ethanporcaro/eric-fulltext-meta huggingface dataset:
The Anxiety Levels of University Students Residenting at State Dormitory
Author: Gümrükçüoglu, Nurhan
Date: 2017-12-00
Type: Journal Articles
Subjects: Anxiety,College Students,Dormitories,Foreign Countries,Measures (Individuals),Gender Differences,Scores,Severity (of Disability),Correlation,Drug Use

Objective: This study was planned as a descriptive study to determine the anxiety levels of university students residing at state dormitory. Materials and Methods: The research was carried out among female and male students residing in dormitories linked to Trabzon province Credit and Residence Institution. A total of 243 students (115 girls-128 boys) formed the sample of the research. Beck Anxiety Inventory (BAE) and a data collection tool developed by researchers were used. Due to the abnormal distribution of anxiety scores by gender and other grouping variables (p = 0,001) and the non-homogeneous distribution (p = 0,002), analyze was performed by non-parametric methods and Mann Whitney-U test was applied. Findings: Of the 243 students who completed the whole questionnaire, 47.2% were females (n = 115) and 57.2% were males. 80.0% of female students (n = 92) and 72.7% of male students (n = 93) were found to have severe anxiety. 78.8% (n = 115) of students with severe anxiety were between 21-23 age group. There was a significant relationship between students' anxiety levels by gender (p = 0.007). The mean rank of anxiety scores of females (134,88; n = 115) was found to be higher than that of male anxiety scores (110,43; n = 128) (Z = - 2,710; p = 0.007). No significant relationship was found between students' regular drug use and anxiety levels (p = 0.072). Results: It has been determined that a large part of the students residing at dormitory have severe anxiety. The relatively small number of the sample restrains the generalization of the results. It is suggested that similar studies should be carried out with larger samples to achieve more generalized results.
Research-Practice Partnership: Application to Implementation of Multi-Tiered System of Supports in Early Childhood Education
Author: Goldstein, Howard
Date: 2019-02-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Partnerships in Education,Positive Behavior Supports,Early Childhood Education,Evidence Based Practice,Program Implementation,Urban Schools,School Districts,Decision Making,Barriers,Response to Intervention,Educational Indicators,Outcomes of Education,Educational Improvement,Speech Language Pathology,Allied Health Personnel,Interprofessional Relationship,Interdisciplinary Approach

Purpose: Research-practice partnerships (RPPs) offer a tool for identifying, generating, and implementing evidencebased strategies that improve practice, policies, and client outcomes. We offer a description of RPPs and elements that facilitate successful utilization. The origin of RPPs, various approaches, and anticipated barriers are discussed. We illustrate some of the challenges and rewards of establishing an RPP using an example of a project that sought to implement a multitiered system of supports among a variety of early childhood education classrooms in a large urban school district. Method: A planning/leadership team established objectives and used surveys, focus groups, classroom observations, professional development records, and student outcome data to inform decision making. Results: The district's progress in implementing multitiered system of supports in early childhood and ways in which implementation plans were modified as a result of data-based decision making are described. A number of unexpected obstacles interfered with original plans, requiring significant revisions in our theory of change and new strategies to overcome challenges. Conclusion: This illustration helps elucidate critical elements of RPPs and highlights their applicability to researchers and practitioners in communication sciences and disorders.
Blended Learning Model for Enhancing Entrepreneurial Skills among Women
Author: Tupe, Navnath
Date: 2018-04-13
Type: Journal Articles
Subjects: Blended Learning,Entrepreneurship,Skill Development,Females,Foreign Countries,Womens Education,College Students,Creativity,Problem Based Learning,Learner Engagement,Intelligence,Learning Activities,Independent Study,Instructional Design

This theoretical article is devoted to the creation of Blended Learning Model [BLM] which aims at providing a learning environment for enriching entrepreneurial skills among women. Product Development process has been employed for developing BLM. Self-instructional strategies are also applied to design the learning situation in the BLM. Face to face and online mode of learning are effectively blended in the BLM which includes 70% learning through online and only 30% happens in face to face mode. There is a scientific course alignment that has been established in different aspects of the BLM such as the aims &amp; objectives, commitments of learner, content and context, learning outcomes and human interactions, interactions with content, scenarios based learning for creating contextual learning environment, etc. Self-governed learning activities have been developed for the purpose of effective learning. Maximum teaching-learning activities were carried out through a computer-mediated online platform and some of them were provided through the face to face mode of learning. The development process of BLM has been described in detailed in present paper.
Changing Culture as a New Principal
Author: Grebenau, Maury
Date: 2018-08-23
Type: Reports - Descriptive
Subjects: School Culture,Principals,Organizational Change,Educational Environment,Transformational Leadership,Resistance to Change

