ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving Forward: Early Findings from the Performance-Based Scholarship Demonstration in Arizona. The Performance-Based Scholarship Demonstration
Author: Patel, Reshma
Date: 2013-10-00
Type: Reports - Research
Subjects: Scholarships,Demonstration Programs,Low Income Groups,Hispanic American Students,Males,Student Participation,Eligibility,Peer Evaluation,Tutoring,Workshops,School Support,Community Colleges,Program Design,Academic Achievement,Program Effectiveness,Benchmarking

While postsecondary completion rates are a concern among many student populations across the country, college graduation rates for Latino students, especially Latino male students, are even lower than the national average. Low-income Latino men face many barriers to postsecondary success, including both financial and personal obstacles. This report presents findings from a study of performance-based scholarships paired with a robust set of student services designed to help low-income Latino men succeed at Pima Community College in Tucson, Arizona. Students who were eligible for the Adelante Performance Award Program could receive up to $4,500 in total over three semesters. Payments were contingent on their meeting academic benchmarks throughout the semester and participating in student support services such as advising, tutoring, and workshops. The program in Arizona is one of six being studied as part of the Performance-Based Scholarship Demonstration. Each program employs a random assignment research design to test an alternative incentive structure and is intended to serve a different target population. The program at Pima was designed with three main goals in mind: first, to help make college more affordable to low-income students; second, to structure scholarship payments to provide an incentive for good academic progress; and third, to encourage and directly reward participation in student services. The program was funded by a consortium of private foundations and operated from the fall of 2010 through the fall of 2012. This report provides analysis over two semesters of follow-up and suggests that: (1) Program group students participated at high rates in the support services offered; (2) The program led to a net increase in financial aid and allowed some students to reduce their dependence on loans; (3) The program had a small but positive effect on retention; (4) The program increased full-time enrollment in students' second semester; and (5) The program increased the number of credits earned. Some of the main goals of the program and its design have been achieved, at least in the short term. Appended are: (1) Selected Characteristics of Sample Members at Baseline, by Research Group; and (2) Adelante Program Materials. [This report was written with Drew McDermott.]
Distance Education Quality Course Delivery Framework: A Formative Research Study
Author: Berta, Michael Raymond
Date: 2013-07-09
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Distance Education,Educational Quality,Enrollment,Administrators,Teacher Attitudes,Administrator Attitudes,Accreditation (Institutions),Instructional Design,Teaching Methods,Models,Feedback (Response),Electronic Learning,Educational Research,College Faculty,Case Studies,Qualitative Research,Semi Structured Interviews,Audio Equipment,Observation,Focus Groups

In the Fall 2010 semester, student enrollment in distance education courses increased in the United States to over 6.1 million students taking at least one distance course. Distance education allows institutions to meet increasing demands from the government and business sectors for more graduates in ways that face-to-face courses cannot meet with physical space, faculty resources, and class size limitations. Faculty and administrators express concerns about poor academic quality in online courses and programs. Existing models such as Sloan-C Five Pillars of Quality Online Education and Quality Matters do not adequately address course delivery quality. This Formative Research study was an effort to develop an instructional delivery framework for online courses that would meet requirements from (a) accreditation and regulatory agencies, (b) faculty and administration concerns about how to design and implement quality distance courses, and (c) maintenance of pedagogical flexibility for faculty. The study produced a quality instructional delivery model that was developed through iterative cycles of faculty use and feedback with the framework. Data were analyzed using the Three C's Model. This developed model provides a flexible, comprehensive, and quality-oriented model for the delivery of distance courses in a traditional university environment. The framework enables faculty of various disciplines and experience with online instruction to design a course for distance delivery that meets quality demands while allowing for the freedom customary for faculty membership. The framework produced an appealing, effective, and efficient instrument that can support the growth of quality distance courses and programs within institutions. The following are appended: (1) Permission to Conduct Research; (2) Letter of Invitation; (3) Informed Consent; (4) Interview Protocol; (5) Focus Group Protocol; (6) Instructional Delivery Framework Versions; (7) Change Matrix for Instructional Delivery Framework Revisions; and (8) Sample Case for Research.
From Awareness to Practice: An Online Workshop on Bringing Culture into the Counselling Room
Author: Rapacki, Tomasz Michal
Date: 2014-07-10
Type: Reports - Research
Subjects: Counselor Training,Counselor Qualifications,Literature Reviews,Cultural Relevance,Psychotherapy,Workshops,Online Courses,Foreign Countries,Counseling Techniques,Self Esteem,Personality Traits,Individual Characteristics,Misconceptions,Cognitive Processes,Sociocultural Patterns,Acculturation,Values,Racial Identification,Cultural Influences,Communication Skills,Racial Bias,Cultural Awareness,Theories,Minority Groups,Mental Health

