ethanporcaro/eric-fulltext-meta huggingface dataset:
Correcting Correlations When Predicting Success in College. IR Applications. Volume 31
Author: Saupe, Joe L.
Date: 2011-06-10
Type: Reports - Research
Subjects: High School Graduates,College Entrance Examinations,Scores,Correlation,Predictor Variables,Academic Achievement,Error Correction,Scoring Formulas

Critics of testing for admission purposes cite the moderate correlations of admissions test scores with success in college. In response, this study applies formulas from classical measurement theory to observed correlations to correct for restricted variances in predictor and success variables. Estimates of the correlations in the population of high school graduates are derived from two of the several formulas in the literature. This article describes limitations and encourages additional investigation into the use of the formulas for estimating correlations in unrestricted populations. (Contains 3 tables.)
CTE's Role in Worker Retraining. Issue Brief
Author: Association for Career and Technical Education
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Adult Vocational Education,Retraining,Unemployment,Underemployment,Acceleration (Education),Academic Support Services,Ancillary School Services,Demand Occupations

This Issue Brief will explore the essential role that career and technical education programs play in addressing many of the issues faced by unemployed and underemployed workers. These programs target the adult learner through short-term and accelerated courses; utilize flexible learning approaches to account for students' other responsibilities; include wrap-around support services to increase student success; and concentrate on high-demand career areas to ensure students are prepared for jobs that exist in local economies. (Contains 33 endnotes.)
Smart Money: Informing Higher Education Philanthropy
Author: Kienzl, Gregory S.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Metropolitan Areas,Private Financial Support,Innovation,Economic Development,Place of Residence,Fund Raising,Philanthropic Foundations,Economic Opportunities,Strategic Planning

The face of the American landscape is overwhelmingly metropolitan, making metro areas important spaces for philanthropy to explicitly consider when crafting postsecondary funding strategies. This is the case for two primary reasons. First, metropolitan areas are drivers of economic activity and innovation. Second, four out of every five Americans--nearly one-quarter billion individuals--live in a metropolitan area; locations that are expected to grow well into the next decade. With the importance of metropolitan areas in mind, this report offers a unique and innovative approach for assisting national and community foundations in crafting answers to critical questions such as: (1) "Where" to engage in funding activities; (2) For "how long"; and (3) "What types of activities" are likely to succeed in specific metropolitan areas. Intended to inform philanthropic decision making, the empirical analysis presented in this report describes how metropolitan areas offer distinct opportunities for private philanthropy to support postsecondary education practice and degree attainment goals. Toward this end, the report maps the nation's metropolitan areas into designated "quadrants" (or action zones) and articulates how this placement should inform philanthropic efforts in these areas. Appended are: (1) Selected Descriptive Statistics of MSAs by Quadrant; (2) List of MSAs by Quadrant, Region, and Degree Attainment, 2000 and 2009; (3) Explanation of Analytic Models; and (4) Examples of Existing Interventions. (Contains 2 tables, 14 figures and 26 footnotes.) [For the fact sheet, "Smart Money: Informing Higher Education Philanthropy," see ED524826.]
A Comparative Analysis of SMTs (School Management Teams) and Teachers Perceived Preferred Leadership Style: A Case of Selected Primary Schools in Botswana
Author: Tsayang, Gabatshwane
Date: 2011-00-00
Type: Journal Articles
Subjects: School Based Management,Leadership Styles,Foreign Countries,Comparative Analysis,Leadership,Teacher Attitudes,Preferences,Questionnaires,School Administration,Educational Improvement,Governance,Teacher Leadership,Elementary Schools,Participative Decision Making

The study compared the SMTs (School Management Teams) and teachers' perceptions of preferred leadership styles in some selected schools in Botswana. SMTs and teachers completed a questionnaire adopted from the leadership styles questionnaires. The findings of the study pointed to an overwhelming view that the preferred style of leadership is the collaborative type. It was also found that SMTs overrated themselves as displaying the collaborative behaviors than they were rated by teachers. It could be a result of superiority bias on the part of SMTs or could be a challenge of comparative research which attempts to compare objects of different contexts (SMTs and teachers). The recommendation made was that continuous comparisons of perceived leadership styles should be made from self-reflections by SMTs and evaluations of SMTs leadership behaviors by teachers who are the mirrors of the SMTs. The results could be used as a basis for school-based management interventions as well as input into the university-based management programmes reviews for fitness of purpose. It is also recommended that a study to assess whether or not there is a correlation between the preferred leadership and performance by these selected schools conducted.
A Comparative Study of the FET Phase Mathematical Literacy and Mathematics Curriculum
Author: Mhakure, Duncan
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Numeracy,Differences,Barriers,Mathematics Skills,Skill Development,Mathematics Education,Comparative Analysis,Mathematics Teachers,Secondary School Teachers,Teacher Surveys,Foreign Countries

