ethanporcaro/eric-fulltext-meta huggingface dataset:
West Virginia Health Sciences and Rural Health, 2014
Author: West Virginia Higher Education Policy Commission
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

Throughout the past year, the Division of Health Sciences has tackled several issues unique to West Virginia, ranging from conducting focus groups with medical students to improvements in the Health Sciences scholarship program. The progress made over the past year has ushered in new projects and developments for the Division of Health Sciences and the healthcare landscape of West Virginia. The Rural Health Initiative (RHI) program continues to support the provision of unique experiences to health profession students and medical residents at the state's three academic health centers, the Joan C. Edwards School of Medicine at Marshall University, the West Virginia School of Osteopathic Medicine, and the West Virginia University Health Sciences Center. This report card provides information on major health sciences and rural health schools in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Examinations; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention; (6) Other Health Sciences Program Graduates; (7) Loans and Incentives; and (8) The Rural Health Initiative Program. [For the previous year's report, see ED610155.]
Beyond the Numbers: Design Principles for CTE Data Reporting
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,Federal Legislation,Educational Legislation,Data Collection,Data Use,Access to Information,Information Dissemination,State Government,Student Characteristics,Special Needs Students,Reports,Communication Strategies,Secondary Education,Postsecondary Education,Layout (Publications),Visual Aids,Charts,Graphs,Maps,Language Usage,Readability,Translation,Audiences,Stakeholders,Design Requirements

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) pushes states to improve the public accessibility of Career Technical Education (CTE) data. According to the law, state agencies, as well as local recipients, must share data on the performance of all CTE students, and subgroups of learners, and make this information available widely and through a variety of user-friendly formats. In March 2020, Advance CTE and the Association for Career and Technical Education (ACTE) convened a Shared Solutions Workgroup of state and national experts to explore strategies for effective CTE data reporting and communication. Over a series of meetings, the workgroup co-designed a set of tools and resources to help states improve their CTE data reporting. This report provides nine principles for developing effective and accessible CTE data reporting tools: (1) Clarify the purposes for sharing data; (2) Make data easy to find; (3) Make data visually appealing; (4) Clearly and consistently label and describe data; (5) Make data accessible; (6) Disaggregate data to highlight equity; (7) Provide context to add meaning; (8) Enable interactivity and customization for key audiences; and (9) Help users interpret data and take action. State and local leaders can use these design principles as a blueprint to inform the early design and development of CTE data reporting tools or as a checklist to ensure their final reports align with best practices for access and usability. The companion resource &quot;Beyond the Numbers: A Toolkit for Communicating CTE Data,&quot; provides guidance, best practices and customizable tools to create communications that help stakeholders better understand and act on CTE data. [For the companion toolkit, see ED610150.]
Improving Equity in and Access to Quality CTE Programs for Students Experiencing Homelessness. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Homeless People,Access to Education,Equal Education,At Risk Students,Vocational Education,Barriers,Educational Attainment,Dropout Rate,Graduation Rate,Student Needs,Federal Legislation,Educational Legislation,Outreach Programs,Faculty Development,Cooperative Planning,Postsecondary Education,State Legislation

Intentional and early collaboration between state and local leaders and state coordinators for homeless education is vital to developing solutions that ensure success in Career Technical Education (CTE) programs for learners experiencing homelessness. As many states anticipate the growing rates of homelessness to continue in the coming years, the need for partnerships between state and local leaders and state coordinators for homeless education is far greater in order to increase success for these learners. This resource identifies common barriers to high-quality CTE for learners experiencing homelessness and suggests strategies for how CTE and homeless education leaders can work together to build new opportunities for learners experiencing homelessness in their state to access and succeed in CTE programs.
Fiscal Year 2013 Monitoring Report on the Delaware Division for the Visually Impaired Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-08-07
Type: Reports - Evaluative
Subjects: Visual Impairments,Vocational Rehabilitation,Program Evaluation,State Agencies,Compliance (Legal),Disabilities,Federal Legislation,Supported Employment,Program Implementation,Transitional Programs,Technical Assistance,Federal Aid,Youth Employment,Administrative Organization,Program Budgeting

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Delaware Division of Visually Impaired (DVI) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) identified emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from April 17, 2013, through April 19, 2013, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
West Virginia Health Sciences and Rural Health Report Card, 2013
Author: West Virginia Higher Education Policy Commission
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

