ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Foster Care Placement History and Post-Secondary Graduation Rates
Author: Day, Angelique
Date: 2013-04-00
Type: Journal Articles
Subjects: Foster Care,Student Characteristics,Background,Postsecondary Education,Graduation Rate,College Graduates,Comparative Analysis,Gender Differences,Racial Differences,Low Achievement,Grade Point Average,Educational Attainment,Student Records,Statistical Analysis,Undergraduate Students,Low Income Groups,First Generation College Students,At Risk Students

Prior research has document significant disparities in post-secondary educational attainment between young adults who had been in foster care and their peers in the general population. This study uses survival analysis to compare the four-year college graduation rate of students who had been in foster care to the graduation rate of first generation, low-income students at the same university. Estimates from discrete time hazard models indicate that former foster care students graduated at a slower rate than their non-foster care peers even after controlling for gender and race. In addition, although students in poor academic standing (cumulative GPA below 2.0) graduated at the same rate regardless of whether they had been in foster care, having been in foster care had a negative effect on the graduation rate of students in good academic standing (cumulative GPA's at or above 2.0). The implications of these findings for increasing post-secondary educational attainment among college students who had been in foster care are discussed.
Highlighting the Need for Further Response to Intervention Research in General Education
Author: McDaniel, Sara
Date: 2013-06-00
Type: Journal Articles
Subjects: Response to Intervention,Research Needs,Information Dissemination,Literature Reviews,Screening Tests,Prevention,Progress Monitoring,Interdisciplinary Approach,Evaluation,Special Education,Evidence,Educational Practices,Research Methodology,Databases,Online Searching,Peer Evaluation,Elementary Education

Response to Intervention (RtI) provides a framework for effective prevention and intervention at all achievement levels. RtI also allows school districts to use an alternative method for identifying students with disabilities, but there is a paucity of published empirical research aimed to inform RtI best practices among general educators. The purpose of this paper was to systematically review empirical RtI research with regard to research dissemination and specific foundational components. Specifically, 47 peer-reviewed articles describing policy, intervention, or tiered supports within RtI were reviewed for content related to the six foundational RtI components: (a) screening, (b) primary prevention, (c) secondary intervention, (d) tertiary intervention, (e) progress monitoring, and (f) multidisciplinary evaluation. The findings suggest most RtI research is conducted within the context of special education, and the subsequent articles are published in special education journals. Therefore, additional RtI research outlining evidence-based practices for the primary and secondary tiers of RtI need be disseminated to administrators and general educators, specifically focusing on all six implementation components.
Higher Education and Efficiency in Europe: A Comparative Analysis
Author: Sánchez-Pérez, Rosario
Date: 2012-12-00
Type: Journal Articles
Subjects: Higher Education,Comparative Analysis,Gender Differences,Foreign Countries,Efficiency,Sex Fairness,Educational Attainment,Salary Wage Differentials,Elementary Secondary Education

This paper analyses the efficiency of higher education in equalizing the feasible wages obtained for men and women in the labour market. To do that, It is estimated two stochastic frontiers. The first one measures the effect of higher education inside the group of men and women for six European countries. The results indicate that in Denmark, France and Italy men with higher education have higher gains in wages with respect men with the same characteristics with secondary education while for women appears the opposite result. In Germany and Spain, women with higher education experiment higher gains in terms of wages than obtain men. The second frontier shows the wages differentials obtained for women in each country by education level with respect men. Here, women with higher education experiment less wages differentials than do women with primary or secondary education. The data set is the ECHP (European Community Household Panel Data) from 1995 to 2001.
An Integrated Performance-Based Budgeting Model for Thai Higher Education
Author: Charoenkul, Nantarat
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,State Universities,Budgeting,Budgets,Administrators,Surveys,Case Studies,Questionnaires,Interviews,Strategic Planning,Models,Money Management,Measures (Individuals),Mixed Methods Research

This research mainly aims to develop an administrative model of performance-based budgeting for autonomous state universities. The sample population in this study covers 4 representatives of autonomous state universities from 4 regions of Thailand, where the performance-based budgeting system has been fully practiced. The research informants consist of administrators and staff in charge of planning, financial affairs and budgeting. The research techniques applied in this study are surveys and a study of 4 selected cases. The research instruments are document analysis, a questionnaire and in-depth interviews. The key research findings reveal that the proper administrative model of performance-based budgeting for institutions of higher education is an &quot;integrated model&quot; of budgeting which consists of 4 principal components: 1) a strategic plan; 2) a budgeting system to be operated based on 7 hurdles; 3) the structure of an integrated approach of budget management and 4) the conditions for implementation of the proposed model and the supporting factors.
Determinants of Students' Academic Performance in Four Selected Accounting Courses at University of Zimbabwe
Author: Nyikahadzoi, Loveness
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Accounting,Performance Factors,Achievement Need,Evidence,College Freshmen,Least Squares Statistics,Age Differences,Gender Differences,Enrollment Trends,Access to Information,Internet,Data Analysis,Regression (Statistics),Questionnaires,Student Records,Student Surveys