This article is based on a study that compared the FET (further education and training) phase mathematics literacy curriculum and mathematics curriculum. The study looked into how the conceptualization of a mathematical literacy curriculum enhanced the acquisition of mathematical concepts among the learners. In order to carry out this comparison between the two curricula, views of 355 participants comprising of mathematics and mathematical literacy teachers, mathematics and mathematical literacy subject advisors and heads of departments at the MST (mathematics, science and technology) units were sought. The findings of the study revealed that both curricula have similar learning outcomes, but different assessment standards. Factors that hinder the learning and teaching of mathematics in both curricula, such as lack of qualified mathematics teachers, lack of parental support, negative societal attitudes towards mathematics and lack of support from the Department of Education among others, were identified by the study. Intervention mechanisms, such as the use of information technology as an instructional tool, contextualized teaching and learning materials for mathematics, recruiting and training mathematics teachers and continuous professional development, were suggested. Further research is necessary for exploring the benefits of cross-curriculum teaching and learning of mathematical literacy as a way of enhancing the acquisition of mathematical skills at the FET phase. (Contains 3 tables and 12 figures.)
Making Meaningful Measurement in Survey Research: A Demonstration of the Utility of the Rasch Model. IR Applications. Volume 28
Author: Royal, Kenneth D.
Date: 2010-09-24
Type: Reports - Descriptive
Subjects: Institutional Research,Higher Education,Surveys,Measurement,Test Theory,Item Response Theory

Quality measurement is essential in every form of research, including institutional research and assessment. This paper addresses the erroneous assumptions institutional researchers often make with regard to survey research and provides an alternative method to producing more valid and reliable measures. Rasch measurement models are discussed and a demonstration is provided, thus highlighting the utility of the Rasch models in higher education research and practice. (Contains 3 figures and 1 footnote.)
Smart Money: Informing Higher Education Philanthropy
Author: Kienzl, Gregory S.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Metropolitan Areas,Private Financial Support,Innovation,Economic Development,Place of Residence,Fund Raising,Philanthropic Foundations,Economic Opportunities,Strategic Planning,Community Colleges

The face of the American landscape is overwhelmingly metropolitan, making metro areas important spaces for philanthropy to explicitly consider when crafting postsecondary funding strategies. This is the case for two primary reasons. First, metropolitan areas are drivers of economic activity and innovation. Second, four out of every five Americans--nearly one-quarter billion individuals--live in a metropolitan area; locations that are expected to grow well into the next decade. With the importance of metropolitan areas in mind, this report offers a unique and innovative approach for assisting national and community foundations in crafting answers to critical questions such as: (1) "Where" to engage in funding activities; (2) For "how long"; and (3) "What types of activities" are likely to succeed in specific metropolitan areas. Intended to inform philanthropic decision making, the empirical analysis presented in this report describes how metropolitan areas offer distinct opportunities for private philanthropy to support postsecondary education practice and degree attainment goals. Toward this end, the report maps the nation's metropolitan areas into designated "quadrants" (or action zones) and articulates how this placement should inform philanthropic efforts in these areas. (Contains 3 figures and 4 footnotes.) [For the full report, "Smart Money: Informing Higher Education Philanthropy," see ED524821.]
Improving Writing Skills of Thai EFL Students by Recognition of and Compensation for Factors of L1 to L2 Negative Transfer
Author: Sersen, William J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Sentences,Regression (Statistics),Thai,Writing Skills,English (Second Language),Worksheets,Writing Improvement,Native Language,Test Results,Foreign Countries

The purpose of this research is to utilize an experimental-education technique for improving the writing skills of Thai EFL (English as a Foreign Language) students. This improvement of skills is sought by making the student-participants in this study consciously aware of those specific aspects of L1 (Language 1, meaning the mother tongue) to L2 (Language 2, meaning the second language under study) transfer that would appear to affect their English writing products in a very direct and negative way. It was thought that instilling a conscious awareness of certain aspects of L1 to L2 negative transfer would help to mitigate the effects of that transfer. Twenty-four participants took part in this study, which lasted one semester. Purposive selection was employed. The research instrument consisted of ten tests/worksheets, administered to the participants three times over a one-semester period. Each test/worksheet contained ten sets of sentences. In each set, one sentence was written in grammatically-correct English and the second in Thai-L1-influenced &quot;English&quot;. Students were asked to select the correctly-written sentence. During the period between each of the three tests, the instructor devoted at least 15 minutes of teaching time, per weekly course-period, to address the same type of L1 to L2 influence-issues as had appeared in the test/worksheets. Quantitative analysis was largely employed to analyze the test-results data in terms of frequency, linear regression, average, percentage and standard deviation. Qualitative analysis was also used, though to a lesser extent. The results of this research would suggest that making students consciously aware of negative (L1 to L2) transfer has resulted in a mitigation of certain aspects of that transfer, hence, yielding a degree of improvement in writing skills. (Contains 1 table and 4 figures.)
Top-Down versus Bottom-Up Paradigms of Undergraduate Business School Assurance of Learning Techniques. Professional File. Number 119, Winter/Spring 2011
Author: Priluck, Randi
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Business Administration Education,Models,Educational Assessment,Undergraduate Study,Student Evaluation,Program Evaluation,Feedback (Response),Total Quality Management,College Faculty,Research Methodology

