ethanporcaro/eric-fulltext-meta huggingface dataset:
CCI Primer 2011: Key Facts about Early Care and Education in New York City
Author: Center for Children's Initiatives (CCI)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Early Intervention,Child Care,Family Characteristics,Institutional Characteristics,Enrollment,Public Education,Early Childhood Education,Investment,Access to Education,Costs,Educational Quality,Educational Indicators,Educational Assessment,Home Visits,Integrated Services,Parent Education,Educational Finance,Financial Support

The Center for Children's Initiatives (CCI) champions the right of all children to start life with the best possible foundation of care, health and learning. CCI draws on its experience, expertise, and interactions with families, early childhood professionals and policymakers to shape its vision to expand and improve early learning opportunities, in order to build bright futures for all children. CCI serves as a trusted resource for working families, offering consultation and referral to help parents identify and select appropriate, affordable, quality child care options. This primer presents CCI's findings on early care and education in New York City. Key facts are organized as follows: (1) Demographics: New York City's Children and Families; (2) Enrollment: Publicly-Supported Early Care and Education; (3) Public Investment in Early Care and Education; (4) Capacity for Early Care and Education; (5) Access and Affordability; (6) Quality Indicators; and (7) Specialized Services: Early Intervention and Home Visiting. A glossary is included. (Contains 53 charts.)
Physics Bachelor's One Year Later: Data from the Degree Recipient Follow-Up Survey for the Classes of 2009 and 2010 Combined. Focus On
Author: Tesfaye, Casey Langer
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Physics,Astronomy,Science Education,Bachelors Degrees,Graduate Study,Enrollment,College Graduates,Graduate Surveys

Each fall, the Statistical Research Center conducts its "Survey of Enrollments and Degrees" which asks physics and astronomy departments to provide information concerning the number of students they have enrolled and counts of recent degree recipients. In connection with this survey, the authors ask for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct the authors' follow-up survey in the winter following the academic year in which they received their degrees. The physics classes of 2009 and 2010 consisted of 5,908 and 6,017 bachelor's respectively. The authors received post-degree information on 41% of these degree recipients with less than a quarter of the information coming from the student's advisor. Four percent of the respondents were pursuing employment or graduate study outside the US and were not included in the analysis. Findings reveal that after receiving a bachelor's in physics, most new graduates either continue on to graduate school or enter the workforce in the year following their degree. Sixty percent of the new graduates from the classes of 2009 and 2010 combined chose to enroll in a graduate program. Of this group, the majority chose to study physics or astronomy. (Contains 5 figures.)
Evaluate Wiki Technology as e-Learning Tool from the Point View of Al-Baha University Students: A Pilot Study with Undergraduate Students in Both Faculties of Science and Education
Author: Alzahrani, Ibraheem
Date: 2012-06-00
Type: Reports - Research
Subjects: Electronic Learning,Undergraduate Students,Student Attitudes,Web Based Instruction,Sampling,Technology Education,Information Technology,Web Sites,Editing,Cooperative Learning,Foreign Countries,Higher Education,College Students,Pilot Projects,Science Education,Web 2.0 Technologies,Questionnaires,Internet,Educational Technology

Wikis technologies are one of Web 2.0 applications that can be used to improve the learning method and to engage students in learning with others in a collaborative environment. This paper investigates the potential use of wiki technology in Al-Baha University through students' perceptions; the study seeks to answer the main question. How to evaluate the use of wiki technology as an e-learning tool from the students' perceptions? To answer the main question, students were asked to answer four sub-questions representing the four main axes related to the use of wiki in learning in general, and the use of wiki in Saudi education in particular. 26 students from two colleges at Al-Baha University, KSA [Kingdom of Saudi Arabia] participated in this study. Random sampling method was used to select the sample members. The data collected through the interviewer-administered questionnaire, this method designed and developed by the authors. The data were analysed by SPSS programme with descriptive explanation. The findings inducted to that, students tend to study via the new learning method which is the wiki system and they prefer to learn collaboratively. Moreover, the findings showed that Al-Baha University suffers from the weakness of the internet and the unavailability of computers in some classrooms. Students believed that the reason behind this is that Al-Baha University is one of the Saudi emerging universities. (Contains 7 figures.)
Exploring Action Research as an Approach to Interactive (Participatory) Evaluation
Author: Chaudary, Imran Anjum
Date: 2012-06-00
Type: Reports - Research
Subjects: Foreign Countries,Action Research,Participatory Research,Educational Research,Teacher Researchers,Data Collection,Interaction,Evaluators,Teacher Educators,Stakeholders,Faculty Development