The purpose of this project is to enhance the counselling services offered to diverse clients by supplying counsellors-in-training with a professional development resource that combines the best available outcome evidence and applied clinical wisdom, with the most current cultural adaptation frameworks. A comprehensive literature review was conducted of the theory and practice of culturally-adapted psychotherapy. This review was then used to develop an interactive and user-friendly online workshop, illustrating how abstract ethnocultural knowledge can be transformed into concrete, culturally-responsive therapeutic practices. To begin, a brief overview of the relevance of culturally competent counselling within the Canadian context is provided, followed by an outline of several major cultural competency theories, guidelines, and therapeutic adaptation frameworks. The main component of the workshop contains a discussion of numerous applied recommendations grouped under six domains, as established by Hwang's 2006 Psychotherapy Adaptation and Modification Framework, including integration of client cultural beliefs into counselling, improving communication, and providing a cultural orientation to therapy. Each domain is further subdivided into several sections, which are illustrated with ample applied examples and strategies. The project is concluded with a discussion of its strengths and limitations, as well as of expected areas of future research within culturally competent counselling. An appendix presents: &quot;From Awareness to Practice: Bringing Culture into the Counselling Room.&quot;
Innovations in Arizona's Accountability Policies and Frameworks for Alternative Schools
Author: Schlessman, Amy
Date: 2014-04-04
Type: Speeches/Meeting Papers
Subjects: Accountability,Nontraditional Education,Comparative Analysis,Conventional Instruction,Charter Schools,Correlation,Models,Measures (Individuals),Elementary Secondary Education

This study presents Arizona's innovations in academic accountability policy and academic accountability frameworks for alternative schools. A timeline of statutes and regulations including the State Board of Education approved alternative school definition provides Arizona's context for alternative school accountability policy and frameworks. Arizona is relatively unique with its development of two state-level accountability frameworks for alternative schools. In addition to presentation of the Arizona Department of Education's (ADE) Alternative A-F model and the Arizona State Board for Charter Schools (ASBCS) Academic Framework for Alternative Schools, this study offers a comparison of the two systems. Bar graphs present two years, fiscal years 2012 and 2013, of accountability results. Correlation coefficients for both years show a strong correlation between ADE's Alternative A-F and ASBCS' Academic Framework. This analysis provides empirical findings that will help further discussion of these innovations in policies and frameworks leading to more appropriate accountability for alternative education campuses. (Contains 4 tables and 14 figures .)
Performance-Based Scholarships: What Have We Learned? Interim Findings from the PBS Demonstration. Policy Brief
Author: Patel, Reshma
Date: 2013-08-00
Type: Reports - Research
Subjects: Scholarships,Performance Based Assessment,Low Income Groups,Student Financial Aid,Incentives,Academic Achievement,Program Effectiveness,Academic Persistence,Benchmarking,Student Diversity,At Risk Students,Educational Attainment,Grants,College Students

In today's economy, employers' demand for an educated workforce is steadily rising. Policymakers, education leaders, and communities across the country recognize the need to improve college attendance and success, but are constrained by the current budgetary environment. Meanwhile students themselves face mounting college costs, and financial aid has not been able to keep pace. Performance-based scholarships aim to help reduce the financial burdens on low-income college students while providing incentives for good academic progress. Students are generally paid at multiple points during the semester if they earn a certain number of credits with a &quot;C&quot; average or better. MDRC is currently evaluating performance-based scholarship programs in six states. Interim results suggest that these programs do improve students' performance and increase the number of credits they earn, and in some states where data are available, they also appear to reduce student debt. In one location, the program also increased the proportion of students earning a degree. They work in a wide range of institutions and for a wide variety of students, including those normally at risk of performing poorly.
Art Educational Practices: Fostering Self-Control and Improving Focus for Students Coping with Anxiety
Author: Ogle, Alexandra
Date: 2013-08-00
Type: Reports - Research
Subjects: Art Education,Self Control,Coping,Anxiety,High School Students,Art Activities,Self Esteem,Problem Solving,Creativity,Work Ethic,Catholic Schools,Action Research,Instructional Effectiveness,Educational Environment,Teaching Methods,Student Behavior,Secondary School Curriculum,Student Projects