This paper describes two models of assessment of undergraduate business learning in two similar universities located on the East Coast of the United States. Both models stem from seeking continued accreditation by the AACSB and are focused on a group of student skills identified by the faculty as essential to undergraduate business education. The assessment processes within the two schools differ in their approaches to methods of measurement. One school used a top-down model, which was created by administrators and operated outside the normal coursework to assess students in the program. The other school used methods embedded in the courses to only assess programs (i.e., a bottom-up model). Whereas the learning goals, course structures, and faculty composition were similar for the two schools, the bottom-up approach involved more faculty members in the assessment process. The article details the measures and rubrics employed by each school, the merits and shortcomings of each approach, and a recommended assessment model combining the best elements of the two paradigms. Currently, the results of the two assessment processes indicate that both schools must improve the feedback loop for continuous improvement. (Contains 3 tables.)
The Rise of Institutional Effectiveness: IR Competitor, Customer, Collaborator, or Replacement? Professional File. Number 120, Spring 2011
Author: Leimer, Christina
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Institutional Research,Institutional Evaluation,Accreditation (Institutions),School Effectiveness,Role,Data Collection,Data Analysis,Evidence,Information Processing,Leadership

As Institutional Research (IR) moves beyond its fiftieth anniversary, a new profession, called Institutional Effectiveness (IE), is emerging. In some respects, IR and IE are similar. IE, though, appears to be taking the leadership role. What are the structure, purpose, and responsibilities of IE offices? What are the implications for the IR field and its practitioners? How can Presidents and Provosts determine which of the two will best meet their institutions' needs for evidence-based decision-making, assessment, continuous improvement, and accountability? To lay the groundwork for discussion of the emergence of IE offices and the implications for IR, this paper first differentiates IR and IE roles and responsibilities. Subsequently, literature about the definition of IR and the state of the field at various points in time is utilized to put forth a macro-level view of the field's trajectory and suggest reasons why IR may not be meeting the needs addressed by IE offices. Utilizing results of the website review, the next section provides examples of IR and IE office missions, structures, and relationship to each other at multiple institutions. This examination is intended to reveal whether IR is being replaced by or complemented by IE. The discussion then moves to the question of whether IR, IE, or both are necessary to meet today's changing needs and the skills required to carry out IE responsibilities. In the last section, the author considers implications for IR professionals and the IR field as IE offices gain ground. A bibliography is included. (Contains 1 footnote.)
Evaluation of the Raising a Reader and Family Nights Programs with At-Risk Preschool Children
Author: Anthony, Jason L.
Date: 2009-00-00
Type: Reports - Research
Subjects: Preschool Children,Program Effectiveness,Reading Programs,Family Programs,Family Influence,Family Environment,Parent Education,Reading Skills,Reading Motivation,Comparative Analysis,Language Skills

This large scale multi-year project evaluates the effectiveness of the Raising a Reader program and the Family Nights program as implemented according to manualized procedures in actual preschool and home environments. Specifically, these programs were added as a supplement to some classrooms that were already participating in the Texas Early Education Model (TEEM, see below for description). That is, in order to evaluate the additive benefits of these two parent programs to the TEEM model, some classrooms received no supplemental parent programming, some classrooms received the RAR program, and some classrooms received the RAR program plus the Family Nights program. The present study reports preliminary findings based on data collected from the first two annual cohorts of children. Ultimately the study will include four annual cohorts of children.
Curriculum Assessment Using Artificial Neural Network and Support Vector Machine Modeling Approaches: A Case Study. IR Applications. Volume 29
Author: Chen, Chau-Kuang
Date: 2010-12-15
Type: Reports - Research
Subjects: Case Studies,Curriculum Evaluation,Classification,Models,Regression (Statistics),Medical Students,Medical Education,College Science,Student Attitudes,Satisfaction,Validity,Accuracy

