ethanporcaro/eric-fulltext-meta huggingface dataset:
Community College Business Intelligence: A Case Study at Lone Star College-Tomball Campus on a Business Intelligence Approach to Community College Challenge. The AIR Professional File, Spring 2020. Article 149
Author: Llorance, Leezet
Date: 2020-00-00
Type: Reports - Research
Subjects: Community Colleges,Decision Making,Management Information Systems,Program Implementation,Program Effectiveness,College Administration,Business Administration

The purpose of this research study was to explore the process, implementation, and impact of a business intelligence (BI) strategic system at Lone Star College--Tomball Campus (LSC-T), Texas, to determine the effectiveness of BI on community college decision-making. This research study (a) explored the process of implementing a new BI strategic system model at LSC-T, (b) evaluated the value of that system, and (c) gauged the impact of the new model on the college faculty and staff. The significance of this research study is the evaluation of the effect of BI on LSC-T's decision-making processes. The design of this research is an intrinsic case study. Three instruments were used to gather data for this study: (a) interviews, (b) review and analysis of secondary or existing data, and (c) observational fieldwork. A significant outcome of the LSC-T effort was a 10.02% growth in contact hours over five consecutive semesters. A surprise in this exploration was the blending of David Cooperrider's appreciative inquiry process with the inquiry framework defined by Priyadarshini Chaplot, Kathy Booth, and Rob Johnstone to establish an appreciative inquiry framework. A recommendation for further research on a BI strategic implementation would be the effect of using the blended appreciative inquiry framework with a commitment to a project planning methodology.
Is the Equality in Education a Tenet?
Author: Seker, Faruk Salih
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Educational Change,Private Schools,Politics of Education,Educational Finance,Financial Support,Dress Codes,Test Bias,Educational Facilities

Education starts informally at home and its definition can change person to person. While Tyler defines education as a period of changing one's behavior pattern, Ertürk's explanation is that education is a period of creating intentional desired change in one's behavior by way of own living and Fidan also describes education as a period of managing people according to specified goals (4). According to today's education system, after 60th month of birth, every child has to start the formal education. Turkish Education System has been being changed so frequent and irregularly. Terminally, private teaching institutions, called &quot;dershane,&quot; are forced to close down by heavy sanction. Even worse, these institutions are allowed to transform to Private Fundamental High Schools just by changing their signboard. The aim of this study is to go around National Education Ministry's Private Fundamental School judgment that is far from equality in education and from general targets of Turkish National Education System and constituted in accordance with political profits. Reflections of instability of deformed education system by six national education minister changes in fourteen years are observed. The judgment's potential damages to our education system and to the next generations are also remarked. In this study, nine Private Fundamental High School teachers from four different cities were interviewed face to face with question-answer technique about current and potential problems of these schools. The inequality of financial support of National Education Ministry to the Private Fundamental High School students' topic is studied in the light of a 12-question survey applied to 126 teachers and directors and thesis, article, book and explanations of National Education Ministry. Data is analyzed by SPSS 22 program. Percentage distribution of survey participant teachers is %5,6 preschool teacher, %54,8 primary school teacher (1-4), %15,9 branch teacher (5-8), %23.8 branch teacher (9-12).
Why Is It Hard to Be Different?
Author: Sahin, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Student Rights,Autism,Pervasive Developmental Disorders,Inclusion,Elementary Schools,Attitudes toward Disabilities,Foreign Countries,Responsibility,Child Abuse

The aim of the article titled &quot;Why is it difficult to be different?&quot; is to analyze the matter of &quot;Living rights and educational rights of the disabled students&quot;, which is hushed up although frequently witnessed in our living quarters, through a real life scenario. It also aims to emphasize that it is necessary to identify the responsible ones for the problems experienced by autistic students and their families and the situation caused by those who are reported in news in the printed media, and to point out enforcement of laws thereof. In this article, descriptive survey method was used as a method. The concepts of booing, autistic, student and scandal in Aksaray are discussed after searching for them in newspapers, websites and television news. As evidenced in the recent incident in Turkey, the lack of primary-school inclusive educational support in mainstream education services is a major drawback. The effects of the said drawback are amplified by the inadequate knowledge and experience of the teachers who are assigned therein regarding the education of children with disabilities, and their negative attitudes. The school principal and his assistant, who were responsible for the booing of autistic students in Aksaray, are dismissed from their administrative positions. Mukhtar, Director of National Education, Governor, and Minister of National Education may have difficulty to perform their duties with peace of mind and a clear conscience after this event. Thereafter, such events will happen again, but the officers will be worried about being dismissed.
Science Teacher&apos;s Qualities: The Basis for a Faculty Sustainability Program
Author: Laguatan, Rommel P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Characteristics,Junior High School Teachers,Public Schools,Foreign Countries,Teacher Competencies,Pedagogical Content Knowledge,Professional Development,Sustainability,Program Development,Classroom Research,21st Century Skills

