ethanporcaro/eric-fulltext-meta huggingface dataset:
Universities and Fields of Study in Argentina: A Public-Private Comparison from the Supply and Demand Side. PROPHE Working Paper Series. WP No. 15
Author: Rabossi, Marcelo
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Private Colleges,Intellectual Disciplines,College Programs,Longitudinal Studies,Undergraduate Study,Higher Education,Private Sector,Free Enterprise System,Foreign Countries,Educational Finance,Politics of Education,Educational Development,Educational Environment,International Education,Comparative Analysis,Institutional Characteristics,Educational Policy,Supply and Demand,Educational Supply,Educational Demand,Enrollment,Educational Trends,Economics,Public Colleges

Private higher education literature recognizes large public-private differentiation in terms of field of study. Relative to public counterparts, private universities tend to offer their services in fields that require low initial investments and present at least relatively attractive internal private rates of return. Thus, the main objective of this paper is to evaluate the university market in Argentina to confirm if this pattern is still present or, due to political and market forces, for example, private-public differences have tended to blur overtime. We study this dynamic from both the supply (percentage of institutions offering a determined degree program) and the demand side (percentage of students). Although important to assess public-private differentiation, the former has not been the object of in-depth analysis in the literature. The demand side, much more studied, is evaluated here through a longitudinal approach (1975-2006) to see if the public-private distinction is now less fundamental. A main conclusion is that public universities have gotten more and more into &quot;private waters&quot; while, when there is an opportunity, privates have increased their presence in some fields that were once &quot;public property&quot;. (Contains 4 tables and 18 footnotes.)
Achieve Scholarship Spending on Expanding Access to Rigorous High School Courses
Author: Minnesota Office of Higher Education
Date: 2009-02-09
Type: Reports - Descriptive
Subjects: Access to Education,High Schools,Rural Schools,College Curriculum,Online Courses,Electronic Learning,State Colleges,College School Cooperation,Educational Finance,Financial Support,Program Development,Continuing Education,Curriculum Development

The 2007 Legislature enacted the Achieve Scholarship program, which provides a $1,200 scholarship to high school graduates who took rigorous courses in high school and met certain income and other eligibility criteria. In deliberations about this new program, concerns were expressed that certain rigorous courses like Advanced Placement, International Baccalaureate or other college-level courses may not be available to students in small schools and districts that do not have resources to provide such courses. Consequently, the Legislature appropriated an additional $400,000 each year of the 2008-2009 biennium for the University of Minnesota and the Minnesota State Colleges and Universities system to begin programs that provided courses for college credit. The legislation required the Office of Higher Education to report on the outcomes of the program. The purpose of this report is to meet that requirement. The first section of this report provides a brief explanation of the activities at the Minnesota State Colleges and Universities designed to expand access to rigorous courses for high school students. The second describes activities at the University of Minnesota. It was anticipated that the two systems would initiate efforts early in Fiscal Year 2008 to plan and begin offering students opportunities across the state. Unfortunately, the flow of resources to the two systems delayed this activity until the end of 2008 and early 2009. The program changes described at MnSCU are an expansion of an online program underway. The plans at the University of Minnesota constitute a proposal and are not yet operational. Both reflect new ways of expanding access to Postsecondary Enrollment Options courses to rural high schools through online learning. The use of resources through the remainder of Fiscal Year 2009 may provide information that will help inform the continuation of the programs. This continues to be an evolving process as the University of Minnesota, MnSCU and the Department of Education collaborate on development issues. The programs will also be addressed in the Governor's 2010-2011 budget recommendation.
Student Loan Default Rates in Minnesota, 2007
Author: Grimes, Tricia
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Student Loan Programs,Loan Default,Undergraduate Students,Federal Programs

While Minnesota undergraduates are more likely to take out student loans, they are substantially less likely than their peers nationally to default on federal student loans. Fifty-four percent of Minnesota undergraduates took out student loans in 2007-2008, compared to 39 percent of undergraduates across the U.S. Minnesota undergraduates were also more likely to borrow than the 47 percent of undergraduates with student loans who were from the similar Midwestern states of Illinois, Indiana, Iowa, Michigan, Ohio, Pennsylvania and Wisconsin. The federal student loan default rate for students attending institutions in Minnesota was 3.3 percent for 2007, compared to 6.7 percent nationally and 6.1 percent for the peer Midwestern states. Compared to the 54 U.S. states and territories, Minnesota was among those with the smallest percentage of borrowers defaulting--five states had lower default rates and 48 states and territories had higher default rates. Looking at the rates by type of institution, students attending every type of public and private institution had lower default rates than their peers nationally. (Contains 1 footnote.)
Promising Afterschool Practices: A Showcase of Innovative, Creative and Successful Afterschool Programs. Fourth Annual
Author: Wellesley College, National Institute on Out-of-School Time
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: After School Programs,Youth,Program Effectiveness,Educational Innovation,Creativity,Child Safety,Child Development,Cartoons,Gardening,Mentors,Environmental Education,Cultural Differences,Leadership Training,Sign Language