This investigation seeks to understand &quot;action research&quot; as an approach to &quot;interactive form of evaluation&quot;. The first half of the investigation illuminates the approach with the help of the selective body of literature and the second half draws attention to its application in the field with the help of an authentic evaluation plan. Action research evaluation, contrary to the traditional evaluation practice, challenges and shifts the paradigms by centralizing the practitioners in the knowledge production and by equalising the powers between evaluators and practitioners, thus, strengthens voice, organization and action. Despite its limitations or challenges, this form of evaluation involves and is useful to the programme's end-users with respect to their contexts, concerns, interests and problems; acknowledges and extensively benefits from the knowledge and experiences of key stakeholders; endorses the collective methods of knowledge creation in contrast to authoritarian, single-handed conclusions for others to follow for future planning; and finally, shares powers and outcomes with the stakeholders. (Contains 9 tables.)
Effects of Glosses on Vocabulary Gain and Retention among Tertiary Level EFL Learners
Author: Azari, Foroogh
Date: 2012-07-00
Type: Reports - Research
Subjects: Reading Tests,Vocabulary Development,English (Second Language),Second Language Learning,Reading Skills,Graduate Students,Foreign Countries,Standardized Tests,Reading Comprehension,Teaching Methods

This paper reports on a study that aimed to investigate the effects of textual glosses on the lexical development of EFL learners. Given the importance of the English language for tertiary level study, it is necessary for EFL learners to read independently and to acquire the vocabulary they need for disciplinary study. Many studies have reported that a lack of extensive reading among L2 learners leads to lack of vocabulary. Several studies have also demonstrated that the use of authentic materials can promote vocabulary development. However, authentic materials often present many unfamiliar words and L2 learners often need to read efficiently without the use of a dictionary. Hence, researchers have argued whether the provision of marginal gloss can help L2 learners solve this problem. In the present quasi-experimental research, 76 EFL postgraduate students at UPM [Universiti Putra Malaysia] who had attained similar scores in a standardized reading test were divided into four groups randomly. They then attempted a pre-test, and read six authentic texts over a period of eight weeks under one of four conditions: L1 gloss, L2 gloss, L1 and L2 gloss, and no gloss. After students had read the texts, immediate and delayed post-tests were administered to assess their gain and retention of 30 target words from the texts. The results revealed that participants in the experimental L1 gloss, L2 gloss, and L1 and L2 gloss groups had outperformed the subjects in the control (no gloss) group in vocabulary gain and vocabulary retention. The findings of this study will be beneficial for those who are interested in applying the related psycholinguistic theories in developing EFL learners' vocabulary knowledge, particularly among tertiary level learners who could become more independent in their reading. The following are appended: (1) Sample of L1 Glossed Text; (2) Sample of L2 Glossed Text; (3) Sample of L1 and L2 Glossed Text; and (4) Sample of Non-Glossed Text. (Contains 4 figures and 22 tables.)
Reading Edge. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Reading Programs,Reading Instruction,Cooperative Learning,Feedback (Response),Goal Orientation,Metacognition,Reading Strategies,Classroom Techniques,Middle School Students,Grade 6,Rural Schools,Reading Comprehension,Educational Research,Program Effectiveness

&quot;Reading Edge&quot; is a middle school literacy program that emphasizes cooperative learning, goal setting, feedback, classroom management techniques, and the use of metacognitive strategy, whereby students assess their own skills and learn to apply new ones. The program is a component of the &quot;Success for All&quot;[superscript 2] (&quot;SFA&quot;)[R] whole-school reform model and provides eight levels of instruction, from beginning through eighth-grade reading levels. Students are grouped into classes based on ability, and whole-class reading instruction is delivered in daily 60-minute blocks. Instruction at the early levels uses fiction, nonfiction, and simple scripts to help students develop basic decoding skills, reading fluency, vocabulary, and comprehension. At reading level 3 and higher, students focus on developing comprehension strategies using both narrative and expository texts. All levels focus on building background knowledge and developing study skills. Although the program is often implemented in the context of the &quot;SFA&quot;[R] whole-school reform, this report focuses on &quot;Reading Edge&quot; as a stand-alone program in grades 4 and higher. Thirty-seven studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;Reading Edge&quot; on adolescent readers. One study (Chamberlain, Daniels, Madden, &amp; Slavin, 2007) is a randomized controlled trial that meets WWC evidence standards without reservations. That one study is summarized in this report. The remaining 36 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for Chamberlain et al. (2007); (2) Outcome measures for each domain; (3) Findings included in the rating for the comprehension domain; and (4) Supplemental subtest findings for the comprehension domain. A glossary of terms is included. (Contains 3 tables, 8 endnotes and 4 additional sources.)
National Indian Education Study 2011: The Educational Experiences of American Indian and Alaska Native Students at Grades 4 and 8. NCES 2012-466
Author: National Center for Education Statistics (ED)
Date: 2012-07-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,American Indians,Alaska Natives,Students,Educational Experience,Grade 4,Grade 8,National Competency Tests,Mathematics Achievement,Reading Achievement,Scores,Gender Differences,Economically Disadvantaged,Achievement Gap,Rural Urban Differences,Public Schools,Reading Teachers,Mathematics Teachers,Administrators,Surveys,American Indian Culture,American Indian History,School Community Relationship,School Counselors