Science education is a vital element of a country's progress. Hence, teachers of Science should be equipped with the indispensable skills to be able to effectively contribute to the development of functionally-literate and scientifically-minded citizens. This descriptive survey research determines the Science teachers' qualities which served as baseline information in the crafting of a faculty sustainability program. A total of 22 junior high school Science teachers purposively chosen from various public secondary schools of Southern Zambales, Philippines served as respondents of the study. The results of the inquiry indicate that the teachers' professional knowledge, professional practice and professional attributes are very evident. The study found out that Science teachers are less active in conducting action research and sharing the results with their colleagues. The study recommends that teachers could be encouraged to conduct action research at least annually in order to solve science pedagogy problems which would improve the quality of Science teaching in the country. Moreover, research outputs may be disseminated via fora, research colloquia and/or learning action cell (LAC). The developed faculty sustainability program is hereby recommended for implementation and further validation.
Physical Exercise Is the Work of the Devil (Palaistrica Diaboli Negotium)
Author: Sahin, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Exercise,Physical Education,Vocational High Schools,Program Termination,Educational History,Constitutional Law,Educational Change

In this study, a decision taken by the Ministry of Education of the implementation of school-aged children's cognitive, physical and sensory effects on the development of physical education is aimed to discuss the future of the teaching profession. In 2014, the Ministry of Education took a decision in favor of the gradual abolition of Technical High School, Technical High School, Vocational School, Vocational High School, and Anatolian Vocational High School of Health Physical Education classes. &quot;Physical exercise is the devil's work&quot; said the Catholic church in the medieval process of physical education and sport for hundreds of years had put bans. With the Enlightenment, these prohibitions began to unravel. In Europe In the beginning of secularization efforts in Europe, it showed itself in sports, science, culture and art. Today, our country in which we have been experiencing it is enough to check it out the relevant articles of the Constitution. It is very clear that abolition of physical education classes in vocational high schools is contrary to the Basic Law of National Education and Constitution. As a result, Abolishing of physical education in vocational courses obesity, inactiveness, and behavior in school-aged youth is a widespread concern. It is very clear that physical education classes in the training program which has been the first underestimated lesson from the first lesson. It reveals the malign perspective of Ministry of Education. By reducing of lesson hours and then abolishing of the courses, physical education teachers will be become stranger to applying the job, expanding of sport activities.
&quot;Hello, [REDACTED]&quot;: Protecting Student Privacy in Analyses of Online Discussion Forums
Author: Bosch, Nigel
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Privacy,Discussion Groups,Asynchronous Communication,Methods,Information Security,Online Courses,Electronic Learning,Natural Language Processing,College Students,Man Machine Systems,Artificial Intelligence,Accuracy,Interrater Reliability,Computer Mediated Communication

Online courses often include discussion forums, which provide a rich source of data to better understand and improve students' learning experiences. However, forum messages frequently contain private information that prevents researchers from analyzing these data. We present a method for discovering and redacting private information including names, nicknames, employers, hometowns, and contact information. The method utilizes set operations to restrict the list of words that might be private information, which are then confirmed as private or not private via manual annotation or machine learning. To test the method, two raters manually annotated a corpus of words from an online course's discussion forum. We then trained an ensemble machine learning model to automate the annotation task, achieving 95.4% recall and 0.979 AUC (area under the receiver operating characteristic curve) on a held-out dataset obtained from the same course offered 2 years later, and 97.0% recall and 0.956 AUC on a held-out dataset from a different online course. This work was motivated by research questions about students' interactions with online courses that proved unanswerable without access to anonymized forum data, which we discuss. Finally, we queried two online course instructors about their perspectives on this work, and provide their perspectives on additional potential applications. [This paper was published in: Anna N. Rafferty, Jacob Whitehill, Violetta Cavalli-Sforza, and Cristobal Romero (Eds.), &quot;Proceedings of The 13th International Conference on Educational Data Mining (EDM 2020)&quot; (pp. 39-49).]
California Teacher Shortages: A Persistent Problem
Author: Podolsky, Anne
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Qualifications,Educational Policy,Teacher Recruitment,Educational Cooperation,Teacher Salaries,Teacher Selection,Disadvantaged,Elementary Secondary Education,Teaching Conditions

