ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Latino Community College Students: An Investment in Our Economic Future
Author: Santiago, Deborah A.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Community Colleges,Two Year College Students,Two Year Colleges,Enrollment,Academic Achievement,College Graduates,School Holding Power,Educational Attainment,Graduation,Undergraduate Students,Financial Needs,Higher Education,Outcomes of Education

Most Latino students who enroll in college begin at community colleges. This paper highlights how &quot;Excelencia&quot; in Education (&quot;Excelencia&quot;), Single Stop USA, and innovative community colleges across the country are making smart changes in their student services that are helping thousands of Latino students access millions of dollars in supports and services that can help keep them in college. Together, these organizations are helping Latino students succeed and are providing a path for policymakers and college leaders to follow that can result in millions of additional college graduates. While student enrollment at community colleges has increased over the last 10 years, degree completion has not grown as quickly for Latino students. This limited degree attainment is the result of several barriers students face such as college cost, limited college knowledge, increased family responsibility, and work. For example, many Latino students are the first in their family to attend college and make choices to contain costs by enrolling at community colleges, attending part-time, and working more than 20 hours per week while enrolled. Unfortunately, these practical choices to contain costs, can hinder students' college completion. Too few students know there are resources available to assist with college costs that can increase Latino student success. They are also less likely to access financial resources like tax credits, food assistance and public health insurance that can enable them to maintain a stable family budget while enrolled.
Latino Males in Higher Education
Author: Excelencia in Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Males,Higher Education,College Students,Enrollment,Educational Attainment,Gender Differences,Comparative Analysis

This 2016 fact sheet profiles the status of Latino males in higher education, providing information on population, college enrollment, and educational attainment. While college enrollment among Latino males continues to increase, they still lag behind Latino females in college enrollment--a disparity that increases as the level of higher education increases. Since Latino males represent more than half of traditional college-aged Americans, their college success will be vital to America's future.
The Impact of Financial Aid on Student College Access and Success: The San Antonio Experience
Author: Perez, Eyra A.
Date: 2014-03-00
Type: Reports - Research
Subjects: Student Financial Aid,College Students,Access to Education,Success,Higher Education,Case Studies,Educational Attainment,Achievement Gap,Enrollment,Academic Persistence,Financial Aid Applicants,Partnerships in Education,High School Students,College Bound Students,Federal Aid,Graduation Rate

The success of the financial aid initiative is founded on the premise that the truest impact occurs when the greater community owns and develops solutions to issues that impede student progress. Co-authored by two community leaders, Noé Ortiz and Eyra Pérez, the San Antonio experience demonstrates how a community can partner across different sectors and institutions to remove financial aid as a barrier for students to access postsecondary education. The San Antonio case study shares successes, challenges and lessons learned in creating and implementing three strategic components: (1) Student Aid Saturdays San Antonio; (2) Financial Aid Curriculum for High School Students; and (3) Financial Aid Council of San Antonio. San Antonio's growth, diversity, and leadership in strengthening the opportunity for success of its community, provides a useful case study for other communities throughout the United States. In this context, we draw three lessons relevant to communities across America: (1) Partnership development was, and continues to be, a key factor--and challenge--in successful efforts; (2) It is critical to determine how to most effectively empower Latino students and their families to navigate the complex financial aid system in a community context; and (3) A robust data collection system is needed to quantify a community's needs, verify what works, and translate best efforts into best results.
The Condition of Latinos in Education: 2015 Factbook
Author: Santiago, Deborah A., Comp.
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Elementary Secondary Education,Educational Practices,Human Capital,Educational Trends,Demography,Educational Attainment,Enrollment Trends,Early Childhood Education,School Readiness,Academic Achievement,College Bound Students,Postsecondary Education,Community Colleges,Two Year Colleges,Academic Degrees,Graduate Study,Undergraduate Study,Disproportionate Representation,Employment Level,Income,Labor Force,Family Environment,Parent Background,Parent Participation,Parent Attitudes,Educational Attitudes,College Faculty,Gender Differences,STEM Education,Institutional Characteristics,Education Work Relationship,Immigrants,Statistical Data