The study seeks to establish scientific evidence of the factors affecting academic performance for first year accounting students using four selected courses at the University of Zimbabwe. It uses Ordinary Least Squares method to analyse the influence of personal and family background on performance. The findings show that variables age gender, enrolment status and access to internet are important in explaining academic performance of accounting students at the University of Zimbabwe.
Leadership: Building a Team Using Structured Activities
Author: Rivas, Olivia
Date: 2012-09-00
Type: Journal Articles
Subjects: Leadership,Teamwork,Group Dynamics,Activities,Collegiality,Familiarity,Group Activities,Group Experience,College Faculty,Teacher Administrator Relationship

Educators strive to anticipate reactions or outcomes of instruction so that the learning or acquiring of information by others is as pain-free as possible. Leaders also strive to build cohesiveness and trust in groups or teams of employees so that the end goal or task is produced in a timely manner. However, setting the stage or mood for teamwork to occur is one step that needs to be considered for either of those goals to happen. The following paper will review successful structured activities used by the authors in a mid-size southern university. A bibliography is included.
Making College a Success by Assessing and Navigating Candidates' Study Habits
Author: Gentry, Ruben
Date: 2012-12-00
Type: Journal Articles
Subjects: College Students,Study Habits,Academic Achievement,College Admission,Educational Finance,Student Characteristics,Costs,Critical Thinking,Student Motivation,Self Concept,Student Attitudes,Homework,Personality Traits,Goal Orientation,Time Management,Educational Practices,College Faculty,Teacher Student Relationship

In an ideal world colleges would recruit and admit the &quot;right&quot; students and there would be no doubt about their success. But even in a less than ideal world, it is incumbent upon professors to ensure that students who do come to them experience success to the greatest extent possible. This capstone educational adventure offers immeasurable benefits to the individual student and to society. The individual is prepared for a chosen career that leads to a quality and productive life. Society is enhanced by any worthwhile contributions of the individual. However, college is expensive and requires untold demands of students. To be a success in college, students must make necessary financial arrangements and establish good study habits as they pursue a degree. This manuscript provides a snapshot of the crucial elements for college success. It also provides data on a select group of college students' study habits and how they may be navigated to help ensure success in college. A closer look at the candidates and their study habits informs the profession about possible avenues for enhanced success.
Peer Assessments of GPW: Infusing Fairness into Students' Assessments of Peer Contributions
Author: Onyia, Okey Peter
Date: 2012-09-00
Type: Journal Articles
Subjects: Peer Evaluation,Undergraduate Students,Evaluation Criteria,Evaluation Methods,Models,Research Tools,Student Evaluation,Teamwork,Cooperative Learning,Usability,Questionnaires,Student Surveys,Program Evaluation,Evaluation Problems,Social Sciences,Business Administration Education,Hypothesis Testing,Comparative Education,Comparative Testing,Foreign Countries

This paper contains results of an empirical study that tested the efficacy and acceptability of two templates designed to fully involve students in proper and fair peer-assessments of their group project work (GPW) by providing concrete evidence of independent progressive documentation of their peers' contributions to the work-process and end-product(s). Two compatible templates--the Progressive Evaluation Template (PET) and the Peer Assessment Criteria Template (PACT)--were developed to enable students provide progressive documentation of their peers' contributions to the student-led group project process in order to support the marks they award their peers and, at the same time, show concrete evidence of their fairness in the entire peer-assessment process. The templates were trialed through experimental usage by the faculty and students of three undergraduate courses in The Media School of Bournemouth University in Bournemouth, United Kingdom, and four undergraduate/graduate courses in the School of Business &amp; Entrepreneurship of Lindenwood University in Saint Charles, Missouri, United States. The trials were conducted in the 2009/2010 and 2010/2011 academic years respectively. The efficacy and acceptability of the templates were then tested through a cross-national opinion survey of the students in the seven courses. The study results generally indicate positive acceptability of the templates and a significant relationship between the students' acceptance of the tools and the levels of usefulness, comprehension, ease of use, and fairness they attributed to them. In discussing the aggregate findings, the paper also recommends ways of using the templates in digital peer-assessment contexts.
Developing a Rubric to Support the Evaluation of Professional Development School Partnerships
Author: Polly, Drew
Date: 2015-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Test Construction,Educational Practices,Professional Development Schools,Partnerships in Education,Synthesis,Program Descriptions,Academic Standards,College School Cooperation,Teacher Education Programs,Institutional Research,Self Evaluation (Groups),Institutional Evaluation,Change Strategies,Evaluation Methods