This action research study served to help students suffering from anxiety or anxiety related issues by using Art as a means of improving focus and fostering self control. The student participants in this study were a group of 25 sophomore and junior high school students, both male and female, ranging between the ages of 15-17. The participants attend a Catholic Diocesan high school in southern New Jersey. Out of this study group, six individuals were officially classified, while five showed signs of struggle and required additional support. I met with this group for 43 minutes every day for 40 days. The findings presented in this study confirmed that art practices, specifically curriculum, instructional strategies and the environment, played a vital role in reducing stress by building students' focus and developed more self control. Throughout the duration of this research, the high school student participants increased their self confidence, were able to creatively problem solve, developed an independent work ethic and utilized instruction strategies to assist them in the production of their assignments. This study holds substantial evidence that educators should utilize art making as a tool in reducing anxiety for students suffering from severe stress or depressive like symptoms.
The Integration of Technology and Language Instruction to Enhance EFL Learning
Author: Marek, Michael W.
Date: 2014-06-05
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Technology Integration,Instructional Design,Holistic Approach,Meta Analysis,Outcomes of Education,Teaching Methods,Instructional Effectiveness,Systems Approach,Computer Assisted Instruction,Lesson Plans,Educational Objectives,Guidelines

There is much research in the scholarly literature about using technology to support language learning, and particularly English as a Foreign Language, but the technology is rarely integrated into the curriculum, largely because the research is the product of the pressure on faculty to publish. The author explores curriculum integration, based on Dörnyei (2014) who called for CALL educational programs to employ holistic instructional designs that are based on long-term instructional outcome goals; Colpaert (2012) who suggested that rather than studying the &quot;differences&quot; that result from the use or non-use of a particular technology, researchers should better work to understand the &quot;affordances&quot; provided by the technology to understand the ability that the technology provides to enhance an overall instructional design; and Kennedy and Levy (2009) who spoke disparagingly of what they called &quot;one-off&quot; projects that do not stand the test of time and advocated that technology choices should be long-term projects as opposed to short-term tests, hence the term sustainable design. The author concludes that EFL scholars need a new perspective in which student outcomes are the most important criteria in choosing technology, and that in order to broadly understand the affordances provided by various kind of technology, extensive meta-analysis of past studies is urgently needed. The corollary to this need is that a scholarly culture is needed in which reporting failure is just as important as reporting success because in this way, we help others to learn from the problems arising in our own studies so that they can improve their own research designs and NOT repeat designs that performed inadequately. Conclusions and recommendations are provided. [This document is a revised version of a keynote address given at the Technology-Enhanced Language Learners Special Interest Group (TELL-SIG) Conference, Providence University, Taichung, Taiwan on 5 June 2014.]
Multiage Grouping and Student Collaboration
Author: Cowan, Matthew
Date: 2014-07-27
Type: Reports - Research
Subjects: Cooperative Learning,Mixed Age Grouping,High Schools,High School Students,Peer Relationship,Independent Study,Student Attitudes,Social Studies,Qualitative Research,Interviews,Observation,Statistical Analysis,Learning Problems,Learning Disabilities,Prosocial Behavior,Socialization,Interaction,Action Research,Student Surveys