Many change efforts in schools fail to create the desired lasting change because they do not consider the current school culture. This is especially challenging for a principal beginning in a new school. Using Schein's (2004) definition of culture, this article guides school leaders in diagnosing culture and creating an environment where lasting change can take root. It assumes a goal of transformational leadership as opposed to transactional leadership. Lasting change will most likely grow in an environment where the urgency for the change is demonstrated balanced with safety for the teachers and other stakeholders. Change will continue from its initial stages when a leader provides short term wins to demonstrate a vision which is coming to fruition and is beneficial.
Collaborating on the Development and Implementation of Evidence-Based Practices: Advancing Science and Practice
Author: Olswang, Lesley B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Education,Program Implementation,Evidence Based Practice,Communication Disorders,Theory Practice Relationship,Partnerships in Education,Cooperation,Researchers,Stakeholders,Scientific Research,Medical Research,Communication Research

Implementation Science has recently gained considerable attention for the discipline of Communication Sciences and Disorders as a promising means for closing the research-practice gap by proactively facilitating the use of evidence-based protocols in practice. One of the pillars of Implementation Science is collaboration between researchers and stakeholders. This article describes the benefits of researcher-stakeholder collaboration, along with the challenges. Different types of collaborative approaches are provided with specific examples. Guidelines for creating and sustaining successful collaborations are provided. The article concludes with an appeal for more research that brings together the talents and expertise of researchers and other stakeholders in conducting scientifically rigorous and practically important studies in ways that improves the likelihood of adoption and sustained use of evidence-based practices.
Data Collection Efforts at Postsecondary Institutions. Policy Perspectives
Author: Swail, Watson Scott
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Data Collection,Postsecondary Education,College Students,School Holding Power,Progress Monitoring,Information Utilization,Student Records,Educational Policy,Data Analysis,Shared Resources and Services,Federal Government,State Government,Accountability,Barriers,Educational Legislation,Parent Rights,Privacy,Access to Information

The issue of student retention and graduation from postsecondary institutions has grown in stature over the past decade. While the last 40 years of federal and state policies have focused largely on access to college, there is now a very real interest in not only getting students into college but also helping them earn baccalaureate and other degrees. This publication represents the final report of a study conducted by the Educational Policy Institute (EPI), in association with the AAAS Center for Advancing Science &amp; Engineering Capacity, for the Alfred P. Sloan Foundation in 2008-12. The purpose of this paper is to identify and describe current and recent efforts at the institutional, state, regional, and national levels to collect individual student data for tracking progress in postsecondary education and to provide comprehensive information on promising and usable efforts to collect data. The authors found that the predominant view is that a national student unit record system would be a useful, if not critical, tool for public policy. Project activities included: (1) Reviewing available literature and information on issues and projects related to student unit record (SUR) data collection; (2) interviewing 20 experts from 16 organizations regarding SUR systems and &quot;tracking&quot; student activities and movements; (3) conducting a purposeful web-based survey of 819 individuals at institutions across the United States to gauge institutional data tracking ability and perceptions of current data issues and policy discussions; and (4) corresponding with project managers at several universities and leading organizations working on SUR projects. The hope is that this information assists the Alfred P. Sloan Foundation and the larger education constituencies in envisioning, if not developing, a better way of collecting and assessing student data and informing public policy. The authors found that the predominant view is that a national student unit record system would be a useful, if not critical, tool for public policy.
Student Absenteeism: Who Misses School and How Missing School Matters for Performance
Author: García, Emma
Date: 2018-09-25
Type: Reports - Descriptive
Subjects: Attendance Patterns,Student Behavior,At Risk Students,Academic Achievement,National Competency Tests,Low Achievement,Middle School Students,Grade 8,Evidence,Gender Differences,Racial Differences,Lunch Programs,Individualized Education Programs,Poverty,Disabilities,Low Income Students,Minority Group Students,English Language Learners,Achievement Gap,Geographic Regions,Regional Characteristics,Differences

