ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of the Relationship between Digital Game Addiction, Gender and Regular Sport Participation
Author: Ekinci, Nurullah Emir
Date: 2016-00-00
Type: Journal Articles
Subjects: Addictive Behavior,High School Students,Gender Differences,Athletics,Student Participation,Student Surveys,Foreign Countries,Video Games,Correlation

This study aims to investigate digital game addiction of high school students according to gender and regular sport participation. For this 398 high school students who were randomly chosen voluntarily participated in the study. In addition to personal information from the Turkish version of Lemmens and colleagues'a game addiction scale was used as a data gathering tool. The Turkish adaptation of the scale was done by Aylin Yalcin Irmak and Semra Erdogan in 2015. The Turkish version of the scale consists of one factor and seven items anchored with a five Likert type scale. In the evaluation of the data linear regression was used. The findings of this study revealed that there was a positive relationship between gender and digital game addiction.
Who&apos;s Minding the Kids? Child Care Arrangements: Spring 2005/Summer 2006. Current Population Reports. P70-121
Author: Laughlin, Lynda L.
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Child Care,Child Caregivers,Employed Parents,Preschool Children,Statistical Distributions,Employment Level,Family Characteristics,Mothers,Trend Analysis,Incidence,Expenditures,Fathers,Elementary School Students,Middle School Students,Time Perspective,Tables (Data),Annual Reports

Parents in the labor force face numerous decisions when balancing their work and home life, including choosing the type of care to provide for their children while they work. Deciding which child care arrangement to use has become an increasingly important family issue as maternal employment has become the norm, rather than the exception. Child care arrangements and their costs are important issues for parents, relatives, care providers, policy makers, and anyone concerned about children. This report, which is part of a series that dates back to 1985, shows the numbers and characteristics of children in different types of child care arrangements in the spring of 2005 and the summer of 2006.
The Measurement of Curiosity of Teacher Candidates: A Study Based on Breadth and Depth of Interest
Author: Aktas, Neslisah
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Interests,Foreign Countries,Physical Education Teachers,Athletics,Statistical Analysis,Surveys,Comparative Analysis

The aim of this study was to investigate curiosity styles of teacher candidates. A total of 250 teacher candidates--classroom/physical education and sports--volunteered for the study. In the study Turkish version of Erwin's (1998) two-factor curiosity scale was used as data gathering tool. In the evaluation of data first reliability and normality analyses were made. And MANOVA was used as hypothesis test at the %95 confidence level. This study showed that classroom teacher candidates' breadth of interest curiosity score was significantly higher in comparison with physical education and sport teacher candidates.
Women and Education: Qualifications, Skills and Technology. Women in Canada: A Gender-Based Statistical Report
Author: Ferguson, Sarah Jane
Date: 2016-07-06
Type: Reports - Research
Subjects: Foreign Countries,Womens Education,Educational Attainment,Qualifications,Certification,Credentials,STEM Education,Apprenticeships,Postsecondary Education,Scores,Gender Differences,Reading Achievement,Mathematics Achievement,Test Format,Computer Assisted Testing,Mathematics Skills,Numeracy,Literacy,Problem Solving,Majors (Students),Disproportionate Representation,Academic Degrees,Age Differences,Indigenous Populations,Immigrants,Employment Patterns,Income,Salary Wage Differentials,Females

Canada's knowledge-based economy--especially the fields of science, technology, engineering and mathematics (STEM)--continues to grow. Related changes in the economy, including shifts to globalized markets and an emphasis on innovation and technology, all mean that education is more and more an integral component of economic and social well-being. At the same time, women in Canada have become increasingly well-educated and today represent a larger share of the labour market than they have ever represented previously. However, women continue to have fewer apprenticeship or trades certificates as well as STEM university degrees than their male counterparts. The trajectory of women's education and career path can be understood through the lens of a 'pipeline' metaphor. Researchers have used this perspective to talk about women in STEM, noting that there are 'leaks' in the pipeline in the earliest years of schooling right through to employment with many women either studying in non-STEM fields or subsequently not working in occupations related to STEM fields of study. This report begins with an overall profile of women's education in Canada and then examines various points along the pipeline such as mathematics and reading skills in high school, young women who are not working or in school, field of study patterns and labour market outcomes and employment income of STEM and non-STEM fields of study.
Forum Guide to Alternative Measures of Socioeconomic Status in Education Data Systems. NFES 2015-158
Author: National Forum on Education Statistics (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Alternative Assessment,Socioeconomic Status,Lunch Programs,Eligibility,Data Collection,Educational Benefits,Definitions,Best Practices,Student Records,Elementary Secondary Education,Educational Policy,Educational Planning,Needs Assessment,Information Security,Program Implementation,Evaluation Criteria,Family Income,Parent Background,Neighborhoods,School Districts,Poverty