A &quot;Promising Practice&quot; is a system, process, or activity in a program that works and leads to good results. It is something that would work in other programs, if only they were aware about it. &quot;Promising Practices&quot; capture some of the most innovative, creative and successful ways that programs serve youth. This publication provides a selection of the strong, effective and replicable practices that are currently being utilized in &quot;New Jersey After 3&quot; afterschool programs. By sharing these practices, &quot;New Jersey After 3&quot; hopes to assist programs in incorporating approaches and strategies that have been already field tested and refined by their peers, leading to an expansion of quality services throughout the network. These services, in turn, should fulfill the needs of today's young people.
A Common Postsecondary Data Dictionary for Perkins Accountability
Author: Kotamraju, Pradeep
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Information Systems,Profiles,Data Collection,Accountability,Postsecondary Education,Data,Definitions,Dictionaries,Federal Legislation,Databases,Vocational Education,Student Characteristics,State Programs,Federal Programs,Program Descriptions

This project assesses the feasibility of creating a voluntary, nationwide data dictionary that can be used to standardize the reporting of postsecondary accountability reporting requirements for the Carl D. Perkins Career and Technical Education Act of 2006 (otherwise known as Perkins IV). Variables, field codes, and programming instructions, defined in collaboration with state postsecondary data analysts, offer a framework that states can use to crosswalk data from their existing information systems into a common database format. In this project, researchers from the National Research Center for Career and Technical Education and MPR Associates, Inc., worked together to meet two objectives: develop a common data dictionary, and perform a quality check on the data dictionary by asking states to populate it with actual data. A critical finding of the project is that participating states were able to uniformly define many data elements that can be used to construct and report on postsecondary accountability measures required by the Perkins Act. States and the project team selected data elements with a view toward what information might be needed if and when the Perkins Act is reauthorized. The study acknowledges that there may be differences in how states collect data; however, a common data dictionary provides a standard goal to which all states can crosswalk their own data. Using a common data dictionary, and with sufficient support, many states should be able to generate relatively similar information for Perkins accountability purposes. Appended are: (1) State Profiles of Perkins Postsecondary Data Systems; (2) Recommended Postsecondary Common Data Dictionary Template; and (3) Preliminary Quality Check of the Postsecondary Common Data Dictionary. (Contains 9 tables and 7 footnotes.)
Capitalizing on Context: Curriculum Integration in Career and Technical Education. A Joint Report of the NRCCTE Curriculum Integration Workgroup
Author: Pearson, Donna
Date: 2010-03-01
Type: Reports - Evaluative
Subjects: Experimental Groups,Curriculum Development,Educational Change,Vocational Education,Technical Assistance,Teaching Methods,Integrated Curriculum,Control Groups,Educational Research,Literacy,Mathematics Education,Science Education,Academic Achievement,Mathematics Achievement,Science Achievement,Secondary Education,Postsecondary Education

The National Research Center for Career and Technical Education (NRCCTE) has undertaken three scientifically based research studies in an effort to determine whether the integration of career and technical education (CTE) courses with academic content can increase student achievement. These include the Math-in-CTE study, completed in 2005 (also known as "Building Academic Skills in Context"; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006); the Authentic Literacy Applications in CTE pilot study, completed in 2009, with a full-year study launched in 2010; and the Science-in-CTE pilot study, launched in 2010. Each of these three studies was designed as a group-randomized trial in which teachers and their classes were randomly assigned to control and experimental groups. Each also employed a mixed-methods approach intended to capture qualitative data in order to ensure fidelity of the treatment. This report contains a summary of findings from the Math-in-CTE study, with emphasis on the five core principles that emerged from the study. Evaluation data collected from Math-in-CTE technical assistance sites further illustrate these principles. This report also contains findings from the Authentic Literacy in CTE pilot study and evidence from that study supporting the five core principles. (Contains 1 table and 6 footnotes.)
Online Occupational Education in Community Colleges: Prevalence and Contextual Factors
Author: Githens, Rod P.
Date: 2010-02-24
Type: Reports - Evaluative
Subjects: Community Colleges,Social Indicators,Electronic Learning,Online Courses,Educational Indicators,Economic Factors,Labor Force Development,Web Sites,Regression (Statistics),Predictor Variables,Career Education,Two Year College Students,Context Effect,Incidence