A broader understanding of the importance of student behaviors and school climate as drivers of academic performance and the wider acceptance that schools have a role in nurturing the &quot;whole child&quot; have increased attention to indicators that go beyond traditional metrics focused on proficiency in math and reading. The 2015 passage of the Every Student Succeeds Act (ESSA), which requires states to report a nontraditional measure of student progress, has codified this understanding. The vast majority of U.S. states have chosen to comply with ESSA by using measures associated with student absenteeism--and particularly, chronic absenteeism. This report uses data on student absenteeism to answer several questions: How much school are students missing? Which groups of students are most likely to miss school? Have these patterns changed over time? And how much does missing school affect performance? In this report, the authors aim to fill some of the gaps in the analysis of data surrounding absenteeism. They first summarize existing evidence on who misses school and how absenteeism matters for performance. The authors then analyze the National Assessment of Educational Progress (NAEP) data from 2003 (the first assessment with information available for every state) and 2015 (the most recent available microdata). They use this information to describe how much school children are missing, on average; which groups of children miss school most often; and whether there have been any changes in these patterns between 2003 and 2015. The authors also present evidence that higher levels of absenteeism are associated with lower levels of student performance. Major findings include: (1) One in five eighth-graders was chronically absent; (2) absenteeism varied substantially among the groups analyzed; (3) absenteeism varied by state; and (4) prior research linking chronic absenteeism with lowered academic performance was confirmed by the results.
Adult Education and Literacy in Iowa: Fiscal Year 2018 Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Program Costs,Eligibility,Accountability,Expenditures,Grouping (Instructional Purposes),Educational Assessment,State Programs,Colleges,Community Colleges,English (Second Language),Secondary Education,Adult Basic Education,Limited English Speaking,Federal Aid,State Aid,Geographic Regions,Resource Allocation

The Department of Education, Division of Community Colleges and Workforce Preparation, has prepared this report in response to the Skilled Iowa and Job Creation Fund legislation related to the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50) This report was coordinated by the Department with the assistance of Iowa's 15 community colleges. As defined by Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014, adult education enables adults to: (1) become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; (2) obtain the educational skills necessary to become full partners in the educational development of their children; and (3) complete a secondary school education. Adult education's history of responding to learners' needs is addressing the skill gap and economic demands of Iowa's workforce. Whether a learner's goals are related to personal improvement, family literacy, further training, or employment, undereducated adults in Iowa need a system that provides clear pathways and support. This report compares AEL financial allocations, expenditures, and performance within the state and by the providers for FY17 and FY18. [For the 2017 report, see ED584133.]
Igniting the Learning Engine: How School Systems Accelerate Teacher Effectiveness and Student Growth through Connected Professional Learning
Author: Miles, Karen Hawley
Date: 2017-04-00
Type: Reports - Research
Subjects: Faculty Development,Teacher Effectiveness,Instructional Improvement,Academic Achievement,Public Schools,Charter Schools,Curriculum Development,Teacher Collaboration,Feedback (Response),Student Evaluation,College Readiness,Career Readiness,Academic Standards,Educational Finance,Resource Allocation,Expenditures

The introduction of college- and career-ready standards (CCRS) profoundly raises the bar for teaching and learning in American schools--and for professional development. Some school systems are rising to the challenge and significantly improving instruction and seeing student learning growth. With the support of the Bill &amp; Melinda Gates Foundation, Education Resource Strategies sought to understand not just what is happening in these systems, but how leaders have reorganized resources--including people, time, and money--to make it happen. The authors identified four systems where instruction and student performance are improving even under more rigorous academic standards, where teachers are serving a relatively high-needs student population (e.g., at least 64 percent of students receive federal free or reduced-price lunch benefits), and where system leaders highlighted &quot;redesigned professional learning&quot; as a key driver of growth. These systems--District of Columbia Public Schools, Duval County Public Schools, Sanger Unified School District, and the charter management organization Achievement First--represent a range of sizes, regions, funding levels, and system types, enabling the authors to identify insights that they hope can be applied across the country. Each system took a different path, but they found that they all relied on three elements: (1) Rigorous, comprehensive curricula and assessments; (2) Content-focused, expert-led collaboration; and (3) Frequent, growth-oriented feedback. These school systems made these common, research-backed practices powerful by integrating the elements in one cohesive strategy, tightly connected to the work teachers do every day. The authors call this &quot;Connected Professional Learning.&quot; It requires significant shifts in how school systems organize resources--moving away from one-size-fits-all workshops and pay for advanced degrees--toward time and instructional leaders to help teachers engage with the curriculum and adjust to student results. This report explores what these strategic practices look like, how to organize resources, and where to get started. [This work was produced with Duval County Public Schools, Sanger Unified School District, and Achievement First.]
Expanding Competency-Based Education for All Learners
Author: Jobs for the Future
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Postsecondary Education,Adult Learning,College Students,Education Work Relationship,Employment Potential,Job Placement,Acceleration (Education),Adult Students,Job Training,Time to Degree,School Orientation,Curriculum,Skill Development,Pacing,Summative Evaluation,Formative Evaluation