The goal of this document is to provide relevant information to the education community as it considers alternatives to free- and reduced-price meal (FRP) eligibility data as a proxy for individual student and family socioeconomic status (SES). It provides &quot;encyclopedia-type&quot; entries for eight different alternative SES measures and, as such, will help readers better understand the implications of collecting and interpreting a range of SES-related data in education agencies. More specifically, it strives to: (1) explain the context of SES data collection and use in administrative records systems in the education community; (2) describe the benefits, challenges, and limitations of plausible SES alternatives; (3) emphasize standard definitions and calculations for SES alternatives in order to encourage comparability; and (4) recommend good practices for adopting and implementing new SES elements in education agencies and data systems. It should be noted that this document focuses on the needs and possible solutions for administrative records in education data systems and does not reflect the full spectrum of opportunities available to the research community. Chapter 1 reviews recent changes in how SES data are collected in many education agencies and presents a call to action to the education community. Chapter 2 reviews practical steps an agency can take to adopt new measures. Chapter 3 describes each of the eight alternative measures, including potential benefits, challenges, and limitations of each option.
Pell Grant Eligibility Changes
Author: Association of Community College Trustees (ACCT)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Eligibility,Educational Change,Retrenchment,College Students

During the summer of 2011, the Pell Grant program was facing an $18.3 billion shortfall over the next two academic years. Congress opted to infuse the program with $17 billion during the debt ceiling negotiations, leaving a more manageable $1.3 billion shortfall for academic year (AY) 2012-2013. In order to maintain the $5,550 maximum and address the $1.3 billion shortfall for AY 2012-2013, Congress implemented four changes to Pell Grant eligibility in the final fiscal year (FY) 2012 omnibus funding package: (1) elimination of ability-to-benefit students; (2) changes to income levels for zero expected family contribution (EFC); (3) elimination of students receiving 10% of the maximum award; and (4) reduction in the maximum number of semesters. This fact sheet provides details on these changes, along with the potential impact of the changes on students.
Charting a New Course for Next-Generation Business Leaders: A Toolkit for Blending the Humanities and Business in Undergraduate Education
Author: Aspen Institute
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Undergraduate Study,Business Administration Education,Humanities,Liberal Arts,Interdisciplinary Approach,Course Descriptions,Educational Innovation,Curriculum Development,Integrated Curriculum,Business Schools,Educational Objectives,Ethics,First Year Seminars,Foreign Countries,Problem Solving,Responsibility,Leadership,Decision Making,Environmental Education,Biodiversity,Internship Programs,Study Abroad,Entrepreneurship,Developmental Studies Programs,Social Systems,Leadership Training,Student Certification,Law Related Education,Experiential Learning,Workshops

Ideal for faculty and administrators looking to blend business education and the liberal arts, this toolkit combines exemplary syllabi from 26 leading institutions with step-by-step strategies to advocate successfully for curricular innovation. Conceived with comprehensiveness in mind, these resources cover both inspiration and implementation for those seeking to drive innovation on their own campuses. The courses and curricula were selected from a diverse group of institutions which include liberal arts colleges, business schools, and universities. The strategies for change it includes were honed over years of convening the Aspen Undergraduate Consortium. This toolkit is presented with the business and societal needs of the future of work in mind. Whether the effects of disruptive new technology or changing workplace dynamics, business innovation frequently creates situations that feel unprecedented. That makes equipping students with the intellectual resources to lead in those situations critical. Put another way: in preparing students for a professional path that points to uncharted waters, &quot;Charting a New Course&quot; is deeply pragmatic.
Using Think-Alouds to Create a Better Measure of Biology Reasoning
Author: Dai, Ting
Date: 2018-01-12
Type: Reports - Research
Subjects: Biology,Science Instruction,Problem Solving,Teaching Methods,Protocol Analysis,Case Studies,Inferences,Undergraduate Students,Thinking Skills,Psychometrics,Validity,Psychology

