a new era for the next generations with his performances, and especially his &quot;taksims&quot; (maqam improvisations) significantly manifesting his control over his instrument and his creativity, are of high importance. Tanburi Cemil Bey's &quot;taksims,&quot; which have survived to this day through the recordings at hand, possess numerous elements to provide technical and musical development for cello learners. In this study, the etudes which may contribute to cello education have been written by taking these elements into consideration -in adherence to the melodies of Tanburi Cemil Bey-, also with bowing signs, fingering numbers, ornaments, etc. made available for cello education. Behaviors which each etude aims at providing are described with the explanations below the etudes. The purpose of this study is to help learners understand Tanburi Cemil Bey's technique, &quot;tavir&quot; (individual practice), &quot;üslup&quot; (style) in his cello &quot;taksims,&quot; to enrich the &quot;maqam&quot; repertoire of the cello which can be used for methodical teaching purposes, and to contribute to the etude repertoire of the cello which is inadequate for use in Turkish Classical Music. The usability of the etudes created in frame of this study for cello education has been evaluated in line with the opinions of various stakeholders (instructors, students) in the field of cello education.
Comics in Modern Physics: Learning Blackbody Radiation through Quasi-History of Physics
Author: Ozdemir, Ertugrul
Date: 2017-12-27
Type: Journal Articles
Subjects: Cartoons,History,Radiation,Physics,Teaching Methods,College Science,Undergraduate Students,Science Education,Science History,Qualitative Research,Concept Formation,Misconceptions,Scientific Concepts,Content Analysis,Student Attitudes,Measures (Individuals),Semi Structured Interviews,Case Studies

The purpose of this study is to create a short comic story about historical emergence of Planck's explanation of blackbody radiation and to investigate what students learn from it and what they think about the usage of comics in modern physics course. The participants are a small group of undergraduate students studying at department of science education who attend modern physics course in sophomore year. A short comic story about blackbody radiation was created with quasi-historical approach that is defined as re-ordering and re-organizing scientific theories to make sense within historical framework. The comic story was implemented to the participants with a series of open-ended questions. Data were analyzed with qualitative content analysis. Results showed that students have several preconceptions about blackbody radiation before implementation. In addition, it was observed that wrong answers of some students evidently decreased after the implementation of comic story. Moreover, students seemed to enjoy instructional comic story due to its context-based nature, entertaining atmosphere and informal language. On the other hand, students did not report any opinions about the quasi-historical content of the comic story. Therefore, it was concluded that medium characteristics of comics dominate content characteristics of it.
Evidence on the Long-Term Effects of Home Visiting Programs: Laying the Groundwork for Long-Term Follow-Up in the Mother and Infant Home Visiting Program Evaluation (MIHOPE). OPRE Report 2017-73
Author: Michalopoulos, Charles
Date: 2017-09-00
Type: Numerical/Quantitative Data
Subjects: Socioeconomic Status,Low Income Groups,Home Visits,Family Programs,Young Children,Parent Education,Early Intervention,Program Effectiveness,Age Differences,Cost Effectiveness,Comparative Analysis,Evidence Based Practice,Mothers,Child Development,Family Needs,Delinquency,Family Violence,Crime,Health Promotion,Child Abuse,Child Health,Child Rearing,Academic Achievement,Program Evaluation

Children from low-income families are more likely than those from higher income families to have poor social, emotional, cognitive, behavioral, and health outcomes. One approach that has helped parents and their young children is home visiting, which provides information, resources, and support to expectant parents and families with young children. This brief summarizes evidence from existing studies on the impact of early childhood home visiting on children 5 and older for four national models of home visiting. The primary research questions include:(1) What are the effects of home visiting programs for families as children get older?; (2) How do the monetary benefits of home visiting compare with their costs?; and (3) How do the monetary benefits of home visiting compare with their costs?
How to Measure Community College Effectiveness in Serving Transfer Students. CCRC Analytics
Author: Fink, John
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Transfer Students,Program Effectiveness,Change Strategies,Measurement Techniques,Measurement Objectives,Outcomes of Education,Cohort Analysis,Student Records,Partnerships in Education,Delivery Systems,Evaluation Criteria

While many students who start at a community college intend to transfer and complete a bachelor's degree, most of them are not successful. One of the impediments to improving outcomes for these students has been the lack of widely available measures of institutional effectiveness in serving transfer students. In the publication &quot;Tracking Transfer&quot; (Jenkins &amp; Fink, 2016), the Community College Research Center (CCRC), in partnership with the Aspen Institute and the National Student Clearinghouse (NSC) Research Center, proposed a common set of metrics for assessing the performance of two- and four-year institutions in enabling degree-seeking students to transfer and complete bachelor's degrees. The NSC Research Center has since incorporated the &quot;Tracking Transfer&quot; metrics into its own new Tracking Transfer Signature Report series (see Shapiro et al., 2017, for the first report), which will provide state and national outcomes data annually to allow colleges to benchmark their performance on transfer. In this guide, the authors provide instructions for community colleges that want to use NSC data to measure their effectiveness in serving transfer students. To do so, colleges will need to access both NSC enrollment and degree file data on their students. Based on the methods used in &quot;Tracking Transfer,&quot; Part 1 of this guide explains how community colleges can assess their own overall effectiveness in helping students to transfer and complete bachelor's degrees. Part 2 shows how colleges can go on to evaluate the effectiveness of transfer partnerships with their top receiving four-year institutions. [For &quot;Tracking Transfer: New Measures of Institutional and State Effectiveness in Helping Community College Students Attain Bachelor's Degrees&quot; (2016), see ED563499.]
Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015 as Required by Title II of the Higher Education Act
Author: Suckow, Marjorie A.
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Annual Reports,Teacher Education Programs,Educational Legislation,Federal Legislation,Higher Education,School Statistics,Institutional Characteristics,Admission Criteria,Clinical Supervision (of Teachers),Majors (Students),Graduation Rate,Credentials,Graduation Requirements,Grade Point Average,Gender Differences,Ethnicity,Age Differences,Academic Standards,Teacher Certification,Evaluation Methods,Academic Achievement,Teacher Shortage,Technology Uses in Education,Alternative Teacher Certification,Program Effectiveness

