ethanporcaro/eric-fulltext-meta huggingface dataset:
A Guide to Developing Collaborative School-Community-Business Partnerships
Author: Luecking, Richard
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Partnerships in Education,School Community Programs,School Business Relationship,Evidence Based Practice,Best Practices,School Community Relationship,Educational Planning,Youth Programs,Change Strategies,Sustainability,Cooperative Planning,Educational Cooperation,Group Dynamics

The &quot;gold standard&quot; of youth outcomes is when they are achieving employment and pursuing a clear career path. The activities transition and employment initiatives, and the partnerships that support them, are most appropriately judged against this standard. This Guide presents approaches and considerations for the development and implementation of broadly inclusive partnerships that strive for this standard. The authors are calling them School-Community-Business partnerships. This designation recognizes that in addition to schools and their business partners playing essential roles, a host of other partners from the community will be also be important to youth success. The strategies and perspectives presented here are based on approaches to partnerships that have been observed in action, learned from a variety of effective practitioners and professional partners, and gleaned from relevant research. These strategies may suggest adjustments in how local collaborating systems have typically operated. The intention is that schools, businesses and employers, vocational rehabilitation, government agencies, youth services, disability employment programs, families, youth, and any involved partner will jointly realize that process-oriented &quot;meetings to meet&quot; are no measure of collaboration and are certainly no measure of progress. Rather, we should be ultimately counting how many students exit school with jobs and a clear career path. The Guide covers important considerations for implementing an effective collaborative process for both individual and systems level outcomes. Thus, the Guide will focus on useful approaches, policies, and strategies necessary to facilitate partnerships that result in better outcomes for students and youth with disabilities and tangible mutual benefits for collaborating partners. [This document was developed by TransCen, Inc. in partnership with The National Technical Assistance Center on Transition (NTACT), Charlotte, NC.]
A Comparison of Two Methods of Identifying Beating-the-Odds High Schools in Puerto Rico. REL 2017-167
Author: Meyers, Coby V.
Date: 2016-12-00
Type: Reports - Research
Subjects: High Schools,Public Schools,Comparative Analysis,Evaluation Methods,School Effectiveness,Poverty,Performance Based Assessment,Achievement Gains,Achievement Rating,Graduation Rate,Mathematics Achievement,Correlation,Institutional Characteristics,School Statistics,Data Analysis,Outcome Measures,Grade 11,Spanish,Reading Achievement

The Regional Educational Laboratory Northeast and Islands conducted this study using data on public high schools in Puerto Rico from national and territory databases to compare methods for identifying beating-the-odds schools. Schools were identified by two methods, a status method that ranked high-poverty schools based on their current observed performance and an exceeding-achievement-expectations method that ranked high-poverty schools based on the extent to which their actual performance exceeded (or fell short of) their expected performance. Graduation rates, reading proficiency rates, and mathematics proficiency rates were analyzed to identify schools for each method. The identified schools were then compared by method to determine agreement rates--that is, the amount of overlap in schools identified by each method. The report presents comparisons of the groups of schools--those identified by each method and all public high-poverty high schools in Puerto Rico--on descriptive information. Using the two methods--ranking by status and ranking by exceeding-achievement-expectations--two different lists of beating-the-odds schools were identified. The status method identified 17 schools, and the exceeding-achievement-expectations method identified 15 schools. Six schools were identified by both methods. The agreement rate between the two lists of beating-the-odds schools was 38 percent. The analyses suggest that using both methods to identify beating-the-odds schools is the best strategy because high schools identified by both methods demonstrate high levels of absolute performance and appear to be achieving higher levels of graduation rates and percent proficiency than might be expected given their demographics and prior performance. Appended are: (1) Details on Data and Methods as Well as Additional Findings; and (2) Sensitivity Analysis Results.
VET Program Completion Rates: An Evaluation of the Current Method. Occasional Paper
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Reports - Research
Subjects: Vocational Education,Graduation Rate,Predictive Measurement,Predictive Validity,Prediction,Longitudinal Studies,Data Analysis,Enrollment Trends,Computation,Measurement Techniques,Test Reliability,Test Validity,Accuracy,Comparative Analysis,Evaluation Methods,Evaluation Criteria,Foreign Countries