As the healthcare landscape in West Virginia evolves, West Virginia's health professions programs are working closer together than ever to improve citizen's health and access to care. In particular, the state's three academic health centers, the Joan C. Edwards School of Medicine at Marshall University, the West Virginia School of Osteopathic Medicine, and the West Virginia University Health Sciences Center, continue to provide direct care to West Virginians, including in clinical areas that are limited or unavailable through the private sector, all the while providing professional education and conducting research on the state's health problems. The Rural Health Initiative (RHI) program is blossoming and enables the academic health centers to provide special experiences in rural and community health to students and resident physicians and involve them in creative approaches to improving citizens' health. Additionally, the RHI program provides grants to other health professions training programs, healthcare facilities, and nonprofit organizations to further enhance the rural health landscape across West Virginia. This report card provides information on major health sciences and rural health schools in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Examinations; (3) Medical Student Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention; (6) Other Health Sciences Program Graduates; (7) Loans and Incentives; and (8) The Rural Health Initiative Program.
Investigating the Efficacy of Computer and Mobile Assisted Vocabulary Learning in Developing Academic Writing Skills with Saudi University Students
Author: Alresheedi, Haifa
Date: 2019-09-00
Type: Dissertations/Theses
Subjects: Computer Assisted Instruction,Educational Technology,Second Language Instruction,Telecommunications,Handheld Devices,Teaching Methods,Intervention,College Students,Vocabulary Development,Academic Language,Correlation,Language Skills,Grammar,Effect Size,Foreign Countries,English (Second Language),English for Academic Purposes,Program Effectiveness,Written Language,Writing (Composition)

The academic register of English language has been thought of as a challenging cognitive and pedagogical endeavour for non-native university students whether their L2 educational context is domestic or international. To facilitate the acquisition of academic language, several approaches were proposed over years, chief among which are Computer Assisted Language Learning (CALL), and Mobile Assisted Language Learning (MALL). Each of the two language learning approaches has been exclusively employed to teach one feature of the inseparable academic language lexico-grammar at moderate levels of efficacy, yet the joined cognitive forces of the two approaches have not been thoroughly examined in the available literature. In this study, a short intervention was designed to teach 30 Saudi university students the most frequent 40 general academic vocabulary items, several frequent academic phrases, and 1 salient academic language feature, namely hedging to improve the lexico-grammar of Saudi university students' written production. Target vocabulary was directly derived from Oxford Phrasal Academic Lexicon (OPAL). CALL used as the main medium of instructions, in-class activities, and exercises, and MALL employed to compliment the intervention's activities outside class, and enhance target vocabulary's entrenchment and priming in student's academic repertoire. Pre-/post-test results of six different variables show statistically significant correlation between the use of CALL and MALL together and Saudi university students' academic language gains. A large effect size (d= 1.6) was observed for vocabulary-related variables, a medium effect size (d= 1.08) for grammar and structure-related variables, and a small effect size (d= 0.65) for academic voice-related variables.
West Virginia Health Sciences and Rural Health, 2015
Author: West Virginia Higher Education Policy Commission
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

This report card provides information on major health sciences and rural health schools in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Examinations; (3) Medical Student Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention; (6) Other Health Sciences Program Graduates; (7) Loans and Incentives; and (8) The Rural Health Initiative Program. [For the previous year's report, see ED610151.]
Enhancing Reading and Speaking Skills in EFL through Multicultural Children&apos;s Short Stories
Author: Al-Jarf, Reima
Date: 2015-04-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Childrens Literature,Literary Genres,Teaching Methods,Reading Comprehension,Speech Communication,Cultural Pluralism,Web Sites,Majors (Students),Foreign Countries,College Freshmen,Translation,Reading Material Selection

This study proposes a model for integrating multicultural children's short stories as an extension activity or as a supplement to in-class instruction to develop college students' reading and speaking skills in English as a foreign language (EFL), together with cultural awareness. It gives the advantages of using multicultural children's short stories; criteria for selecting multicultural children's short stories; examples of multicultural children's short stories and examples of websites where the instructor can find multicultural children's short stories; reading and speaking skills that can be developed with multicultural children's short stories; and instructional stages with multicultural children's short stories. Reading and speaking tests can be used to measure students' skill level before and after instruction. A questionnaire-survey can be also used to assess improvement in the students' multicultural awareness as a result of using multicultural children's short stories.
Health Sciences and Rural Health Report, 2016
Author: West Virginia Higher Education Policy Commission
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