This article describes the synthesis of the NCATE PDS Standards, the NAPDS Nine Essentials and the CAEP Standards to create a rubric that can be used to help PDS stakeholders develop, refine, and evaluate their partnerships. Implications and future directions on how to use the rubric are also shared.
Can &quot;Collegiality&quot; Be Measured?: Further Validation of a Faculty Assessment Model of Discretionary Behaviors
Author: Schimmel, Tammy
Date: 2013-08-00
Type: Journal Articles
Subjects: College Faculty,Collegiality,Tenure,Teacher Evaluation,Teacher Behavior,Educational Indicators,Teacher Surveys,Likert Scales,Construct Validity

The professoriate has been debating the value of adding collegiality as a fourth criterion in faculty evaluations. Collegiality is considered to be any extra-role behavior that represents individuals' behavior that is discretionary, not recognized by the formal reward system and that, in the aggregate, promotes the effective functioning of the educational organization. The AAUP recommended against including collegial behaviors in faculty evaluations stating that the inclusion could hinder academic freedom by not allowing for dissent and that the construct of collegiality is amorphous which prevents the creation of an effective tool available to evaluate collegial behavior. Despite this opinion, faculty members continue to be denied tenure because they were cited as lacking civility. Efforts by researchers have been made to address the concern expressed by the AAUP about the amorphous nature of the construct by delineating the indicators associated with collegial behaviors. Initial efforts led to the creation of a list of collegial indicators validated by Research I and Research II professors who provided the basis for a subsequent assessment constructed based on the validated indicators. The current study has extended the validation of the indicators to a sample of Master's university professors. Results suggested that there was agreement in representativeness of collegiality between university types. These results have further reduced the amorphous nature of the construct and allows for an expanded use of the assessment in faculty evaluations.
Student Gender and Perceptions of Teaching Effectiveness
Author: Lavin, Angeline
Date: 2012-12-00
Type: Journal Articles
Subjects: Gender Differences,Teacher Effectiveness,Teacher Characteristics,Student Surveys,Business Administration Education,Scores,Statistical Analysis,Graduate Students,Undergraduate Students,Student Attitudes

Becoming an effective teacher is a constantly evolving, multi-faceted journey, and differences of opinion exist as to what constitutes effective teaching. The goal of this study is to investigate whether there are identifiable differences between male and female students in terms of the teaching traits each finds important. This paper summarizes the gender-based findings from a survey administered to students in fall 2011 at a mid-sized AACSB International accredited Midwestern university business school. Thirty-five traits were presented for evaluation. Students scored each trait's contribution to good teaching on a four point scale and identified the five characteristics they perceived as most important and least important. Overall, female students rated 29 out of 35 of the unadjusted factors more highly than did male students. Response scores for each gender group were standardized to control for differences in responses by gender. Using standardized response scores, female respondents rated 20 traits more highly than did their male counterparts, while male students ranked 15 traits more highly than did the female respondents. There were statistical differences between the genders for 13 of the 35 traits, with females rating responsiveness, encouraging, class preparedness, organized presentation, professional attire, clear presentations, and engaging more highly; males rated relaxed demeanor, educational credentials, established research record, sense of humor, experienced lecturer, and work (industry) experience more highly. No statistically significant differences were found in the order of ranking by female versus male students when comparing the factors that each group identified as contributing most and least to effective teaching.
Value-Added Evidence of Student Achievement Gains in Schools Hosting Wichita Teacher Quality Partnership Pre-Service Teachers
Author: McDowell, Kimberly
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Practices,Achievement Gains,Partnerships in Education,Preservice Teachers,Evidence,Professional Development Schools,School Districts,College School Cooperation,Progress Monitoring,Student Records,Reading Achievement,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Matched Groups,Correlation,Statistical Significance,Program Evaluation,Program Effectiveness,Academic Achievement

To understand the immediate impact of a university-school district partnership that places preservice teachers (both traditional undergraduates and graduate students in an initial licensure residency program) in a Professional Development School (PDS) model, this exploratory study reviewed data from yearly examinations required by the Kansas State Department of Education for the purpose of monitoring average yearly progress in reading and math. Scores of students (grades 3-5) in 16 PDS sites were compared to scores of students in 16 non-PDS sites in the same district, matched for similarity based on demographic criteria. Findings indicate statistically significant differences in gains in the percent of students performing at or above proficient on state reading assessments, with students attending PDS sites outperforming those who attend non-PDS sites. Findings related to math performance approached significance but did not reach statistically significant levels. These findings suggest that having pre-service teachers in a PDS site, utilizing a strong university-school partnership model, can positively impact student achievement.
Reflections on a Pilot Project: Removing the &quot;Dis&quot; from Disability
Author: Yee, Michelle J.
Date: 2012-09-00
Type: Journal Articles
Subjects: Reflection,Pilot Projects,Disabilities,Oral History,Personal Narratives,Work Experience,Females,Blindness,Qualitative Research,Phenomenology,Constructivism (Learning),Grounded Theory,Critical Theory,Attitudes toward Disabilities,Midlife Transitions,Quality of Life