This work asks one simple question: &quot;how reliable is the method used by the National Centre for Vocational Education Research (NCVER) to estimate projected rates of VET program completion?&quot; In other words, how well do early projections align with actual completion rates some years later? Completion rates are simple to calculate with a cohort of students who start together in a very short program with a defined end date. The context in vocational education and training (VET) is, however, far more complex. Program lengths vary and may span several years, students commence at different times and many study part-time. Waiting for all students to complete or &quot;drop out&quot; of their training before calculating an actual completion rate gives a reliable answer, but is somewhat impractical. This paper summarises the key findings from a technical review of the validity of the method long used by NCVER in estimating projected completion rates for government-funded VET programs. This analysis required the interrogation of large longitudinal data sets with tens of millions of enrolments over multiple years. The outcomes are revealing because of ever-high interest in completion rates as measures of the efficiency and effectiveness of the VET sector. Key findings include the following: (1) The method long used by NCVER for estimating VET program completion rates using data from the National VET Provider Collection is shown to be reliable and aligns well with actual rates of completion for historical estimates; (2) Given that it takes a number of years for actual rates of completion to stabilise, the method is well suited for inclusion as part of any method of assessing completion rates, where the projected completion rate method is used to estimate rates for the most recent years and actual rates used for prior years; (3) The technical review has also shown that the current predictive method can be improved by defining a program's commencing year as the year it first appears in the National VET Provider Collection rather than using the commencing flag variable; and (4) It is anticipated that the incorporation of unique student identifiers into any preferred methodology, and its extension to total VET activity, can be phased in from the collection of 2017 training activity. &quot;The Current Method for Projecting Rates of Completion: A Working Example&quot; is appended.
Performance of U.S. 15-Year-Old Students in Science, Reading, and Mathematics Literacy in an International Context: First Look at PISA 2015. NCES 2017-048
Author: Kastberg, David
Date: 2016-12-00
Type: Numerical/Quantitative Data
Subjects: International Assessment,Achievement Tests,Foreign Countries,Secondary School Students,Academic Achievement,Science Achievement,Reading Achievement,Mathematics Achievement,Scientific Literacy,Reading Skills,Mathematics Skills,Computer Assisted Testing,Scores,Definitions,Questionnaires,Statistical Significance

The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA measures the performance of 15-year-old students in science, reading, and mathematics literacy every 3 years. PISA uses the term &quot;literacy&quot; in each subject area to indicate how well students are able to apply their knowledge and skills to problems in a real-life context.
English Learning Strategies of Various Nations: A Study in Military Context
Author: Solak, Ekrem
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Strategies,Context Effect,Military Personnel,English (Second Language),Second Language Learning,National Surveys,Incidence,Native Language,Questionnaires,Correlation,Regional Characteristics,Individual Differences,Foreign Countries

How successful learners learn English has been one of the primary interest of scientists and researchers in recent years. Therefore, this study aimed to determine what language learning strategies the military personnel from different nations used while learning English. 56 subjects from 14 different nations deployed in three different military settings in the world participated in the study. Strategies Inventory of Language Learning was used to collect data about the research. According to the result of the study, although a native speaker of a language more or less used learning strategies to be a successful language user, he\she was not much better than the others at using learning strategies in every aspect. However it can be stated that some native speakers used language learning strategies more frequently than others.
Efficiency of Computer Assisted Cooperative Learning Method on Students' Performance in Using Colors
Author: Dikici, Ayhan
Date: 2005-00-00
Type: Journal Articles
Subjects: Efficiency,Computer Assisted Instruction,Electronic Learning,Cooperative Learning,Performance,Color,Art Education,Adolescents,Secondary School Students,Experimental Groups,Control Groups,Pretests Posttests,Freehand Drawing,Comparative Analysis,Teaching Methods,Scoring Rubrics,Statistical Analysis,Hypothesis Testing,Scores

In this study, the effects of computer assisted cooperative learning method on students' performance of using colours in art education were examined. 15 students at the ages between 12 and 15 who owned a personal computer and had access to the internet were selected to form the experimental group. 35 students at the same time age and education levels were randomly selected to form the control group. In order to determine the students' performance in using colours a performance instruction was developed. The program took place for six weeks and at the end of the program posttest drawings were collected. In this study the results were in favour of the experimental group.
Bilingualism with and without CLIL, a Double-Edged Sword: Comparing Bilingual and Non Bilingual Young Learners' Beliefs about EFL and Science Learning
Author: Sandoval Brotons, Alfonso Victor
Date: 2015-06-00
Type: Reports - Research
Subjects: Bilingualism,Teaching Methods,Course Content,Language of Instruction,Bilingual Education Programs,English (Second Language),Second Language Learning,Spanish,Interviews,Student Attitudes,Qualitative Research,Science Instruction,Parent Participation,Elementary School Students,Foreign Countries,Elementary School Teachers,Statistical Analysis,Preferences,Learning Activities

