ethanporcaro/eric-fulltext-meta huggingface dataset:
Graduate Study in Universities and Colleges in the United States. Bulletin, 1934, No. 20
Author: John, Walton C.
Date: 1935-00-00
Type: Historical Materials
Subjects: School Personnel,Graduate Study,Universities,Federal Government,Colleges,Standards,Educational Practices,Required Courses,School Catalogs,Educational Objectives,Educational Administration,Masters Degrees,Doctoral Degrees,Professional Associations,Group Membership,Degree Requirements,Graduation Requirements

This study aims to give essential facts regarding the development, general control, and administration of graduate work, including the principal standards, requirements, and practices that relate to the granting of degrees on the graduate level. In recent years, along with the expansion of graduate work in many of the older universities, a great many smaller institutions, mainly colleges, have added graduate programs leading to higher degrees. Many of these schools have been feeders to the older and better equipped universities. Consequently, a more complete understanding of the standards and practices relating to the master's and doctor's degrees as represented by a strong group of universities should prove helpful. In order to avoid the use of questionnaires, the principal basic data relating to standards, requirements, and practices have been largely obtained from abstracts of university and college catalogs. These abstracts were sent for criticism and approval to the deans of graduate schools or other appropriate university or college officials. This bulletin is divided into eight chapters, as follows: (1) The Development of Graduate Study in the United States; (2) The Development of Standards and Practices in Graduate Study; (3) Objectives and Scope of Graduate Study; (4) Administration of Graduate Study; (5) The Educational Articulation of the Graduate Unit; (6) Requirements for the Master's Degree; (7) Requirements for the Doctor's Degree; and (8) Concluding Observations. The following are appended: (1) List of members of the Association of American Universities; and (2) Graduate study under the auspices of the Federal Government. An index is also included. Individual sections contain footnotes. (Contains 14 tables.) [Best copy available has been provided.]
The Reality of College Readiness, 2012. New Mexico
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of New Mexico. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Vermont
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Vermont. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Utah
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Utah. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Texas
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Texas. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Tennessee
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Tennessee. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District
Author: Lawrence, A. S. Arul
Date: 2013-02-00
Type: Journal Articles
Subjects: Academic Achievement,High School Students,Emotional Intelligence,Correlation,Student Surveys,Questionnaires,Adolescents,Gender Differences,Socioeconomic Status,Hypothesis Testing,Foreign Countries

The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the Achievement Test Questions. The significant difference between the means of each pair of group is computed using Standard Deviation, &quot;t&quot; test, ANOVA and Pearson's Co-efficient Correlation. The findings are established and tabulated from the analysed data. The finding shows that there is no significant difference between emotional intelligence and academic achievement of high school students. Finally, Interpretations, Recommendations are given by the investigator based on the findings.
Attitude, Gender and Achievement in Computer Programming
Author: Baser, Mustafa
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Computer Attitudes,Gender Differences,Academic Achievement,Programming,Computer Science Education,Likert Scales,Attitude Measures,Reliability,Foreign Countries

The aim of this research was to explore the relationship among students' attitudes toward programming, gender and academic achievement in programming. The scale used for measuring students' attitudes toward programming was developed by the researcher and consisted of 35 five-point Likert type items in four subscales. The scale was administered to 179 students who enrolled in introductory computer programming course. Overall reliability of the scale was found as 0.96. The mean score of students' attitudes was 3.59 that lead us hard to say that students had positive attitude toward computer programming. It was found that there was a significant positive correlation between students' attitudes and their achievements in programming. The results showed that male students had more positive attitudes toward programming than female students. (Contains 3 tables and 1 footnote.)
School Environment and Academic Achievement of Standard IX Students
Author: Lawrence, A. S. Arul
Date: 2012-08-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Environment,Sampling,Statistical Surveys,Schematic Studies,Aptitude Treatment Interaction,Secondary School Students,Hypothesis Testing,Gender Differences,School Location,Delivery Systems,Foreign Countries

The present study School Environment and Academic Achievement of standard IX students was probed to find the relationship between School Environment and Academic Achievement of standard IX students. Data for the study were collected using self-made School Environment Scale (SES). The investigator used stratified random sampling technique for selecting the sample. The sample consists of 400 standard IX students. For analyzing data &quot;t&quot; test and Pearson's product moment co-efficient were the statistical techniques used. Findings show there was no significant relationship between School Environment and Academic Achievement of standard IX students. (Contains 7 tables.)
How Fifth-Grade Students Use Story Mapping to Aid Their Reading Comprehension
Author: Weih, Timothy G.
Date: 2000-00-00
Type: Dissertations/Theses
Subjects: Elementary School Students,Grade 5,Student Journals,Teacher Researchers,Reading Fluency,Reading Comprehension,Low Achievement,Teaching Methods,Educational Strategies,Learning Strategies,Barriers,Eligibility,Special Education,Concept Mapping,Story Grammar,Qualitative Research,Instructional Effectiveness,Data Collection,Data Analysis

