ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Equity in Higher Degrees by Research. Statistical Report, August 2019
Author: Australian Government Department of Education
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Graduate Students,Access to Education,Equal Education,Student Financial Aid,Gender Differences,Socioeconomic Status,Geographic Location,Rural Population,Students with Disabilities,Student Characteristics,Enrollment,Graduation,Intellectual Disciplines

In response to the 2016 &quot;Review of Australia's Research Training System,&quot; the Australian Government made a commitment to monitor and undertake analysis of issues surrounding representation of equity groups in higher degree by research (HDR) training. This report presents analysis and selected data on enrolments, commencements and completions for HDR students over the period 2006 to 2017, organised by the themes of financial support, gender, socioeconomic status (SES), regional/remote status, and disability. Some of the key findings include: (1) Access to Commonwealth fee offsets and stipends for domestic students increased over the period. Some groups have a consistently lower rate, including low SES and part-time students; (2) Women made up the majority of domestic HDR enrolments, commencements and completions. However, women were a minority in most science, technology, engineering and mathematics (STEM) fields with the exception of biological sciences and other natural and physical sciences; (3) Men were well-represented in STEM but under-represented in virtually all fields of health, education and creative arts; (4) Regional and remote students, and students of medium and low SES remained significantly under-represented in the HDR student population. There was little change in the representation of these students over the period; and (5) Regional students were more likely to be older, and less likely to attend their course internally compared to metropolitan students.
The Teacher Residency: An Innovative Model for Preparing Teachers
Author: Guha, Roneeta
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Teacher Education Programs,College School Cooperation,Teacher Interns,Teacher Recruitment,Teacher Persistence,Academic Achievement,Educational Finance,Program Effectiveness,Partnerships in Education,Program Design,Mentors,Financial Support,Incentives,Beginning Teachers,Grouping (Instructional Purposes),Teacher Education Curriculum,Student Teaching,Recruitment,Selection

Recruitment and retention challenges are once again leading to teacher shortages across the nation. Especially in urban and rural school districts, low salaries and poor working conditions often contribute to the difficulties of recruiting and keeping teachers, as can the challenges of the work itself. As a consequence, in many schools--especially those serving the most vulnerable populations--students often face a revolving door of teachers over the course of their school careers. Many of these teachers are underprepared for the work of teaching and learning. In districts that meet shortages by hiring teachers who have not completed an adequate preparation, turnover is higher, as novices without training leave after their first year at more than twice the rate of those who have had student teaching and rigorous preparation. Similarly, teachers who are left to sink or swim on their own leave teaching at much higher rates than those who receive supportive mentoring in their first years on the job. Under these circumstances, everyone loses: student achievement is undermined by high rates of teacher turnover and by teachers who are inadequately prepared for the challenges they face. Schools suffer from continual churn, undermining long-term improvement efforts. Districts pay the costs of both students' underachievement and teachers' high attrition. Newly emerging teacher residency programs seek to address these problems by offering an innovative approach to recruiting and retaining high-quality teachers for hard-to-staff schools. This report summarizes the features of these programs and research about their practices and outcomes. [For the policy brief to this report &quot;Teacher Residencies: Building a High-Quality, Sustainable Workforce. Policy Brief,&quot; see ED606355.]
COVID-19 Outbreak on Environment: Profile of Islamic University Students in HOTS-AEP-COVID-19 and PEB-COVID-19
Author: Ichsan, Ilmi Zajuli
Date: 2020-00-00
Type: Journal Articles
Subjects: School Closing,College Students,Distance Education,Electronic Learning,Disease Control,Thinking Skills,Conservation (Environment),Public Health,Student Attitudes,Program Effectiveness,Gender Differences,Knowledge Level,Sanitation,Hygiene,Foreign Countries,COVID-19,Pandemics

COVID-19 harms the implementation of learning at various levels, including at Islamic universities. Students at Islamic universities must use e-learning for several months until the COVID-19 outbreak ends. Students are also required to have Higher-Order Thinking Skills (HOTS) to solve problems. They are also required to have Pro-Environmental Behavior (PEB) related to COVID-19. Previous research has developed a Higher-Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The purpose of this research was to describe an implementation of elearning, HOTS, and PEB on students during the COVID-19 outbreak. The method used was descriptive through the survey technique. This research was conducted in March 2020. The instruments used were questionnaires on e-learning and HOTS-AEP related to COVID-19 (HOTS-AEP-COVID-19). Meanwhile, to measure PEB, PEB-COVID-19 was used. All instruments were constructed using Google Form and were distributed to 137 respondents via social media. The results showed that the implementation of e-learning was generally effective (27.74%) and quite effective (43.07%) even though some problems were encountered. Other results showed that students' HOTS were in the poor category (26.20) while the PEB was in the excellent category (84.82). it can be concluded that e-learning during the COVID-19 outbreak has gone well although some innovations are needed. Besides that, HOTS needs to be improved while PEB needs to be maintained.
Guidance Note: Wellbeing and Safety
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2018-01-08
Type: Reports - Descriptive
Subjects: Higher Education,Well Being,School Safety,National Standards,Student Personnel Services,College Environment,Foreign Countries,College Students