This paper explores preliminary results of a pilot study whose purpose was to document, through an oral history narrative, the personal and work experiences of a female artist and social entrepreneur who is legally blind. These experiences included the challenges that the research participant has experienced in the U.S. as a woman with an &quot;invisible&quot; disability, specifically legal blindness that was acquired in adulthood. This qualitative research project began with the initial intent of contributing to the genre of narrative inquiry with a feminist lens (Saldana, 2011). During the stage of data analysis, the researcher became more intrigued with constructivist grounded theory as a methodological paradigm, informed by both critical theory and feminist theory as broader theoretical perspectives (Kushner, 2003; Stern, 2011; Wuest, 1995). The investigative concern through the course of the project has thus evolved into giving shape to a theoretical process, rather than a constructed story, with the voice of the participant in the foreground.
Quantitative Analysis of Variables Affecting Nursing Program Completion at Arizona State University
Author: Herrera, Cheryl
Date: 2013-08-00
Type: Journal Articles
Subjects: Statistical Analysis,Undergraduate Students,Nursing Students,Nursing Education,Racial Differences,Ethnic Groups,Gender Differences,Academic Persistence,Correlation,Regression (Statistics),Required Courses,Predictor Variables,Grades (Scholastic),Scores,Student Records,Databases

This study is designed to understand the patterns of selection, preparation, retention and graduation of undergraduate pre-licensure clinical nursing students in the College of Nursing and Health Innovation at Arizona State University enrolled in 2007 and 2008. The resulting patterns may guide policy decision making regarding future cohorts in this program and in nursing programs at other colleges and universities. Several independent variables were examined including grades earned in prerequisite courses; replacement course frequency; scores earned on the Nurse Entrance Test (NET); the number of prerequisite courses taken at four-year institutions; race/ethnicity; and gender. The dependent variable and definition of success is completion of the Traditional Pre-licensure Clinical Nursing Program in the prescribed four terms. Theories of retention and success in nursing programs at colleges and universities guide the research. Correlational analysis and multiple logistic regression revealed that specific prerequisite courses--Human Nutrition, Clinical Healthcare Ethics, and Human Pathophysiology--as well as race/ethnicity, and gender are predictive of completing this program in the prescribed four terms.
Pursuing Benefit or Avoiding Detriment: Term-Time Job Selection of Sports Major Undergraduates
Author: Wu, Huan-Hung
Date: 2013-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Majors (Students),Student Employment,Part Time Employment,Performance Factors,Questionnaires,Change Strategies,Decision Making,Factor Analysis,Athletes,Physical Education,Participant Characteristics,Student Attitudes,Foreign Countries,Attribution Theory

Higher education expansion accompanied with the tuition rising has resulted in the increasing number of term-time employed students in many countries. Taiwan is no exception to this trend. Thus, there were a few studies to explore the impact of term-time employment on undergraduates. However, very few researchers focus on how undergraduates make the decision of applying term-time work. Analytic hierarchy process is adopted in this study to measure the relative weights of decisive factors of term-time employment choice among sports major undergraduates. A self-developed questionnaire was adopted as the major tool for data collection According to the results, we recommend college administrators and department of sports could consider offering more on-campus working opportunities, build experiences, and finally establish career counseling services to help their students select term jobs.
''Principalled'' Leadership in the PDS School: Enhancing the Field Experience for Pre-Service Teachers
Author: Klenk, Laura
Date: 2015-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Preservice Teachers,Leadership Role,Professional Development Schools,Educational Practices,Principals,Qualitative Research,Case Studies,Elementary Schools,Instructional Leadership,Participative Decision Making,Administrator Role,Administrator Characteristics,Journal Writing,Observation,Transcripts (Written Records),Interaction Process Analysis,Teacher Leadership,Student Leadership,School Effectiveness

In the mid-1980s and early 1990s, the Holmes group (1990) laid out a blueprint for leadership in PDS schools, positing that effective principals could foster leadership roles for all participants. Since then other scholars have explored the challenges of establishing strong principal-PDS relationships. This qualitative case study reveals how one elementary principal used her leadership role in very intentional ways to enhance the field experience for Junior Participants (JPs) in a PDS program. Findings reveal that the principal's direct engagement with the JPs, her instructional leadership, and her actualized vision of shared leadership with teachers and children in her school created positive experiences for the JPs in the following ways: by maximizing the amount of direct engagement between the JPs and the children; helping them see the complexities of teaching; and allowing them to view the children as responsible, competent leaders in their own right.