This thesis examined the reading comprehension process of three fifth-grade students who demonstrated the ability to read and write fluently but had difficulties remembering and understanding important information about what they read. The aim of this research was to develop and implement an effective teaching strategy for low-achieving students not qualifying for special education services. The study addressed one question: How will low-achieving students not qualifying for special education services use story mapping to aid their reading comprehension? Three fifth-grade boys were selected from the researcher's class of 19 students. The three that were selected were the only students in the researcher's class that fit the profile required by the researcher. The research models that were the basis for this study came from the work of Lawrence-Lightfoot and Davis (1997), Maykut and Morehouse (1994), and Merriam (1998). Using qualitative methodology, case study profiles emerged from description and interpretation within the context of the setting. The perspectives of the participants were discovered. Data collection methods included pre and posttests, observations, researcher notes, interviews, and documents. The participants kept free-write journals as they read narrative stories. Recursive, audiotaped interviews were held with each participant. The constant comparative method of data analysis was employed along with triangulation of the findings. The findings indicated that the research participants demonstrated enhanced reading comprehension following treatment lessons in story mapping. The following are appended: (1) Review of Literature Search Documentation; (2) The Wichita State University Application for Project/Proposal Approval Institutional Review Board (IRB); (3) Internal Review Board Approval Letter; (4) District Consent Letter; (5) Research Audit Trail and Timeline; (6) Participant Consent Form; (7) Field Notes From an Observation; (8) Transcription of an Interview; (9) List of Stories Used For Reading Lessons; (10) Story Map; and (11) Story Quiz. (Contains 4 tables and 7 figures.)
Leading by Example: Creating Motivation That Fosters Positive Change in Young People
Author: Aikens, Curtis G., Sr.
Date: 2013-04-00
Type: Reports - Research
Subjects: Motivation,Teaching Methods,College Students,Focus Groups,Self Motivation,High School Students,Qualitative Research,Success,Academic Achievement,Coaching (Performance),Interviews,Personal Narratives,Journal Writing

It is not what one has in life; rather, what is left as the legacy. Personally I have received many awards. However, I feel so much better when I help people receive their own awards. Now, I want to use positive language and positive action to help motivate young people, encouraging them to achieve their own success, as well as foster success in others. Oftentimes people get wrapped up in personal issues and forget about others. The purpose of this paper is twofold. One is to shed light on the issue of self-motivation or lack of self-motivation in young people. The second, and primary purpose of this work, is to understand and to create a framework for others who struggle with being successful on a daily basis, and to discover methods of teaching self-motivation. The literature reveals that this type of work is possible. Others have this idea and are trying to put it into practice. Young people want to be motivated. While there is much work done in this area, there is no cohesiveness to bringing this information together and applying it, operationalizing this information in practice. The present study is qualitative in design, using three settings to gather data. Participants included a group of high school football players who agreed to engage in a focus group following a practice and several games. The second source of information came from discourse on the issue of motivation. The third source came from snapshot data following lectures on motivation in selected school sites in Florida and Kentucky. Information was recorded and analyzed for common themes.  Results indicated that the act of purposely motivating others had a positive effect on increasing individual motivation.
Engaging Emergent Writers with Anchor Lessons
Author: Meyer, Jamie
Date: 2013-05-11
Type: Reports - Research
Subjects: Emergent Literacy,Young Children,Kindergarten,Beginning Writing,Scaffolding (Teaching Technique),Developmental Stages,Problem Solving,Writing Ability,Childrens Literature,Reading Writing Relationship,Instructional Materials,Motivation Techniques,Writing Workshops

This project focused on the creation of curriculum that would support writing development for emergent writers aged 5 to 7 years old. The research-base of the project explored how beginning writers can be scaffolded in their attempts to learn how to write. Past research was also examined to discover how emergent writers can be engaged in developmentally appropriate ways, what writing concepts to expect from young writers, and how to motivate young children to write. Anchor lessons were developed based upon the existing research-base that connects children's literature to writing concepts and engagement. The resulting conclusions illustrated the importance of teaching children within their individual zones of proximal development, the use of materialization and private speech, connecting writing to children's literature, and careful attention towards scaffolding instruction based upon children's needs. Each of these findings was built into anchor lessons to support young children's learning to write. The following are appended: (1) I am an Author! Folder Poster; (2) Authors Graphic Organizer; (3) Authors Use Tools Poster without title; (4) Authors Use Tools Poster with title; (5) Messy Room Poster; (6) Messy Writing; (7) Clean Writing; (8) What We Can Write Poster; (9) What is Important to You--Part 1 Poster; (10) Write About the World Paper; (11) Treasure Note; (12) What is Important to You--Part 2; (13) What is Writer's Workshop Poster; (14) Spaghetti and Meatball Spaces Poster; (15) Writing With A Magic Line Poster; (16) Authors Use the Word Wall; (17) Writing with Someone Poster; (18) Share Out Poster; and (19) Publishing Poster. (Contains 22 figures.)
The Reality of College Readiness, 2012. West Virginia
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of West Virginia. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]