&quot;The Higher Education Standards Framework (Threshold Standards) 2015&quot; (HES Framework) includes a Section on wellbeing and safety that requires providers to provide timely and accurate advice on access to student support services and to promote and foster a safe environment on campus and online. While the Standards of the HES Framework encompass organisational responsibilities for the wellbeing of staff, their primary focus is on supporting the wellbeing and promoting the safety of students. This Guidance Note focuses generally on current students, irrespective of their mode of participation. Special requirements exist for younger students, particularly in relation to international students under the &quot;Education Services for Overseas Students Act 2000&quot; [ESOS Act]. This Guidance Note is focused on the requirements of the HES Framework. [For &quot;Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1,&quot; see ED606470.]
Guidance Note: &quot;Grievance and Complaint Handling&quot;
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2019-02-22
Type: Reports - Descriptive
Subjects: Higher Education,National Standards,Foreign Countries,College Students,Grievance Procedures

'Grievance and Complaint Handling' encompasses the policies and procedures implemented by higher education providers in response to a grievance or complaint expressed against the provider by another party, including students, staff or members of the wider community. However the &quot;Higher Education Standards Framework (Threshold Standards) 2015&quot; (HES Framework) section on Grievances and Complaints is specific to those involving students, so for the purposes of this Guidance Note, grievance and complaint handling is confined to &quot;grievances and complaints from students.&quot; The purpose of this note is twofold: (1) to give guidance to providers about the Tertiary Education Quality and Standards Agency's (TEQSA's) expectations; and (2) to help students understand what they can expect from providers. [For &quot;Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1,&quot; see ED606470.]
Credits to Graduation
Author: Tikina, Anna
Date: 2020-04-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Bachelors Degrees,College Credits,Graduation Requirements,College Transfer Students,Cohort Analysis

The number of credits completed to earn a baccalaureate degree continues to be an important criterion for measuring the effectiveness and efficiency of transfer between post-secondary institutions. Many undergraduates -- both transfer and direct entry students -- complete more than 120 credits needed for a &quot;traditional&quot; degree. The current study aims to compare the total number of credits completed for a baccalaureate degree by direct entry and transfer students at several large public universities in British Columbia (BC). Evolving from earlier research, this study utilizes a new data source so that credits completed at the sending institution can be more fully documented, rather than relying only on the number of credits recognized at the receiving institution. This goal was achieved by combining the institutional data from the receiving universities, as well as data from the sending institutions accessed through the province-wide Student Transitions Project (STP) dataset. The current study aims to augment previous research through analyzing case studies of high-volume senders to each receiving institution that participated in the study. This research attempts to account for the total number of credits utilizing the data from both &quot;sides&quot; of transfer, i.e., from both receiving and from sending institutions.
How Legacy High School Students Use Their Flexible Time. REL 2020-031
Author: Brodersen, R. Marc
Date: 2020-07-00
Type: Reports - Research
Subjects: High School Students,Flexible Scheduling,Decision Making,Time Management,Gender Differences,Academic Achievement,Teacher Role,Student Role,Instructional Program Divisions,Student Characteristics,Public Schools,Racial Differences,Ethnicity,Socioeconomic Status,Intellectual Disciplines,High Achievement,Low Achievement,Reading Achievement,Mathematics Achievement