The aim of this action research project was to investigate students' social preferences and pro-social interactions in a multiage, high school classroom in order to better understand how to group students to maximize learning and collaboration. According to many educational experts and previous inquiries, mixed-age learning groups introduce numerous social, emotional, and academic benefits into the classroom setting but this research has been predominantly conducted at the primary school level. In response, the specific focus of this research project was to examine how and if mixed-age grouping in a high school classroom affects student preference for peer collaboration over independent work when given a choice, and their collaborative relationship with their peers. This research was carried out within a mixed-age social studies classroom during the spring of 2014. Data was collected qualitatively through student interviews and in-class observations. Additionally, quantitative methods was used to gather data on student social preferences and relationships within collaborative groups. Data collection methods were designed by this researcher and carried within a semi-controlled, naturalistic, class periods. The following are appended: (1) Data Collection Plan; (2) Student Interview Questions; (3) Student Survey; (4) Anecdotal/Observation Log; and (5) Student Choice and Preference Log.
In or Out When Out &amp; About?: Identifying the Professional Support Needs of LGBT Preservice Social Work &amp; Education Majors
Author: Palladino, John M.
Date: 2014-05-29
Type: Reports - Research
Subjects: Phenomenology,Preservice Teachers,Social Work,Caseworkers,Majors (Students),Practicums,Student Teaching,Homosexuality,Sexual Identity,Sexual Orientation,Semi Structured Interviews,Social Attitudes,Social Influences,Classroom Environment,Student Placement,Student Needs,Qualitative Research,Inclusion

The purpose of this phenomenological qualitative study was to explore how preservice social work and teacher education majors navigate field practicums (e.g., student teaching) as self-identified gay, lesbian, bisexual, or transgender (LGBT) individuals. In-depth interviews with 26 preservice candidates, representative of two public, comprehensive universities with large social work and education colleges ensued. Four themes emerged from the semi-structured participant interviews: (1) a spectrum of outness, (2) heteronormativity of college classroom discourse, (3) lack of intentionality/naivety in field placement assignments, and (4) sexual identity negotiation during field. Questions educators can use to engage students, other faculty, and administrators about the needs and challenges of LGBT students are included in this report as recommendations for practice and future, corroborating research efforts. An appendix of guided questions professional preparation program personnel can use for conversations with LGBT preservice candidates is included.
Baccalaureate and Beyond: A First Look at the Employment Experiences and Lives of College Graduates, 4 Years On (B&amp;B:08/12). NCES 2014-141
Author: Cataldi, Emily Forrest
Date: 2014-07-00
Type: Reports - Research
Subjects: College Graduates,Employment Patterns,Longitudinal Studies,Followup Studies,Bachelors Degrees,Student Experience,Employment Experience,Statistical Data,Demography,Enrollment Trends,Marital Status,Employment Level,Majors (Students),Salaries,Outcomes of Education,Data Analysis

This report presents initial findings about the employment outcomes of bachelor's degree recipients approximately 4 years after they completed their 2007-08 degrees. These findings are based on data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/12), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor's degree during the 2007-08 academic year. The study addresses questions related to bachelor's degree recipients' education and employment experiences and includes two follow-ups. The first follow-up, which was conducted 1 year after graduation, explored both undergraduate education experiences and early postbaccalaureate employment and enrollment. This second follow-up, conducted in 2012, examines bachelor's degree recipients' labor market experiences and enrollment in additional postsecondary degree programs through the 4th year after graduation. Among the approximately 137,800 undergraduate students who were sampled for the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), approximately 17,110 students were determined to be eligible for B&amp;B:08/12. Eligible students were those who had enrolled at an institution that was eligible to participate in Title IV federal student aid programs and was located in one of the 50 states, the District of Columbia, or Puerto Rico; had completed requirements for a bachelor's degree between July 1, 2007, and June 30, 2008; and were awarded a baccalaureate degree by the institution from which they were sampled no later than June 30, 2009. These students represent approximately 1.6 million students who completed the requirements for a baccalaureate degree between July 1, 2007, and June 30, 2008. This report is organized as follows. The first section presents key findings from the detailed tables that follow. Table 1 provides information on the demographic and undergraduate enrollment characteristics of 2007-08 bachelor's degree recipients. Tables 2-3 examine the employment and degree enrollment status of graduates in 2012, roughly 4 years after graduating with a bachelor's degree. Table 4 addresses the number of jobs that graduates held within 4 years of graduation, while Table 5 presents the percentage of time that graduates spent employed, unemployed, and out of the labor force in that time frame. Table 6 examines the characteristics of graduates' jobs in 2012. Two appendices present: (1) Glossary; and (2) B&amp;B:08/12 Technical Notes and Methodology.