This case study describes how our research team conducted the qualitative think-aloud approach (or cognitive pretesting) to obtaining cognitive validity evidence for a biology inference-making and reasoning measure for undergraduate students. The main goal of our work was to gather high-quality student think-aloud data of reasoning while they were completing the biology measure to complement quantitative psychometric data of the measure. We provide a detailed case study that demonstrates the development, refinement, and application of our think-aloud protocol. This case study also reveals the challenges we encountered, and discusses the valuable lessons we learned from solving various problems in this process. With this case study, we aim to provide student researchers with not only a brief introduction to basic theories of think-aloud research, a procedural description of how to conduct a think-aloud study for measurement validation purposes, but also a thoughtful discussion of challenges and possible solutions to assist in think-aloud research design. [This paper will be published in the &quot;SAGE Research Methods Cases.&quot;]
Socioeconomic Integration from an Equity Perspective
Author: Kahlenberg, Richard D.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Socioeconomic Influences,Equal Education,Access to Education,Civil Rights,Educational Principles,Student Evaluation,Student Needs,School Culture,Family Involvement,Reflection,Self Evaluation (Individuals),Inclusion,Social Mobility,Student Diversity

This paper seeks to provide a current overview of socioeconomic school integration and provide a new conceptualization of socioeconomic integration from an equity perspective. What does socioeconomic integration involve? How can it be made to work well within schools to benefit all students? The paper draws upon the insights of a day-long conference of educators, researchers, policymakers, civil rights activists, and staff of the nation's four federally-funded Equity Assistance Centers, sponsored by the Center for Education Equity at Mid-Atlantic Equity Consortium in Washington D.C. earlier this year. Five steps for helping to ensure that equitable socioeconomic integration becomes a reality include: (1) Adhere to and internalize basic principles; (2) Implement a suite of socioeconomic integration equity tools; (3) Understand student assessments and address student needs; (4) Build a positive school culture that includes family and community; and (5) Promote reflection and self-assessment. [Edited by Phoebe Schlanger.]
Teacher Professional Learning through Teacher Network Programs: A Multiple Case Study Investigation
Author: Gerdeman, Dean
Date: 2018-03-00
Type: Reports - Research
Subjects: Case Studies,Faculty Development,Social Networks,Training Methods,Instructional Effectiveness,Instructional Improvement,Educational Benefits,Teacher Improvement,Teacher Attitudes,Educational Opportunities,Teacher Leadership,Communities of Practice,Instructional Materials,Educational Quality,Partnerships in Education,Preschool Teachers,Elementary School Teachers,Middle School Teachers,Interviews,Telephone Surveys,Kindergarten

High-quality professional development opportunities for teachers are centrally important to improve instructional effectiveness and increase student learning. In particular, professional development is needed to help teachers with the instructional shifts required in implementing the college and career-readiness standards (CCRS). The CCRS require substantially revised instructional materials and shifts in teachers' instructional practices, leading to challenges for teachers in implementing CCRS-aligned instruction. This study examined the experiences of teachers in six schools participating in one of three teacher network programs during the 2016-17 school year. The authors explored participant perspectives on the potential benefits of their engagement with the networks for themselves and their schools. The goal of this research was to provide an in-depth picture that would describe how teachers engage in networks, what they may gain from participation, and how their learning from network programs may spread throughout their schools. This type of evidence is needed to understand which approaches hold particular promise and identify barriers to success that can inform future implementation efforts for both schools and the network organizations. Guided by the logic model, the study included several research questions related to teacher learning opportunities through the network programs. The study used an intentional sampling approach to identify schools and respondents to participate in the cases. Members of the case study team conducted a one-day visit to each selected school during March and April 2017. Overall, findings from the case studies indicated that during their first year of participation in the network programs, core teachers perceived that the network programs provided quality materials and training that was useful. Core teachers reported benefits to their own instruction because of network training and gained instructional leadership opportunities through participation in network programs, especially when provided with explicit training in leadership roles. Respondents also perceived that the support from network programs was aligned to schools' priorities for teacher growth and instruction.
Teacher Supply and Demand: Fiscal Year 2015 Report to the Legislature
Author: Minnesota Department of Education
Date: 2015-01-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,School Districts,Charter Schools,Teacher Education Programs,Surveys,Trend Analysis,Racial Differences,Ethnicity,Teacher Certification,Intellectual Disciplines,Teacher Shortage,Geographic Regions,Rural Urban Differences,Barriers,Teacher Selection,Elementary Secondary Education,English Language Learners