Excelencia in Education is committed to using data to inform public policy and institutional practice to achieve our mission of accelerating student success for Latinos in higher education. Every educational experience from early childhood to high school and into the workforce influences the potential for college success. For this reason, this publication looks critically at the entire educational pipeline and the context in which the nation's students are learning in order to better understand and inform decisionmakers about the multiple paths to success for Latino, and all, students. This factbook synthesizes national and public data in a series of one-page fact sheets that provide a snapshot of the educational progress, strengths, and areas of need of Latino students throughout the education pipeline as well as select educational themes. Recognizing education as the primary means to strengthen human capital, this factbook also includes a fact sheet on Latinos in the workforce. While concise, these fact sheets provide reference tools for today's diverse stakeholders and can be used to inform data-driven discussions about their efforts to improve Latino educational achievement. [This publication was developed with the support of the Excelencia in Action network and as part of the &quot;Aprender es Triunfar&quot; (Learning is Succeeding) initiative, a partnership among Excelencia in Education, Comcast NBCUniversal, and Telemundo.]
Briefly...Unplanned Pregnancy among College Students and Strategies to Address It
Author: National Campaign to Prevent Teen and Unplanned Pregnancy
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Pregnancy,College Students,Prevention,Access to Information,Student Personnel Services,Educational Methods,Consciousness Raising,Graduation,Access to Health Care,College Role,Health Promotion

As colleges strive to improve student success and completion, helping students delay pregnancy and parenting (or having additional children) means one less factor that can interfere with their college education. However, pregnancy planning and prevention is not something most colleges address, especially at the community college level. There are several low- or no-cost ways to address the issue of unplanned pregnancy with male and female students, which will in turn contribute to the goal of improving student success and completion. These strategies fall into four broad categories: (1) incorporate information about unplanned pregnancy into student support services including orientation, first-year experience, and other college success courses; (2) integrate information about unplanned pregnancy into academic courses; (3) raise awareness and provide resources about the connection between unplanned pregnancy and completion through the online resources, activities in residence halls, and student leaders and groups; and (4) connect students to health services, including access to effective birth control, on or off campus.
Preventing Unplanned Pregnancy and Completing College: An Evaluation of Online Lessons. 2nd Edition
Author: Antonishak, Jill
Date: 2014-00-00
Type: Reports - Research
Subjects: Pregnancy,Prevention,College Students,Graduation,Adolescents,Online Courses,Pretests Posttests,Knowledge Level,Student Attitudes,Health Behavior,Intention,Program Effectiveness,Student Surveys,Gender Differences,Racial Differences,Ethnic Groups,Age Differences,Student Characteristics,Dating (Social),Child Rearing,Course Content

The National Campaign to Prevent Teen and Unplanned Pregnancy published free online lessons that help students take action to prevent unplanned pregnancy and complete their education. From the fall of 2012 to the spring of 2014, approximately 2,800 students took the online lessons and participated in pre- and post-lesson evaluation surveys at four colleges--Cincinnati State Technical and Community College (OH), Georgia Perimeter College (GA), Miami Dade College (FL), and Palo Alto College (TX). The National Campaign analyzed the survey data to examine the differences in knowledge, attitudes, and behavioral intent with regard to preventing unplanned pregnancy. Findings for this evaluation were very strong overall, and show that the lessons are generally effective across a diverse group of students. In addition, on the post-lessons survey, eight in 10 students agreed or strongly agreed they are more aware of ways to prevent pregnancy as a result of the lessons, and six in 10 students agreed or strongly agreed that the lessons helped them make a decision about birth control.
Expanding the Range of the First Step to Success Intervention: Tertiary-Level Support for Children, Teachers, and Families
Author: Frey, Andy J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Feasibility Studies,Quasiexperimental Design,Early Intervention,Program Implementation,Fidelity,Elementary School Students,Primary Education,Parents,Elementary School Teachers,Student Behavior,Behavior Problems,Behavior Modification,Program Effectiveness,Outcome Measures,Statistical Analysis,Validity,Program Length,Child Rearing,Stress Variables,Interpersonal Competence