This study examined the current state of online occupational programs in community colleges and explored issues related to institutional, economic, and social indicators that influence (a) the offering of online programs and (b) the programmatic connection to workforce development needs. This project is the first national study that categorizes and inventories specific types of online occupational programs in community colleges. The study included a national random sample of 321 institutions in the United States. Data were collected through institutional websites, statewide websites, follow-up emails, and phone inquiries to institutions. Appended are: (1) Database Variables and Sources; (2) Social/Economic and College Student Population Variables; (3) Four-Predictor Regression Model Coefficients; and (4) Social/Economic/College Variables Used in Multiple Regression. (Contains 10 tables and 21 footnotes.)
Professional Development for Secondary Career and Technical Education: Implications for Change
Author: National Research Center for Career and Technical Education
Date: 2010-04-01
Type: Reports - Evaluative
Subjects: Employment,Teacher Education Programs,Adult Education,Career Change,Educational Technology,Faculty Development,Vocational Education Teachers,Schools of Education,Secondary Education,Postsecondary Education,Educational Opportunities,Academic Standards,Innovation,Educational Resources

Secondary-level career and technical education (CTE) is broadening its purpose from preparation for entry-level jobs to preparation for both employment and postsecondary education. This expanded purpose requires teachers who have a wider range of skills and knowledge than has been true in the past. This report examines the influences that are creating the context in which professional development for secondary CTE operates, the kinds of learning opportunities that secondary CTE teachers need to respond to this context, and the projects that the National Research Center for Career and Technical Education (NRCCTE) is conducting that are addressing the needs identified. The focus is on professional development for teachers in the classroom, both those who enter the profession through traditional teacher preparation programs and those who are alternatively certified. The context for professional development for secondary CTE teachers arises from the interaction of many factors, four of which are examined in Chapter 2: (1) the stages that teachers typically go through from the time they enter the classroom until they leave the profession; (2) standards that have been established for (a) what teachers should know and be able to do and (b) how professional development should be structured and delivered; (3) technological innovations that cause new occupations to emerge and others to become obsolete; and (4) the decline in the number of institutions offering four-year teacher education programs in CTE. The influences identified in Chapter 2 interact to create a need for secondary CTE teachers who have the instructional and assessment skills and knowledge that are discussed in Chapter 3. The NRCCTE has five current projects that address some of the professional development needs discussed in Chapter 3. These projects are summarized in Chapter 4. Chapter 4 concludes by raising three questions that should be asked to guide the planning and delivery of all professional development provided to secondary CTE teachers: (1) What do teachers most need to learn to prepare students for both employment and further education?; (2) How can professional development experiences be structured to incorporate the characteristics that the literature identifies as essential to effective professional development?; and (3) Are adequate resources available to provide the professional development that is needed? Individual chapters contain footnotes. (Contains 4 tables and 2 figures.)
Programs of Study: Year 2 Joint Technical Report. Research Snapshot
Author: National Research Center for Career and Technical Education
Date: 2010-03-00
Type: Information Analyses
Subjects: Federal Legislation,Academic Achievement,Academic Standards,Tech Prep,Vocational Education,Research Reports,Literature Reviews,Comprehensive Programs,Course Content,Dual Enrollment,Program Descriptions

In January 2010, the National Research Center for Career and Technical Education (NRCCTE) issued a progress report on three studies being conducted by the Center that examine the implementation and outcomes of Programs of Study (POS), which were required in the 2006 reauthorization of the federal legislation for career and technical education (CTE). The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (otherwise known as Perkins IV) states that recipients of federal funds must offer at least one POS that includes coherent and rigorous content aligned with challenging academic standards and relevant career and technical content. This joint report summarizes the literature on previous initiatives that share many similarities with the components of POS, specifically Tech Prep, career pathways, and dual/concurrent enrollment. Most of the evidence on these predecessors of POS is mixed. It also summarizes the evidence on the effects of participation in CTE on engagement in school, academic achievement, and transition to postsecondary education and employment. The report also describes three field-based research studies initiated by the NRCCTE that seek to examine POS from different perspectives.
Young People's Writing: Attitudes, Behaviour and the Role of Technology
Author: Clark, Christina
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Young Adults,Writing Attitudes,Student Attitudes,Social Networks,Web Sites,Electronic Publishing,Writing Ability,Self Efficacy,Self Evaluation (Individuals),Writing (Composition),Role