A highly competent teacher workforce is a necessary foundation for improving children's educational outcomes, especially for those who rely most on schools for their success. Yet a survey of over 200 California school districts reveals that three out of four districts report having a shortage of qualified teachers and that this shortage has gotten worse in the past two years. Districts report having to hire untrained teachers and substitutes, assign teachers out of field, cancel courses, and increase class sizes. They also report efforts to respond to shortages with a variety of policies to strengthen teacher preparation partnerships and pathways into the district, increase compensation, improve hiring and management, and enhance working conditions. To better address shortages, particularly in high-need fields and schools, the state and districts will need to develop a variety of evidence-based strategies targeted to communities' different needs.
Moral Education (2010-2019): A Bibliometric Study (Part 1)
Author: Julia, J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Moral Values,Moral Development,Bibliometrics,Periodicals,Research Reports,Databases,Metadata,Educational Trends,Trend Analysis,Citations (References),Information Retrieval,Authors,Ethical Instruction

Recently, moral education has developed into a popular theme of study in various countries. Mapping of moral education research that includes publication trends, the most cited articles, the most contributing journals and publishers, and the terms in the author keywords needs to be done to provide direction for future research. This article aims at identifying and analyzing moral education studies that have been published in reputable international journals in the 2010-2019 timeframe through bibliometric studies. This study employed a systematic and structured mind-mapping method, which includes four stages: (1) searching articles through the Publish or Perish applications from the Scopus database; (2) filtering articles to be included in bibliometric analysis; (3) checking and completing the article metadata; and (4) conducting bibliometric analysis through VOSviewer application. Four findings are yielded from the analysis: (1) yearly moral education publication trends. The analysis showed an increasing publication trend at the end of 2019; (2) the most cited article. Most citations occurred in moral education articles in the scope of business with 56 number of citations; (3) journals and publishers that published the most moral education articles. The most contributing journal is the &quot;Journal of Moral Education,&quot; and the most contributing publisher is Routledge or Taylor and Francis; and (4) the most widely used author keywords in moral education articles. The keyword term that is most widely used by authors is 'moral education'. This study concluded that publications in moral education have increased, but the citation is still in a decreasing pattern. Therefore, making a top-cited article becomes an opportunity for future research. [For Part 2 of this study, see ED606763.]
Moral Education (2010-2019): A Bibliometric Study (Part 2)
Author: Julia, J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Values,Moral Development,Ethical Instruction,Bibliometrics,Periodicals,Authors,Foreign Countries,Cognitive Mapping,Databases,Information Retrieval,Cooperation,Trend Analysis,Documentation,Research Reports,Metadata,Citations (References)

This research seeks to map several significant aspects in moral education bibliography. The mapping of moral education research that covers the country of contributors, collaborating authors, terms used in article titles and abstracts is needed to direct future research. The aim of this article is at classifying and analyzing moral education studies published in reputable international journals during 2010-2019 through a bibliometric study. This study uses the systematic and structured mind mapping method. There are four stages of the study: (1) searching for articles using the Publish or Perish application from the Scopus database, (2) filtering out articles to be included in bibliometric analysis, (3) checking and completing article metadata, and (4) conducting bibliometric analysis using the VOSviewer application. The results of the analysis were: (1) the countries of authors who publish moral education articles. Many countries have contributed in journal publications and the largest contributor is the United States. Analysis results showed that author collaboration did not occur often in moral education articles. (3) The most widely used terms in moral education article titles. The most used term is 'moral education'. (4) The most widely used abstract terms in moral education articles. The most used term in moral education articles is 'moral education'. This study concluded that the research on modal education has been spread in many countries, although the collaboration between institutions or the state is still lacking. Collaboration becomes an opportunity. [For Part 1 of this study, see ED606762.]
Community Schools as an Effective School Improvement Strategy: A Review of the Evidence
Author: Maier, Anna
Date: 2017-12-00
Type: Reports - Research
Subjects: Community Schools,Educational Improvement,Outcomes of Education,Integrated Services,Family School Relationship,School Community Relationship,Participative Decision Making,Educational Opportunities,School Schedules,Equal Education,Poverty,Enrichment Activities,Educational Research,Elementary Secondary Education,Educational Legislation,Federal Legislation

Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. Through partnering with community agencies and offering important resources, community schools integrate academics and collaborative leadership with health and social services, youth and community development, and community engagement. This study finds that, when implemented well, these schools can help students overcome such challenges as lack of access to high-quality learning and out-of-school barriers to learning. This report, &quot;Community Schools as an Effective School Improvement Strategy: A Review of the Evidence,&quot; was produced in collaboration with the National Education Policy Center. It synthesizes the findings from 143 rigorous research studies on the impact of community schools on student and school outcomes. Its aim is to support and inform school, community, district, and state leaders as they consider, propose, or implement community schools as a strategy for providing equitable, high-quality education to all young people. The report finds that, while community schools vary in the programs they offer and the ways they operate, four features--or pillars--appear in most community schools: (1) integrated student supports; (2) expanded and enriched learning time and opportunities; (3) family and community engagement; and (4) collaborative leadership and practices. The report examines each pillar and provides examples of programs and schools where these pillars are well-implemented. The report also finds that the use of community schools to improve student outcomes is strongly supported by research evidence, as required by the federal Every Student Succeeds Act. [For the research brief, see ED606768.]
Solving the Teacher Shortage: How to Attract and Retain Excellent Educators. Research Brief
Author: Podolsky, Anne
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Recruitment,Teacher Persistence,Faculty Mobility,Teacher Salaries,Compensation (Remuneration),Teacher Selection,Personnel Management,Teacher Orientation,Teaching Conditions,Participative Decision Making,Teacher Collaboration,Accountability,Disadvantaged Schools,Preservice Teacher Education

A highly competent teacher workforce is a necessary foundation for improving children's educational outcomes, especially for those who rely most on schools for their success. Yet in the United States, shortages in the teaching force have been growing across the country, reaching crisis proportions in some teaching fields--such as mathematics, science, and special education--and in locations where wages and working conditions are least attractive. This brief reports on a research review that finds that the most effective policies for attracting and retaining strong educators include increasing their compensation and improving their preparation, professional support, and working conditions, as well as improving district and school management practices that otherwise create obstacles to recruitment and retention. We describe research-based strategies at the district, state, and federal levels that can be used to enable schools to strengthen teacher quality. [For the full report, see ED606767.]
Solving the Teacher Shortage: How to Attract and Retain Excellent Educators
Author: Podolsky, Anne
Date: 2016-09-00
Type: Information Analyses
Subjects: Teacher Shortage,Teacher Recruitment,Teacher Persistence,Faculty Mobility,Teacher Salaries,Compensation (Remuneration),Teacher Selection,Personnel Management,Teacher Orientation,Teaching Conditions,Participative Decision Making,Teacher Collaboration,Accountability,Disadvantaged Schools,Preservice Teacher Education

One of the most pressing issues facing policymakers is how to staff classrooms with a stable teaching force responsive to complex student needs and the growing demands of the knowledge economy. Recurrent teacher shortages are a function of both declines in entrants to teaching and high rates of teacher attrition, especially in low-income schools. This turnover is costly, and undermines student achievement and school improvement efforts. A better understanding of why teachers enter and leave the profession, and what might encourage them to stay or return, is critical to improving the educational opportunities for all students, especially those attending the most disadvantaged schools. This paper reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence teachers' decisions to enter, stay in, or leave the teaching profession, generally, and high-need schools, specifically. Those factors are: (1) Salaries and other compensation; (2) Preparation and costs to entry; (3) Hiring and personnel management; (4) Induction and support for new teachers; and (5) Working conditions, including school leadership, professional collaboration and shared decision-making, accountability systems, and resources for teaching and learning. Based on this review and analysis, the authors outline local, state, and federal policies, grounded in research, that can help to recruit and retain excellent teachers, especially in the highest-need schools. [For the research brief, see ED606766.]
Community Schools as an Effective School Improvement Strategy: A Review of the Evidence. Research Brief
Author: Maier, Anna
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Improvement,Outcomes of Education,Integrated Services,Family School Relationship,School Community Relationship,Participative Decision Making,Educational Opportunities,School Schedules,Equal Education,Poverty,Enrichment Activities,Educational Research,Elementary Secondary Education,Educational Legislation,Federal Legislation

The report on which this brief is based synthesizes the research evidence about the impact of community schools on student and school outcomes. Its aim is to support and inform school, community, district, and state leaders as they consider, propose, or implement community schools as a strategy for providing equitable, high-quality education to all young people. We conclude that well-implemented community schools lead to improvement in student and school outcomes and contribute to meeting the educational needs of low-achieving students in high-poverty schools, and sufficient research exists to meet the Every Student Succeeds Act (ESSA) standard for an evidence-based intervention. [For the full report, see ED606765.]