This study presents the findings of a quasi-experimental feasibility study examining the Tertiary First Step intervention, an enhanced version of the First Step to Success early intervention program. Tertiary FirstStep was developed to engage families more effectively and influence and improve parenting practices for children having challenging behavior. Process (fidelity, dosage, and social validity) and outcome data were collected for all participants in the Tertiary First Step condition (N = 33). Parent- and teacher-reported outcomes were collected for the comparison condition (N = 22). Process data suggest the intervention was implemented with fidelity, and that teachers, parents, and coaches perceived the intervention as socially valid. This study presents the first empirical examination of the Tertiary First Step variation. The outcomes provide compelling evidence that the Tertiary First Step intervention is promising for improving student outcomes on social-behavioral indices, decreasing problem behavior, and improving academic engaged time. [This article was published in &quot;Early Childhood Research Quarterly,&quot; v30 Part A p1-11 2015.]
Developing and Applying a Foreign Language Vocabulary Learning and Practicing Game: The Effect of VocaWord
Author: Uzun, Levent
Date: 2013-06-00
Type: Journal Articles
Subjects: Educational Games,Vocabulary Development,English Language Learners,Second Language Learning,College Freshmen,Student Attitudes,Language Attitudes,Beliefs,Language Tests,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Gender Differences,Outcomes of Education,Educational Benefits,Statistical Analysis,Foreign Countries

The present study reports on the findings related to the effect of playing a vocabulary learning and practicing game in elementary English classes at university level, and the attitudes and beliefs of the subjects about playing games with the purpose of learning the foreign language. The subjects were 70 first year university students from two different departments at the faculty of education. A vocabulary quiz that was prepared in accordance with the curriculum and the course book was applied as pre and post test. The results revealed that the experimental group subjects have doubled the vocabulary improvement rate of the control group subjects. The findings demonstrated that there was a slight difference between the performance of the female and male students in favour of the female subjects. The findings revealed positive thoughts and beliefs related to the game they played during their course, and using games in language classes. We have concluded that there is a need for more language games that might concentrate on the different aspects of learning a foreign language, and that the educational philosophies, methodologies, and techniques as well as the language curriculums should be rearranged and modified to meet the needs and interests of the new age learners.
Factors Affecting English as a Foreign Language Teachers' Participation in Online Communities of Practice: The Case of Webheads in Action
Author: Bostancioglu, Ali
Date: 2016-12-15
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Communities of Practice,Interviews,Computer Mediated Communication,Faculty Development,Mentors,Sustainability,Teacher Participation,English (Second Language),Foreign Countries,Case Studies,Semi Structured Interviews,Qualitative Research,Teacher Recruitment

An online community of practice (OCoP) is a group of people, who are brought together by a shared interest and with the aim of deepening their understanding of an area of knowledge through regular interactions facilitated by computer mediated communication (CMC) tools. An OCoP can potentially provides teachers with those elements of effective professional development (PD), cited in the literature, such as; collaboration, opportunities for mentoring, and sustainability over time. In this sense, OCoPs can be considered as a viable alternative for teacher PD. If OCoPs are to become an alternative approach to teacher PD then it is important to understand what factors affect teachers' participation in such communities. Therefore, through the case of Webheads in Action (WiA) OCoP, this study aimed to identify what factors contribute towards creating successful OCoPs. Members' interactions in WiA's public group page were collated over a period of nine months and interviews with 24 members of the community (4 core, 9 active, 11 peripheral) were used to gather the data. Two major themes emerged in relation to factors affecting members' participation in this OCoP. The first one was identified as the creation of a sense of belonging to the community which was achieved through various means such as having an initiation process and fostering trust and an inclusive community environment through community norms. The second was dynamism inherent in the community which manifested itself as new topics that kept members interested and participating, and a flow of continuous member recruitment to the community. In conclusion, this study highlighted the importance of the socio-affective dimension for designing and sustaining OCoPs.
Developing a Technology Enhanced CS0 Course for Engineering Students
Author: Lokkila, Erno
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Engineering Education,College Students,Scientific Concepts,Computer Science Education,Curriculum Design,Cooperation,Feedback (Response),Foreign Countries,Computer Assisted Testing,Program Effectiveness

The CS0 course in the curriculum typically has the role of introducing students into basic concepts and terminology of computer science. Hence, it is used to form a base on which the subsequent programming courses can build on. However, much of the effort to build better methodologies for courses is spent on introductory programming courses instead of the earlier course. In this article we present an experiment where a CS0 course at our university was redesigned to utilize educational technology and automatic assessment. The redesign was based on a collaborative education platform called ViLLE. New automatically assessed exercise types with immediate feedback were designed and utilized with already existing ones to cover all topics taught in the course. In the paper, we present the design principles and the implementation of the electronic material for the course as well as our experiences on adapting the technology in the course. A detailed description of different exercises and other tasks are also provided. Finally, we present results and statistics collected from the course implementation. [For full proceedings, see ED571459.]
How Does the Use of Mobile Devices Affect Teachers' Perceptions on Mobile Learning?
Author: Kim, Dong-Joong
Date: 2016-12-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Blended Learning,Homework,Video Technology,Mathematics Curriculum,Mathematics Instruction,Preservice Teachers,Secondary School Teachers,Pretests Posttests,Surveys,Attitude Measures,Statistical Analysis,Scores,Questionnaires,Classification,Foreign Countries