Bilingualism and its reference methodology: CLIL are spreading at a very fast pace all through educative systems from some years on. The young status of bilingual programmes leads to little research about how bilingualism is influencing real learning contexts and which factors play important roles in that influence. In this way, this study aims to broaden the empirical base of the field and throw insights about down-to-earth bilingual/CLIL implementation and how it affects to learners' beliefs about the target subjects (EFL and Science/Conocimiento del Medio), about themselves as learners and about the learning context. The method employed is qualitative, over an intact and cross-sectional sample of students in 2nd, 4th and 6th grades within the regional Bilingual Programme in Murcia. Children were interviewed orally in open and recorded interviews guided by 5 key questions about their beliefs. Data was transcribed and coded into representative sections for its analysis. The results coming out of it shown that bilingualism is not always attached to CLIL, and this has a twofold implication: the positive effect of CLIL over children's beliefs and the negative motivational effect of bilingualism when taught with teacher-centred methodologies. This implication has been defined as the double-edged sword effect of bilingualism, which is representative of the higher influence of &quot;methodology&quot; over &quot;bilingualism&quot; on children's beliefs. The following are appended: (1) Guide for interviews; (2) Sheet for interview transcription; (3) Example of collaboration request for parents; (4) Example of collaboration request for schools' directive teams; and (5) Orientation sessions' register.
Global Citizenship Education for Mental Health Development
Author: Sheykhjan, Tohid Moradi
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mental Health,Citizenship,Global Approach,Health Education,Consciousness Raising,Creativity,Mental Disorders,Educational Objectives,News Media,Behavior Disorders

It is obvious that today's students are graduating into a world that is interconnected as never before and education for international understanding for global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. It promotes an ethos of curiosity, solidarity and shared responsibility. The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on mental health education programs in preparing people all around the globe to educate for twenty first century global citizenship. It is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, mental and behavioural disorders are the source of enormous human suffering across the lifespan. The paper is an effort to find out the ways for the significance of global citizenship education for mental health development. It requires high level and long-term policy and resource commitment to the goal of &quot;learning to live together&quot; in the twenty first century. The vision of a new world picture must precede the creative acts and the detailed organization of new knowledge necessary for its realization.
Natural Mentors, Racial Pride, and Academic Engagement among Black Adolescents: Resilience in the Context of Perceived Discrimination
Author: Wittrup, Audrey R.
Date: 2016-00-00
Type: Reports - Research
Subjects: African American Students,Mentors,Racial Attitudes,Learner Engagement,Resilience (Psychology),Racial Discrimination,Adolescents,Interpersonal Relationship,Middle School Students,High School Students,Correlation,Regression (Statistics),Statistical Analysis

The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all reporting a natural mentor. Approximately half of participants were female (53%). Participants were recruited from three different school districts in a Midwestern metropolitan area. Findings indicated that perceived school- based discrimination was negatively associated with academic engagement. Relational closeness in NMRs countered, but did not protect against, the negative effects of perceived school-based discrimination on students' academic engagement. Additional analyses indicated that one mechanism through which relational closeness in NMRs may promote greater academic engagement among Black students is via increased racial pride. Results highlight the potential of NMRs to counter messages of inferiority communicated through discriminatory experiences in the school. Fostering relational closeness between Black students and supportive non-parental adults in their lives may be an effective strategy to boost academic achievement among Black youth experiencing discrimination in the school environment. In addition to fostering stronger bonds with natural mentors, strategic efforts to reduce school-based discrimination are needed to truly bolster the academic success of Black youth. [At the time of submission to ERIC this article was in press with &quot;Youth &amp; Society.&quot;]
The Attitudes of Second-Year College Students: Exploring the Mindsets behind the &quot;Sophomore Slump.&quot; 2013 Research Report
Author: Noel-Levitz, Inc.
Date: 2013-00-00
Type: Reports - Research
Subjects: College Students,Student Attitudes,Student Motivation,Learner Engagement,Academic Persistence,Graduation,Student Surveys,Two Year College Students,Student Satisfaction,Tutoring,Work Experience,Gender Differences,Grades (Scholastic),Public Colleges,Private Colleges