There is growing attention to personalizing education to provide students with more flexibility in their education experiences and more time to master academic content (Pane, Steiner, Baird, &amp; Hamilton, 2015). To personalize education, Legacy High School in Bismarck Public Schools, North Dakota, has implemented a schedule that allows students some choice in how they spend a portion of the school day outside of their regularly scheduled classes. Students can choose to use this flexible time, called flex-time, working alone or with classmates on school projects, visiting content-specific learning centers (to receive academic help or engage in enrichment activities), or relaxing with friends. For students who are struggling academically, however, teachers rather than students may determine how these students use some of their flex-time. Leaders at Legacy High School and Bismarck Public Schools partnered with the Regional Educational Laboratory Central to examine how students use their flex-time. In particular, the study examined whether students with different demographic characteristics and academic achievement levels use their flex-time differently. The study found that, on average over the school year, students had approximately 80 minutes of flex-time a day and chose to use 19 percent of it for academic activities. Female students used a statistically significantly larger percentage of their flex-time (21 percent) for academic activities than male students did (17 percent). The percentage of flex-time used for academic pursuits did not vary by academic achievement level, although students who were struggling academically had a higher percentage of teacher-determined flex-time (9 percent) than did students who were meeting grade expectations (3 percent) and students who were excelling academically (less than 1 percent). Finally, when teachers determined how students used some of their flex-time, students used the largest percentage of that flex-time in school learning centers. [For the appendixes, see ED606451; for the study brief, see ED606453; for the study snapshot, see ED606454.]
Indigenous Students in Higher Degrees by Research. Statistical Report, August 2019
Author: Australian Government Department of Education
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Indigenous Populations,Graduate Students,Foreign Countries,Enrollment,Graduation,Scholarships,Disproportionate Representation,School Holding Power,Student Characteristics,Gender Differences,Age Differences,Socioeconomic Status,Institutional Characteristics,Geographic Location,Intellectual Disciplines,Full Time Students,Part Time Students

The 2016 &quot;Review of Australia's Research Training System&quot; (the Review), conducted by the Australian Council of Learned Academies (ACOLA), included a discussion of the representation of equity groups in higher degree by research (HDR) training. The discussion had a particular focus on the low representation of Aboriginal and Torres Strait Islander peoples in HDR training. In response to the Review, the Research Training Implementation Plan (RTIP) was developed by a working group comprised of representatives from the higher education, government and industry sectors, including Indigenous and HDR student representatives. RTIP was released by the Australian Government in December 2017 and includes a number of action items related to the participation of equity groups in HDR training. This report responds to those commitments and should be read in conjunction with RTIP progress reports. It covers enrolments, commencements and completions for Indigenous HDR (predominately master's by research and doctorate by research) over the period 2006 to 2017 as collected through the Higher Education Student Data Collection (HESDC), and presents the results of a survey on Indigenous access to scholarships conducted by the Department of Education and Training in 2018. The data includes all institutions that enrol HDR students, both universities and one other higher education provider. Given the size of the cohort, the data refers to individual students, not equivalent full-time student load (EFTSL). All data is based on custom requests to the department's internal databases.
Interactive Dynamic Literacy Model: An Integrative Theoretical Framework for Reading-Writing Relations
Author: Kim, Young-Suk Grace
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Guidelines,Literacy,Reading Writing Relationship,Models,Comorbidity,Reading Difficulties,Correlation,Writing Tests,Reading Tests,Student Characteristics,Oral Language,Language Skills,Executive Function,Vocabulary Skills,Difficulty Level,Reading Comprehension,Handwriting,Affective Behavior

I propose an integrative theoretical framework for reading and writing acquisition, called the interactive dynamic literacy model, after reviewing theoretical models of reading and writing, and recent efforts in integrating theoretical models within reading and writing, respectively. The central idea of the interactive dynamic literacy model is that reading and writing are inter-related, developing together, largely due to a shared constellation of skills and knowledge. Four core hypotheses of the interactive dynamic literacy model include (1) hierarchical structure of component skills with direct and indirect relations; (2) interactive relations between component skills, and between reading and writing; (3) co-morbidity of reading and writing difficulties; and (4) dynamic relations (relations change as a function of development, learner characteristics, and reading and writing measurement). Implications and future work are discussed. [This document was published in: R. Alves, T. Limpo, &amp; M. Joshi (Eds.), &quot;Reading-writing connections: Towards integrative literacy science&quot; (pp.11-34). Netherlands: Springer.]
How Legacy High School Students Use Their Flexible Time. Appendixes. REL 2020-031
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Information Analyses
Subjects: High School Students,Flexible Scheduling,Decision Making,Time Management,Gender Differences,Academic Achievement,Teacher Role,Student Role,Instructional Program Divisions,Student Characteristics,Public Schools,Racial Differences,Ethnicity,Socioeconomic Status,Intellectual Disciplines,High Achievement,Low Achievement,Reading Achievement,Mathematics Achievement,Special Education,English Language Learners