West Virginia's three state funded medical schools enroll more medical students per capita than any other state in the country. In the academic year 2015-2016, 168 of the 402 medical students who enrolled in the first year classes of the state's three medical schools were West Virginia residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention; (6) Other Health Professions Program Graduates; (7) Loans and Incentives; and (8) The Rural Health Initiative Program. This year's report provides enhanced information on the other health professions programs offered in West Virginia, including dental hygiene, dentistry, nurse practitioner, pharmacy, physical therapy, and physician assistant. The state has seen a growth in these program offerings in the last several years, and collecting more data on these programs is critical to understanding West Virginia's healthcare workforce. [For the previous year's report, see ED610157.]
2017 West Virginia Health Sciences and Rural Health Report
Author: West Virginia Higher Education Policy Commission
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

West Virginia's three state funded medical schools enroll more medical students per capita than any other state in the country. Due to its large number of medical student slots, the state typically is able to offer all qualified West Virginians the opportunity to complete their medical education in the state. In the academic year 2016-2017, 180 of the 405 medical students who enrolled in the first year classes of the state's three medical schools were West Virginia residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention; (6) Other Health Professions; (7) Loans and Incentives; and (8) The Rural Health Initiative Program. The 2016-2017 entering class is the first to apply to medical school using the new MCAT®. All three schools still accept the old version of the MCAT® as well and performance data for both versions is included in this report. [For the previous year's report, see ED610159.]
Ethics and Safety Unit in the Context of Multiple Intelligence Theory
Author: Kestel, Muharrem
Date: 2020-12-00
Type: Journal Articles
Subjects: Multiple Intelligences,Pretests Posttests,Teaching Methods,Middle School Students,Conventional Instruction,Student Attitudes,Comparative Analysis,Scores,Achievement Tests,Attitude Measures,Information Technology,Foreign Countries,Ethical Instruction,Safety Education

This study aims to find out whether there is a significant difference between multiple intelligence theory-based teaching method and traditional teaching method, on 5th grade of middle school students' achievement level and their attitudes towards the Information and Communication Technologies course in &quot;Ethics and Safety&quot; unit. As a design of the study pre-test and post-test-controlled group design was used. The study was carried out in a middle school located in the city centre in Karaman, Turkey. In the research, two classes, which were chosen randomly, were used as an experimental and a control group. The data was collected through Achievement Test, Information and Communication Course Attitude Scale. The data in the research were analysed by using statistical programme. In order to determine if there is a significant difference between the experimental and control groups, independent samples t test and to determine whether there is a significant difference between the pre-test and post-test scores of the groups within themselves, paired samples t test was used. At the end of the study, significant difference was found in the comprehension levels between the experimental group and the control group. Pretest and post test results of both groups showed that there is a significant difference between them in terms of achievement scores. On the other hand, according to the study results it is observed that there is no significant difference between the groups in terms of attitude pretest scores, but it was seen that attitude post test results of experimental group has increased significantly when compared to the control group. Keywords: Multiple Intelligence Theory, Information and Communication Technologies, Ethics and Safety
ESBOR during COVID-19: Analysis Students Attitude for Develop 21st Century Environmental Learning
Author: Purwanto, Agung
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Recycling,Wastes,Sustainability,Electronic Learning,Student Attitudes,Supplementary Reading Materials,Supplementary Education,Educational Innovation,COVID-19,Pandemics

Environmental learning about recycling focuses on the problem of waste accumulation and sustainable use of the earth's resources. The outbreak of the novel coronavirus disease (COVID-19) has made the adoption of e-learning the &quot;new normal&quot;. One method of e-learning that can be developed to support environmental lessons is the Environmental Supplement Book of Recycling (ESBOR) learning media. This study analyzed the students' environmental attitudes on recycling in an effort to develop the ESBOR because attitude is very important to implement knowledge. The research method used was the descriptive survey technique. A total of 235 students was contacted randomly in various cities in Indonesia using Google Form. The results showed that the attitude of students was already in a very high category. This indicated that the ESBOR learning media may be developed to support e-learning amid the pandemic. ESBOR is an innovation of 21st century learning, which will be vital in the near future. The ESBOR learning media has great potential and may be developed as a supplemental method for students to gain knowledge. The suggestions can be used to develop ESBOR in future research.