Since 2005, the National Indian Education Study (NIES) has provided educators, policymakers, and the public with information about the background and academic performance of fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES was administered in 2005, 2007, 2009, and 2011 as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow for more in-depth reporting on the achievement and experiences of AI/AN students. It fulfills a mandate of Executive Order 13592 issued in 2011 to improve educational outcomes for all AI/AN students. NIES reports present findings that are relevant to research and collaborative provisions of the Executive Order. This report presents results on the performance of fourth- and eighth-grade AI/AN students in the NAEP reading and mathematics assessments, followed by information on their educational experiences based on responses to the NIES student, teacher, and school questionnaires. This represents a change from earlier studies in 2005, 2007, and 2009 when performance and survey results were presented in separate reports. (Contains 36 figures, 28 tables and 7 footnotes.) [The National Indian Education Study (NIES) is directed by NCES and carried out by Educational Testing Service (ETS), Pearson Educational Measurement, American Institutes for Research, Westat, and Fulcrum IT. Additional support in the development of this report was provided by Levine &amp; Associates.]
A Study of the Leadership Dimensions of National Distinguished Principals
Author: McCollum, Judith
Date: 2012-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Principals,Elementary Schools,Reputation,Leadership Effectiveness,Administrator Effectiveness,Transformational Leadership,Instructional Leadership,Educational Environment,Teacher Empowerment,Community Support,High Achievement,Self Evaluation (Individuals),School Personnel,Stakeholders,National Standards

The identification and recruitment of effective school principals who can transform schools in the midst of today's chaotic economic, social, and global environments require a thorough understanding of the research on effective leadership. Current research indicates that principals who exhibit transformational leadership and, most recently, instructional leadership, are the most successful by all measures, including school climate, teacher empowerment, community support, and high student performance results. This study focused on a sample of principals from a population who recently received the distinction of a National Distinguished Principal (NDP) to determine if a correlation existed between their leadership dimensions and that of the effective principal leadership research. The use of a 360-degree survey instrument for this study provided valuable data about each principal's leadership from multiple sources. The following research questions guided this study: 1. How do NDPs rate their own leadership dimensions? 2. To what extent do the staff and stakeholders within the NDPs' school community identify the same or similar dimensions of leadership as the NDPs do of themselves? 3. To what extent do the NDPs' dimensions of leadership correlate with the key areas of effective school leadership established by the National Association for Elementary School Principals and the Interstate School Leaders Licensure Consortium? The results of this study showed discrepancies among the NDPs' perceptions of their own leadership dimensions and their raters' perceptions of their NDPs' leadership dimensions. In addition, this study revealed the NDPs' leadership strengths and needs and how those differed from the national standards for principal leadership. The three leadership tasks of most need for the NDPs, according to this study, were safety and organizational management for learning, instructional leadership, and change. This study could assist all public and private primary, secondary, and postsecondary educational institutions in their search, development, and retention of exemplary school principal leadership. The principal leadership dimensions identified in this study will be needed to lead the learning organizations of the 21st century and beyond. Four appendixes are included: (1) Importance of Leadership Tasks Self-Ranked by NDPs and All Raters; (2) Written Comments; (3) Top 20 NDP Leadership Strengths; and (4) Top 20 NDP Leadership Needs. (Contains 2 tables.)
The Influence of Personality Traits on the Use of Memory English Language Learning Strategies
Author: Fazeli, Seyed Hossein
Date: 2012-07-00
Type: Journal Articles
Subjects: Personality Traits,Learning Strategies,Personality,Memory,Foreign Countries,English (Second Language),Second Language Learning,Measures (Individuals),Prediction,Questionnaires,Language Tests,Females,College Students,Majors (Students),Correlation

The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs. (Contains 5 tables.)
Students' Industrial Work Experience Scheme (SIWES) and the Incidence of Occupational Misfit in Nigeria
Author: Oyeniyi, Aderonke Agnes
Date: 2012-04-00
Type: Reports - Research
Subjects: Foreign Countries,Work Experience Programs,College Students,Industrial Education,Skill Development,Program Effectiveness,Financial Support,Federal Aid,Statistical Analysis,Multiple Regression Analysis