Every two years, the Educator Licensing Division of the Minnesota Department of Education (MDE) is tasked with producing a report on the supply and demand of teachers. By statute, that report must contain data collected by surveying Minnesota public school districts, charter schools, and teacher preparation institutions. This report presents findings addressing five research questions. The data for addressing these questions were obtained from data files maintained by the Minnesota Board of Teaching (BOT), the Minnesota Center for Health Statistics (MCHS), MDE, and the U.S. Census Bureau. The data from the surveys of districts, charter schools, and teacher preparation institutions also informed findings related to the research questions. The research questions motivating this study are: (1) What are the five-year trends in teacher staffing? Do these trends vary by teacher race/ethnicity? What are the license areas of shortage and surplus? Do these trends vary by region of the state?; (2) Are there differences in the teacher shortage areas in charter schools, rural schools, and urban schools?; (3) What barriers do district staff perceive as impairing their ability to hire effective teachers?; (4) What factors do teacher preparation institutions cite as influencing their ability to prepare effective teachers now and during the next 10 years?; and (5) What K-12 public school enrollment trends are expected for particular student subgroups (e.g., racial and ethnic categories and English language learners [ELLs]) for the next three, five, and 10 years? This report summarizes the findings and highlights the perceived teacher shortage areas and trends as measured by the data collected.
Teacher Shortage Areas Nationwide Listing: 1990-1991 through 2016-2017
Author: Office of Postsecondary Education (ED)
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Geographic Location,Teacher Selection,Employment Opportunities,Elementary Secondary Education,Early Childhood Education,Intellectual Disciplines,Teacher Supply and Demand,Loan Repayment,Student Financial Aid,Federal Aid,Scholarships,Grants

The nationwide Teacher Shortage Area (TSA) lists for the 2016-2017 school year have been completed. This report shows the nation's teacher shortage areas by State. This publication of approved teacher shortage areas is a reference document that is intended to serve three primary purposes: (1) Notify the nation that States and schools may potentially hire academic administrators, licensed teachers, and other educators and school faculty of specific disciplines/subject areas, grade levels, and/or geographic regions; (2) Serve as a useful resource for recent graduates of Schools of Education and trained, experienced teaching professionals aspiring to serve school districts with shortages about potential opportunity areas in each State's and territory's Pre-Kindergarten through Grade 12 classrooms; and (3) Serve as a useful resource in the process of advising Federal student financial aid recipients of the potential to reduce, defer, or discharge student loan repayments by teaching in certain areas.
The Evolution of Dental Education in the Philippines
Author: Dalanon, Junhel
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Dentistry,Medical Education,Educational History,Graduate Study,Federal Regulation,Professional Associations,Specialists,Qualifications,Professional Continuing Education,Certification,Dental Schools

Comparable to the history of dentistry in other countries, the dental practice in the Philippines began as a crude craft. The first tooth pullers were barber surgeons and were known as sacamuelas during the Spanish occupation. The first special course resembling that of dentistry in the country was offered by the University of Santo Tomas and the graduates were called cirujano ministrantes. Later on, the term was changed to cirujano dentistas. The history of formal education in the field of dentistry started in 1903 during the American occupation, when the Philippine Civil Commission passed the First Dental Law Act No. 593. Formal dental education in the Philippines was brought and established by the Americans, where the curriculum was the same as that in the United States of America. This created the Board of Dental Examiners (BDE) and subsequently the prerequisites in taking the Dentist Licensure Exam (DLE). This board was made up of Dr. Robert T. Olliver as chairman, Dr. Wallace G. Skidmore as secretary-treasurer, and Dr. Antonio Vergel de Dios as member. It was stipulated in the law, that a person who wanted to practice dentistry in the Philippines, should be a graduate of a dental college recognized by the National Association of Dental Faculties and National Association of Dental Examiners. [This is the in press version of an article published in &quot;Health Professions Education&quot; (ISSN 2452-3011).]
Early Childhood Workforce Index 2018
Author: Whitebook, Marcy
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Labor Force,Educational Policy,Preschool Teachers,Geographic Location,Teacher Salaries,Occupations,Salaries,State Policy,Teacher Qualifications,Work Environment,Compensation (Remuneration),Income,Health,Well Being,Teacher Characteristics,Racial Differences,Ethnicity

The 2016 inaugural edition of the biennial &quot;Early Childhood Workforce Index&quot; represented initial efforts to establish a baseline description of early childhood employment conditions and policies on a state-by-state basis in order to improve early childhood jobs. This 2018 edition, as well as future editions, will focus on tracking progress and identifying trends in the states over time. It provides an appraisal of current workforce conditions and policies across states and notes changes since 2016. It is divided into four topical chapters: (1) About the Early Childhood Workforce provides a national snapshot of characteristics of the early educator workforce across settings and discusses state-level variation; (2) Earnings and Economic Security provides national and state data on early childhood education workforce pay in relation to other occupations and presents new analyses of pay inequities across the field; (3) Early Childhood Workforce Policies assesses state policies in five areas: qualifications and educational supports; work environments; compensation and financial relief strategies; workforce data; and financial resources; (4) Family and Income Support Policies assesses state policies across occupations in two areas: income supports and health and well-being. [For &quot;Early Childhood Workforce Index, 2016&quot; see ED568873.]