Writing is an important issue in the UK today. While children's and young people's writing standards steadily improved until 2006, levels have not increased in recent years. Writing is much more than just an educational issue--it is an essential skill that allows people to participate fully in today's society and to contribute to the economy. Since relatively little is known about young people's views about writing in the UK, the key objectives of this survey were: to explore how much young people enjoy writing, what type of writing they engage in, how good at writing they think they are and what they think about writing. This research provides everyone with an up-to-date insight into young people's attitudes towards writing. Most young people write regularly and young people write technology-based materials, such as text and instant messages, most frequently. While owning a mobile phone does not appear to alter young people's writing behaviour, having a profile on a social networking site or having a blog is connected to enjoyment of writing and confidence in writing. Young people today use computers regularly and believe that computers are beneficial to their writing. Appended are: (1) Writing attitudes questionnaire; (2) Technology and young people's background characteristics; (3) Reasons for writing ability by demographic background; and (4) Writing frequency of 18 types of format for whole sample. (Contains 13 tables and 8 figures.) [This paper was created in collaboration with Booktrust.]
Young People's Reading: The Importance of the Home Environment and Family Support. More Findings from Our National Survey
Author: Clark, Christina
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Young Adults,Literature Appreciation,Resources,Family Environment,Context Effect,Student Attitudes,Reading Attitudes

This paper presents additional information from the 2009 survey of young people's reading and writing; for more information see the full report &quot;Young People's Reading and Writing Today&quot;, to be published July 2010. This paper explores the types of resources young people have at home that support literacy and how this differs according to demographic background, and how home resources relate to reading enjoyment, attitudes and behaviour as well as reading attainment. It also explores who in their family encourages young people to read, who in their family is seen reading and how frequently young people talk with their family about what they are reading. It also outlines how these differ according to demographic background, and how each of these relate to reading enjoyment, attitudes and behaviour as well as reading attainment. Family-specific questions is appended. (Contains 18 tables and 4 figures.)
How We Read (between) the Lines: Miscue Analysis as an Indicator of Metacognitive Strategy Use in Foreign Language Reading
Author: Leavitt, Brynn C.
Date: 2010-00-00
Type: Reports - Research
Subjects: Second Language Learning,Reading Strategies,Holistic Approach,Miscue Analysis,Measures (Individuals),Metacognition,Scoring,Data Analysis,Syntax,French,College Students,Questionnaires,Cooperation,Guidelines,Second Language Instruction,Documentation,Educational Research

What do we do when we read in another language? How do we make sense of the lexical and syntactic structures on the page? This study's development and use of the Miscue Coding for Metacognitive Strategies (MCMS), a foreign language assessment tool, offers language students and instructors a holistic approach to considering these questions. In this study, twenty-two students of French from the University of Notre Dame and Indiana University South Bend were assessed in their use of reading strategies as tools for comprehension. Via the MCMS, a comprehensive analysis of these reading strategies provided the means for examining patterns of metacognition of each reader. Metacognition is difficult to measure because the patterns of cognition and rationale that we use to make choices as we read are highly internalized. In other words, we are unable to identify what takes place in the brain of a reader as s/he manages the many nuances of a given reading task. The MCMS offers a channel by which we can begin to examine these processes that are so integral to the reading task. This examination thus provides valuable insight into the strengths, weaknesses, and efficacy of students' reading in a foreign language. An informed understanding of students' reading strategies and metacognitive patterns can indicate how and why they succeed or struggle with foreign language reading. Eight appendixes are included: (1) Miscue Coding for Metacognitive Strategies (MCMS) Template; (2) Demographic &amp; Metacognitive Awareness Questionnaire (and Scoring Guide); (3) University Cooperation Request; (4) Miscue Coding for Metacognitive Strategies (Results); (5) Demographic and Metacognitive Questionnaire Results; (6) MCMS Data Analysis; (7) Common European Framework of Reference for Languages (CEFR); and (8) University Research Documentation. (Contains 5 footnotes, 6 figures, and 3 tables.)