The incidence of occupational misfit among Nigerian graduates have taken a centre stage in the debate on the relevance and quality of higher education to national development. It is on this basis that studies tend to assess the trends in work-base study programmes with reference to skill acquisition and utilization. This study therefore examined the SIWES scheme and the incidence of occupational misfit in Nigeria. The ex-post facto research design was used for the study. The population was estimated at 2,242 comprised of students from four polytechnics (849), four monotechnics (550) and (542) Industrial Training Officials of SIWES in Science, Technology and Agriculture related courses selected through the purposive and stratify random sampling techniques. Data were collected using an expert validated questionnaire tagged: &quot;Students Industrial Work Experience Scheme Skills Development and Utilization&quot; (SIWESSDUS) r = 0.89 complemented with relevant primary data from the Industrial Training Fund Office. Three hypotheses were tested, using Chi square (X[superscript 2]), and multiple regression analysis at 0.05 alpha. Findings indicated that 61.9% (male) and 38.1% (female) participated in the study with a mean age of 32.5 years. SIWES has contributed to skill acquisition significant (78%) and skills utilization in industrial development (68%). SIWES significantly influenced the certification and accreditation of courses in the Monotechnic and Polytechnic Institutions (x[superscript 2] = 301. 317; df = 12, P less than 0.05); and SIWES had also enhanced the extent of funding skills-acquisition programmes by the Federal Government (x[superscript 2] = 1287.692, df = 12 P less than 0.05). Meanwhile, SIWES also improved positively the level of skills utilization by employers of labour (x[superscript 2] = 324, 429; df = 15, P less than 0.05). It is recommended that government should devote sufficient financial resources to all levels and aspects of education to sustain skill acquisition programme such as in SIWES. (Contains 6 tables.)
Teachers' Perceptions of Merit Pay
Author: Jackson, Vanessa
Date: 2012-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Merit Pay,Teacher Surveys,Program Effectiveness,Corporations,Teacher Attitudes,Teacher Salaries,Surveys,Teacher Competencies,Teaching Skills,Academic Achievement,Teaching Methods,Professional Development,Individualized Instruction,Teacher Collaboration,Teacher Evaluation

The purpose of the study is to show the various perceptions teachers have on merit pay. This research was designed to examine the perceptions and attitudes of teachers towards the idea of performance based pay. This topic has been an ongoing battle within school systems since the 1800s. The participants in this study were teachers from the state of Indiana.  An internet search was done to find similar public school corporations in Indiana that had already implemented merit pay systems or were planning on establishing a pay scale system based on performance.  Approximately 250 teachers from four school corporations were invited to complete the survey.  Out of those invited, 42 teachers completed the survey, producing a response rate of 16.8%. Of the 42 teachers who participated in the survey, 25 teachers (59.5%) were not in schools with merit pay, while 17 teachers (40.5%) were in a system that used merit pay. Results indicated that there are significant differences to the questions regarding higher pay for better performance. To all other questions there are no significant differences noted. An overwhelming number of participants strongly disagreed with the concept of merit pay, arguing that teachers work to the best of their ability while seeking to sharpen the craft of teaching and additional pay will do little to enhance student achievement. Appended to this document are: (1) Study Information Sheet; (2) Teacher Survey Form; (3) Principal E-mail; (4) Secretary E-mail (with Study Information Sheet); (5) Follow-Up E-mail; and (6) IRB Approval. (Contains 19 tables.)
An Identity Remaking Endeavor: A Story of a Displaced Palestinian Child
Author: Kharma, Maher
Date: 2012-01-00
Type: Reports - Research
Subjects: Foreign Countries,Relocation,Refugees,Ethnography,Identification,Human Geography,Social Status,Family Environment,Experience,War,Violence,Quality of Life,Social Justice,Adjustment (to Environment),Resilience (Psychology)

Following her displacement from her native land as a result of the Arab Israeli war in 1967, a Palestinian child relocated to a new home as a refugee. As people find meaning in their environments they chose to live in, and build their identity through engaging in meaningful occupations, such forced displacement left her with many challenges, and unanswered question that she had to deal with in an environment that she never belonged to in the past. The environmental outliers played a significant role that obstructed the child's ability to play various roles she has previously played, or to engage in culturally meaningful occupations that had provided nourishment to her identity. In this ethnographic study, the researcher launched an attempt to understand consequences of the displacement experience on the child's identity, means she adopted to cope with the challenges, as well as avenues she employed to reshape her dismantled identity.