This report presents the &quot;Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015&quot; as required by Title II of the Higher Education Act. In 2008, the law was reauthorized and changes were made to the Title II data collection and reporting requirements. The 2008-09 reporting year was the pilot year in which states were asked to implement the changes and the 2009-2010 reporting year started full implementation of the new requirements. This is the sixteenth annual report and it includes the pass rate data for all examinations used for teacher credentialing purposes in California in addition to data for the new reporting requirements.
Statewide Report Card: An Annual Report to the Legislature on Oregon Public Schools; 2015-2016
Author: Oregon Department of Education
Date: 2016-11-30
Type: Reports - Evaluative
Subjects: Public Schools,State Legislation,Trend Analysis,School Districts,Information Dissemination,Program Effectiveness,Achievement Rating,Graduation Rate,Dropout Rate,Early Childhood Education,Attendance Patterns,Student Characteristics,Financial Support,School Personnel,Tests,Charter Schools,Nontraditional Education,Federal Legislation,Educational Quality,Equal Education,Accountability,Educational Legislation,Elementary Secondary Education,Institutional Characteristics,Academic Achievement,Homeless People,Low Income Groups,Poverty,Success,Special Education,Early Intervention,Academically Gifted,Vocational Education,College Entrance Examinations,Advanced Placement Programs,National Competency Tests,Grade 4,Grade 5,Grade 3,Grade 6,Grade 7,Grade 8

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and parents and creates a clear, complete, and factual picture of the state of education in Oregon. The 2015-16 Statewide Report Card includes: (1) Graduation and dropout rates; (2) Early childhood data; (3) Attendance and chronic absenteeism data; (4) Student demographics and information on specific student groups; (5) School funding and staff information; (6) Test results; (7) Charter school data; and (8) Information on alternative education programs. During the 2015-16 school year the federal government replaced the No Child Left Behind education law with the Every Student Succeeds Act (ESSA). The new law extends the promise of an excellent, well-rounded education to every student and encourages states and schools to innovate, while maintaining a focus on equity and accountability. This state report card is meant to be a starting point for conversations about how Oregon can continue to improve education for all students in the years to come. [For &quot;Statewide Report Card: An Annual Report to the Legislature on Oregon Public Schools, 2013-2014,&quot; see ED565691.]
2015-16 Guide to Calculating School and District Grades
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2016-11-00
Type: Guides - Non-Classroom
Subjects: School Districts,Guidelines,Grading,Annual Reports,School Effectiveness,Computation,Evaluation Methods,Evaluation Criteria,Scoring Formulas,Alternative Assessment,Language Arts,English,Mathematics Tests,Science Tests,Social Studies,Achievement Gains,Acceleration (Education),Graduation Rate,Elementary Secondary Education

School grades provide an easily understandable metric to measure the performance of a school. Parents and the general public can use the school grade and its associated components to understand how well each school is serving its students. The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments (FSA). The 2015-16 school grades model uses the new school grades model adopted for 2014-15 and includes the new learning gains components for the first time. The purpose of this technical guide is to provide a description of the procedures used to determine school grades for the 2015-16 school year as set forth in Rule 6A-1.09981, Florida Administrative Code (F.A.C.), and Section 1008.34, Florida Statutes (F.S.). This guide does not replace or supersede the rule or statute and is intended to provide the reader with an explanation of the methodology for establishing grades as set forth in rule and statute. The school grading system focuses the school grading formula on student success measures. (1) achievement; (2) learning gains; (3) graduation; (4) acceleration success; and (5) maintaining a focus on students who need the most support.
2015-2016 Florida Adult Education Assessment Technical Assistance Paper
Author: Florida Department of Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Adult Education,Educational Assessment,Testing,Guidelines,State Policy,Student Evaluation,Student Placement,Diagnostic Tests,Progress Monitoring,Pretests Posttests,Graduation Rate,Staff Development,Standardized Tests,Adult Basic Education,Disabilities

This technical assistance paper provides guidance to individuals with test administration responsibilities in adult education programs. These policies apply to the approved assessments that programs may use to report educational gains in compliance with the National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). NRS identifies twelve Educational Functioning Levels (EFLs) in its accountability measures. Four EFLs are in Adult Basic Education (ABE), two in Adult Secondary Education (ASE), and six in English for Speakers of Other Languages (ESOL). The descriptors of each EFL are entry-level descriptors and illustrate student performance expectations at the particular level. The Florida assessment policy guidelines include the selection and use of appropriate student assessment and procedures for the following: (1) accurate student placement into appropriate program and instructional level; (2) diagnostic information to guide instruction; (3) pre- and post-testing to monitor progress toward goals; and (4) verification of level and program completion. These policy guidelines also include staff training and test security requirements for all staff who administer the standardized assessments and use the results from these assessments.