In response to the growing call to increase college completion rates, many campus officials have turned their attention to the &quot;sophomore slump&quot;--a term that broadly defines the somewhat-common and lackluster performance of a substantial portion of second-year college students. To examine this issue, this report looks beyond test scores and grade point averages at a range of &quot;noncognitive&quot; attitudes that influence second-year students' motivation, engagement, persistence, and college completion. The report is based on student survey responses drawn from a sizable sample of second-year students at four-year and two-year institutions nationwide in 2012. Findings include: (1) Only three-quarters of the second-year student respondents from four-year private and public institutions were able to affirm that they &quot;felt energized&quot; by the ideas they were learning in most of their courses; (2) Only two-thirds of the respondents from two-year public institutions were able to affirm the statement, &quot;I have many friends and feel at home here&quot;; (3) Respondents across institution types reported relatively low satisfaction in areas such as their frequency of communication with academic advisors and the availability of work experiences associated with students' career interests; (4) Only a slight majority of respondents across institution types indicated they had the financial resources they needed to finish college. Yet, on the upside, similar percentages of students indicated they were receptive to financial guidance; (5) Approximately half of respondents from four-year institutions--led by female students--wanted help with finding a tutor for one or more courses, while fewer than one-third of these students (male and female combined) reported receiving tutoring assistance in year one; and (6) Nine percent of respondents from four-year private institutions, 14 percent of respondents from four-year public institutions, and 56 percent of respondents from two-year public institutions reported that they were either undecided about continuing their enrollment or planned to transfer to another institution. The following are appended: (1) Reflections and actions to consider; and (2) Complete findings.
The Relationship of Student Satisfaction to Key Indicators for Colleges and Universities. 2014 National Research Report
Author: Bryant, Julie
Date: 2014-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Student Satisfaction,Educational Indicators,Universities,Institutional Evaluation,Performance Factors,Instructional Effectiveness,Academic Advising,School Registration,Educational Environment,Campuses,Student Surveys,Graduation Rate,Tuition,Enrollment,School Size,Institutional Characteristics,School Holding Power,Community Colleges,Career Education,Public Colleges

Student satisfaction is an indicator of institutional performance. By asking students how satisfied they are with their educational experience in areas such as instructional effectiveness, academic advising, registration, and campus climate, an institution can identify the areas that are performing well and those that need to be a priority for improvement. The responses to a satisfaction survey allow students to have a voice in their college or university's decision making. Traditionally, student satisfaction scores have been analyzed and compared across institution types, including four-year privates, four-year publics, community colleges, and career schools. Typically there are distinct differences in the satisfaction levels at these four institution types--students at one campus type may exhibit significant differences in satisfaction compared to those at a different type of institution. Why is this? This study addresses that question by comparing student satisfaction levels to three key indicators across institution types: (1) Graduation rates; (2) Tuition levels; and (3) Enrollment size. How does the institutional environment influence student satisfaction? This analysis will provide a context for understanding how student satisfaction levels are tied to institutional characteristics. The data set and methodology for this study is appended.
National Online Learners Priorities Report. 2014-15 Research Report
Author: Noel-Levitz, Inc.
Date: 2014-00-00
Type: Reports - Research
Subjects: Online Courses,Electronic Learning,Educational Technology,College Students,Enrollment Trends,Student Attitudes,Student Satisfaction,National Surveys,Program Effectiveness,Student Experience,Institutional Characteristics

In 2012, more than 7,000,000 students were enrolled in at least one online course. Among Title IV colleges and universities, 25 percent of students were enrolled in at least one online course, with 10 percent exclusively taking online courses and 22 percent of graduate students taking only courses online (U.S. Department of Education, 2014). While the growth of online courses has slowed down, the number of students enrolled in online courses will remain significant. But how satisfied are they with their educational experience in online courses? How do they feel about the quality and value of their education? Do they receive enough support from their institutions? This report addresses these questions by examining the satisfaction levels and priorities of students in online courses. The report covers a diverse range of key topics, illuminating how institutions are currently serving online students and areas where institutions could improve the quality of the experience.