In partnership with the ECMC Foundation, Jobs for the Future is leading an effort to explore how postsecondary competency-based education models can be adapted to better serve underprepared adult learners. JFF kicked off this initiative with a convening of educators, policymakers, and researchers, the results of which are captured in this paper. We invite you to join this critical effort to harness the potential of CBE to propel more people to complete a highvalue college credential, leading to job placement and career success, in less time, for less money.
The State of Academic Customer Service on U.S. Campuses. Policy Perspectives
Author: Raisman, Neal A.
Date: 2017-02-00
Type: Reports - Research
Subjects: College Students,Community Colleges,Public Colleges,Private Colleges,Helping Relationship,College Presidents,Administrators,College Faculty,School Personnel,Administrator Attitudes,Teacher Attitudes,Employee Attitudes

A survey on the state of academic customer service for students found that academic customer service provided on the nation's campuses is fair or weak at best and is a cause of many students leaving a college. Basic service functions such as training, telephone skills, and returning voice mails and emails are rudimentary service functions that are rated low. This is not a good recognition considering the importance of providing good to excellent academic customer service to retaining students and revenue. In 2016, N. Raisman and Associates emailed a survey to 1,000 potential respondents determine the state of academic customer service on the campuses of community colleges, and public and private universities. The survey was returned by 445 respondents. For this survey, academic customer service was defined as meeting the needs and expectations of students in the services, processes, and physical aspects of a college as they navigate the institution. These services include all aspects of the student experience including business functions; interactions with faculty, staff and administrators; the classroom experience; and even the website and other aspects of &quot;college.&quot; Results showed that academic customer service on a campus can account for up to 78 percent of why students leave.
Growing Great Teachers: How School System Leaders Can Use Existing Resources to Better Develop, Support, and Retain New Teachers--and Improve Student Outcomes
Author: Rosenberg, David
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Beginning Teachers,Teacher Persistence,Faculty Mobility,Prevention,Teacher Recruitment,Faculty Development,Partnerships in Education,Teacher Education Programs,Teacher Placement,Incentives,Resource Allocation,Strategic Planning,Educational Development,Preservice Teachers,Practicums

Every year, school districts welcome -- and then lose -- thousands of promising new teachers. For too many, the job is overwhelming. How can we improve instruction and reduce teacher turnover -- especially with limited resources, in our highest-needs schools? In the &quot;Growing Great Teachers&quot; report, we use research-based &quot;impact modeling&quot; to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.
What Is Resource Equity? A Working Paper That Explores the Dimensions of Resource Equity That Support Academic Excellence. Updated
Author: Travers, Jonathan
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Resource Allocation,Instructional Leadership,School Districts,Educational Quality,Acceleration (Education),Student Experience,Teacher Effectiveness,Leaders,Student Needs,Early Intervention

Resource equity refers to the allocation and use of resources (people, time, and money) to create student experiences that enable all children to reach empowering and rigorous learning outcomes--no matter their race or income. In this working paper, we've identified specific &quot;dimensions of equity,&quot; and we explain how each links to student outcomes, identify typical sources of inequities within systems, share ways that schools and systems have organized resources to create greater equity, and provide sample diagnostic questions to help systems self-assess. While there is no set &quot;recipe&quot; for great school systems, assessing these dimensions helps education stakeholders see more clearly whether school systems provide all students the resources they need, and can help leaders design school and system policies to more equitably allocate and effectively use resources based on student need.