The purpose of this study is to investigate the potential impact and effectiveness of mobile learning in the context of a flipped classroom and also address implications for future curriculum design. The researchers developed a mathematics curriculum featuring the use of mobile devices in the context of a flipped classroom. Thirty pre-service secondary teachers participated in the study. They completed a pre-study survey, student reflections about the usefulness of mobile learning, and a post-study survey of their views on their use of mobile devices and their TACI classification scores. Results show there was a statistically significant difference in students' TACI scores between the pre-survey and post-survey. Mobile devices were mainly used for task performance in individual learning and group discussion in cooperative learning. Students' potential and self-confidence were improved through connection, communication and collaboration activities using mobile devices. For better pedagogical scaffoldings in classroom environments, four necessary conditions were suggested in this paper: approachable convenience (access route to a website), the convenience of using mobile devices (free data environment), promotion of real-time interaction between students (instantaneous messaging), and connection between communicating and sharing activities from group discussion to whole class discussion. [For full proceedings, see ED571459.]
Development of a Diagnostic System for Information Ethics Education
Author: Shiota, Shingo
Date: 2016-12-00
Type: Speeches/Meeting Papers
Subjects: Ethical Instruction,Diagnostic Tests,Internet,Computer Use,Elementary School Students,Junior High School Students,Foreign Countries

This paper presents a new diagnostic system for information ethics education. In order to educate children about information ethics, it is necessary to know the stage at which they currently are in terms of their knowledge of the same. Some actual condition surveys have been conducted by the Cabinet Office and the National Police Agency to gauge the extent of this knowledge; however, such large-scale actual condition surveys are unable to reflect the true extent for each school. But if teachers were to conduct these surveys in their schools themselves, it would be an added burden for them since they already have immense workload. We have developed, tested, and evaluated an easy-to-use system that can enable teachers to ascertain the level of education in information ethics among children at their school. [For full proceedings, see ED571459.]
An Evaluation of iPad as a Learning Tool in Higher Education within a Rural Catchment: A Case Study at a South African University
Author: Wario, Ruth Diko
Date: 2016-12-00
Type: Reports - Research
Subjects: Handheld Devices,Telecommunications,Teaching Methods,Educational Technology,Technology Uses in Education,Rural Areas,Foreign Countries,Case Studies,Undergraduate Students,Questionnaires,Student Attitudes,Usability,Learner Engagement,Program Effectiveness,Predictor Variables,Self Esteem,Regression (Statistics)

Since Apple released the iPad in 2010, it has been widely adopted for teaching and learning. Its graphical user interface combined with touch screen features engages users by attracting their attention. However, the level of engagement that would influence learning is not well understood. This case study investigated the use of iPads when engaging students during teaching and learning. A course unit was purposefully selected and 43 students in an extended undergraduate program were given iPads to read, refer, annotate, and access the internet. A structured questionnaire was used to elicit responses from these students. The findings indicated that perceived ease of use (p&lt;0.05), perceived learning (p&lt;0.01) and perceived student engagement (p&lt;0.05) were positively related to learning outcomes. The findings show that the ease of use of iPad, confidence and attention were significant predictors of students' perception that iPad mediated learning. [For full proceedings, see ED571459.]
Automated Assessment in Massive Open Online Courses
Author: Ivaniushin, Dmitrii A.
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Online Courses,Evaluation Methods,Computer Assisted Testing,Large Group Instruction,Electronic Learning,Integrated Learning Systems,Problem Solving,Assignments,Automation

This paper describes an approach to use automated assessments in online courses. Open edX platform is used as the online courses platform. The new assessment type uses Scilab as learning and solution validation tool. This approach allows to use automated individual variant generation and automated solution checks without involving the course author. The approach implementation is based in XBlock SDK provided by Open edX developers team. [For full proceedings, see ED571459.]