These are the appendixes for the report, &quot;How Legacy High School Students Use Their Flexible Time.&quot; The study examined whether students with different demographic characteristics and academic achievement levels use their flex-time differently. The study found that, on average over the school year, students had approximately 80 minutes of flex-time a day and chose to use 19 percent of it for academic activities. Female students used a statistically significantly larger percentage of their flex-time (21 percent) for academic activities than male students did (17 percent). The percentage of flex-time used for academic pursuits did not vary by academic achievement level, although students who were struggling academically had a higher percentage of teacher-determined flex-time (9 percent) than did students who were meeting grade expectations (3 percent) and students who were excelling academically (less than 1 percent). Finally, when teachers determined how students used some of their flex-time, students used the largest percentage of that flex-time in school learning centers. Five appendixes are included: (1) Literature review; (2) Sample flexible mod schedule; (3) Methods; (4) Supporting analyses; and (5) Legacy High School time log. [For the full report, see ED606448; for the study brief, see ED606453; for the study snapshot, see ED606454.]
Staking out the Middle Ground: Policy Design for Autonomous Schools
Author: Robson, Kelly
Date: 2020-02-00
Type: Reports - Research
Subjects: Public Schools,School Based Management,State Policy,Educational Policy,Board of Education Policy,State Legislation,Educational Legislation,State Regulation,Accountability,Eligibility,Administrative Organization,Governance,Program Implementation,Elementary Secondary Education

Policymakers and researchers often talk about &quot;autonomous schools&quot; as if there's a single, agreed-upon definition of what that means. In reality, there's no standard design for autonomous school policies, and school autonomy can mean a lot of different things. The policies that states have enacted vary widely in terms of their goals, the parameters of the flexibility that they provide, and the structure of accountability that's in place for autonomous schools. As a result, autonomous schools operate under very different contours of autonomy and accountability from one state or district to the next. This report aims to define the range of state and district policy structures that enable school autonomy and accountability and identify common themes in how they are being implemented, so that decision-makers have a stronger understanding of how states and districts are evolving in their approaches to school autonomy and accountability. It's based on an in-depth analysis of autonomous school policies in four states where policies are representative of structures commonly in place across the country: Colorado, Georgia, Indiana, and Massachusetts. The authors reviewed state laws and regulations and district policies, and interviewed dozens of state, district, and school leaders to develop a deep understanding of the design of each state's autonomous school policies and how they're being implemented on the ground, including an understanding of successes and challenges along the way. [For &quot;Staking Out the Middle Ground: Policy Design for Autonomous Schools. Executive Summary,&quot; see ED606467.]
How Legacy High School Students Use Their Flexible Time. Study Brief. REL 2020-031
Author: Brodersen, R. M.
Date: 2020-07-00
Type: Reports - Research
Subjects: High School Students,Flexible Scheduling,Decision Making,Time Management,Gender Differences,Academic Achievement,Teacher Role,Student Role,Instructional Program Divisions,Student Characteristics,Public Schools,Racial Differences,Ethnicity,Socioeconomic Status,Intellectual Disciplines,High Achievement,Low Achievement,Reading Achievement,Mathematics Achievement,Resource Centers

There is growing attention to personalizing education to provide students with more flexibility in their education experiences and more time to master academic content. To personalize education, Legacy High School in Bismarck Public Schools, North Dakota, has implemented a schedule that allows students some choice in how they spend a portion of the school day outside of their regularly scheduled classes. Students can choose to use this flexible time, called flex-time, working alone or with classmates on school projects, visiting content-specific learning centers (to receive academic help or engage in enrichment activities), or relaxing with friends. For students who are struggling academically, however, teachers rather than students may determine how these students use some of their flex-time. Leaders at Legacy High School and Bismarck Public Schools partnered with the Regional Educational Laboratory Central to examine how students use their flex-time. In particular, the study examined whether students with different demographic characteristics and academic achievement levels use their flex-time differently. The study found that, on average over the school year, students had approximately 80 minutes of flex-time a day and chose to use 19 percent of it for academic activities. Female students used a statistically significantly larger percentage of their flex-time (21 percent) for academic activities than male students did (17 percent). The percentage of flex-time used for academic pursuits did not vary by academic achievement level, although students who were struggling academically had a higher percentage of teacher-determined flex-time (9 percent) than did students who were meeting grade expectations (3 percent) and students who were excelling academically (less than 1 percent). Finally, when teachers determined how students used some of their flex-time, students used the largest percentage of that flex-time in school learning centers. [For the full report, see ED606448; for the appendixes, see ED606451; for the study snapshot, see ED606454.]