Artificial Neural Network (ANN) and Support Vector Machine (SVM) approaches have been on the cutting edge of science and technology for pattern recognition and data classification. In the ANN model, classification accuracy can be achieved by using the feed-forward of inputs, back-propagation of errors, and the adjustment of connection weights. In conjunction with the computational shortcut of kernel functions, the SVM classifier maps input data from the input space into the high-dimensional feature space, and seeks an optimal hyperplane to separate data from different classes. Both ANN and SVM machine learning algorithms can be used to establish nonlinear relationships between variables and rank the importance of variables, thereby, contributing to the effectiveness of medical curriculum assessment. The purpose of this investigation is to shed light on how to construct the most suitable ANN and SVM curriculum assessment models based on student perceptions. These are then compared with logistic regression. Participants were 216 graduating medical students, representing a 90% response rate, each of whom took part in a survey in years 2006, 2007, or 2008. The outcome variable of interest was student satisfaction or dissatisfaction with the overall basic science curriculum. Twelve independent variables included student agreement that the basic science curriculum is responsive to student feedback, open to innovation, well-coordinated, and integrated to prepare future physicians for complex clinical problem-solving. Important variables found in the ANN and SVM models were highly significant for curriculum assessment and development. These results were consistent with the logistic regression model. Moreover, the classification accuracy of the ANN and SVM were compared to the logistic regression model based on criteria of sensitivity, specificity, combined accuracy, and the F-measure. It is evident that the resulting models of the ANN and SVM have demonstrated the model applicability, validity, and accuracy for curriculum assessment. Therefore, the researcher recommends ANN and SVM modeling approaches be applied to curriculum assessment in institutions of higher education. SVM Classifier is appended. (Contains 3 figures and 5 tables.)
Cheap for Whom? How Much Higher Education Costs Taxpayers. Education Outlook. No. 8
Author: Schneider, Mark
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Costs,Educational Finance,Paying for College,Financial Support,State Federal Aid,Resource Allocation,Tax Allocation,Dropouts,Context Effect,Cost Effectiveness

Many more factors figure into the cost of a bachelor's degree than just tuition. Depending on the type of college or university, as well as its level of selectivity, taxpayers may contribute a substantial tax subsidy or, in rare cases, receive a moderate net &quot;profit&quot; per bachelor's degree. It is important to consider all of the costs and returns involved in higher education when considering dropout prevention and retention efforts, as well as how government subsidies are or should be distributed among colleges and universities. This &quot;Outlook&quot; is designed to fuel a discussion about the true costs of higher education and who pays for them. (Contains 2 figures, 4 tables and 31 notes.)
Reinventing the American High School for the 21st Century: Strengthening a New Vision for the American High School through the Experiences and Resources of Career and Technical Education. A Position Paper
Author: Meeder, Hans
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: High Schools,Vocational Education,Educational Strategies,Educational Change,Futures (of Society),Technical Education,Position Papers,Citizenship,School Culture,Human Capital

The Association for Career and Technical Education (ACTE), on behalf of career and technical education (CTE) professionals in the United States, advocates for clearly focusing American high schools on the goal of preparing every student for full participation in a spectrum of college opportunities, meaningful work, career advancement, and active citizenship. Leaders are called upon to make needed changes in school culture, instructional strategies and organizational priorities that will support this new purpose. The people at ACTE strongly believe that CTE courses and instructional methodologies have an important place in the redesigned high school of the 21st century. In their view, there should no longer be an artificial split between academic coursework and CTE studies, nor should exposure to career- or interest-based coursework be delayed until late in high school or college. Rather, they believe that all coursework, with clearly articulated standards and expectations, can help build in students the mix of skills, aptitudes and attitudes they will need for success after high school. This paper reviews the challenges and current efforts in high school redesign, and offers a number of recommendations about what elements should be included in the efforts to reinvent the American high school for the 21st century. (Contains 26 endnotes.)
The Relationship between University Libraries' Collection for Sports and Their Students' Sports Performances
Author: Nagami, Soichiro
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Libraries,Correlation,Library Materials,Library Services,Sport Psychology,Library Role,Performance Factors,Performance Technology,Library Research,Information Services,Exercise Physiology,Performance Based Assessment,Foreign Countries,College Athletics

To demonstrate the effectiveness of university libraries, we investigated the relationship between university students' sports performances and their libraries collections of sports. By examining approximately 20 university libraries' collections and their sports ranks, as indicated by Waseda Sports 2008, we demonstrated their positive correlation. In particular, the books whose topics are limited to enhancing specific sports performances are more correlated than those about sports in general. (Contains 4 tables and 3 footnotes.)