ethanporcaro/eric-fulltext-meta huggingface dataset:
Application Trends Survey Report, 2017
Author: Schoenfeld, Gregg
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Graduate Students,Administration,Educational Trends,Trend Analysis,Business Schools,Business Administration Education,Masters Programs,Graduate Surveys,Doctoral Programs,Accounting,Finance Occupations,Data Analysis,Enrollment,Class Size,Full Time Students,Part Time Students,Profiles,Work Experience,Gender Differences,College Applicants

For close to 20 years, the Graduate Management Admission Council (GMAC) Application Trends Survey Report has gathered intelligence on the current market for graduate business school applicants. The 2017 report contains analysis of data submitted by 965 graduate business programs at 351 universities worldwide. Survey responses reflect the following program types, including 573 MBA programs, 369 business master's programs, and 23 doctoral programs. Participating programs are located in 45 countries, including 40 US states and the District of Columbia. This report highlights trends for the following responding graduate business programs: full-time two-year MBA, full-time one-year MBA, part-time lockstep MBA, part-time self-paced MBA, flexible MBA, online MBA, executive MBA, Master in Management, Master of Accounting/taxation, Master of Finance, Master of Data Analytics, and Master of IT/Systems. Featured topics for each program type include: (1) Application volumes trends for 2017 compared with 2016; (2) Applicant pool composition, highlighting citizenship and gender; and (3) Targeted candidate outreach, tuition assistance, and employer funding. Key findings include: (1) Size, popularity matter: Nearly 3 in 4 (73%) graduate business programs with 201 or more class seats report increased application volumes this year compared to 39 percent of programs with 50 or fewer seats; (2) International demand shifting away from U.S.: Programs in Europe and Canada are about twice as likely to report growth in international applicants compared with the U.S.; and (3) Women make gains: This year women represent 42 percent of the total applications received by participating survey programs, up from 37 percent in 2013. [Additional contributions to this publication were provided by: Rebecca Estrada-Worthington, Maryam Bastani, Tacoma Williams, Joanna Chau, and Tania Hernandez-Anderson. For the 2016 report, see ED593526.]
Persistence, Retention, and Attainment of 2011-12 First-Time Beginning Postsecondary Students as of Spring 2017. First Look. NCES 2019-401
Author: Chen, Xianglei
Date: 2019-02-00
Type: Reports - Research
Subjects: Academic Persistence,School Holding Power,Educational Attainment,College Freshmen,Postsecondary Education,Longitudinal Studies,Student Experience,Educational Experience,Student Characteristics,Demography,Enrollment,Transfer Students,Education Work Relationship,Occupational Aspiration,Academic Aspiration,Income,Debt (Financial),Credentials,Academic Degrees,Full Time Students,Part Time Students,Stopouts,Ethnicity,Age,Sex,Marital Status,Grade Point Average,Prior Learning,Tables (Data)

This First Look report presents selected findings from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17), a nationally representative survey of undergraduates who entered postsecondary education for the first time in the 2011-12 academic year. BPS:12/17 covers the experiences of these first-time beginning postsecondary students over 6 academic years, 2011-12 through 2016-17, and provides information about students' demographic backgrounds; enrollment characteristics; transfer experiences; persistence in and completion of postsecondary education programs; transition into employment; and changes over time in their education and career goals, income level, and debt amount, among other indicators. This report provides a first look at students' persistence, retention, and attainment over 6 years, showing the rates at which students had completed postsecondary credentials, the rates at which they had persisted through or left postsecondary education without earning any credential as of spring 2017, and the rates at which they remained in the first institution in which they were enrolled. Both overall rates and rates disaggregated by key enrollment and student characteristics are shown in the tables. The purpose of this report is to illustrate the range of information available in BPS:12/17. The selected findings present examples of the estimates that can be obtained from the data and are not intended to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored.
Application Trends Survey Report, 2018
Author: Schoenfeld, Gregg
Date: 2018-00-00
Type: Reports - Research
Subjects: Graduate Students,Business Schools,Administration,Masters Programs,Graduate Surveys,Doctoral Programs,Educational Trends,Trend Analysis,Profiles,Foreign Countries,Gender Differences,Full Time Students,Part Time Students,College Admission,Business Administration Education,Accounting,Finance Occupations,Information Technology,Data Analysis,College Applicants

The 2018 Application Trends Survey Report examines demand for graduate management education based on data submitted by 1,087 graduate business school programs at 363 business schools worldwide. Findings relate to applications for graduate business and management programs in the 2018-2019 academic year. By program type, survey respondents include 571 MBA programs, 482 business master's programs, 14 post-graduate programs, and 20 doctoral programs. The report uses two approaches to assess changes in application volume to graduate management programs. Absolute change analysis involves comparing the number of applications received by programs that responded to both the 2017 and 2018 Application Trends Surveys. Relative change analysis involves monitoring the number of programs that report either an increase or decrease in applications compared with the prior year. Key findings include: (1) The overall volume of applications to graduate business programs in 2018 is stable compared with 2017; (2) Regional shifts in demand continue to shape the market; and (3) International student mobility remains a key determinant for business school programs' application volumes. [Additional contributions to this publication were provided by: Maryam Bastani, Tacoma Williams, and Matt Hazenbush. For the 2017 report, see ED593527.]
Dynamic Assessment of Prospective English Teachers&apos; Speaking Skills
Author: Yakisik, Burçak Yilmaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,Second Language Instruction,English (Second Language),Speech Skills,Language Tests,Student Evaluation,Control Groups,Experimental Groups,Problem Solving,Ability,Mediation Theory,Pretests Posttests,Language Enrichment,Transfer of Training

This study aims to investigate the effects of dynamic assessment on improving ELT learners of English as a foreign language at a large state university. The researchers followed the pre-test-treatment--post-test procedure in the study. The test type used in the assessment procedures was 'Retelling Story Test' type in which learners were provided with authentic news stories and expected to narrate the event in the story. The study involves both quantitative and qualitative data analysis. The statistical data were analyzed by Mann Whitney U-Test and Wilcoxon Sign Test. As for the qualitative data, responses to a student evaluation form were analyzed at the end of the whole procedure. The researchers found significance in the performances of control and experiment groups after the treatment program implemented for the latter group. The students also in the experiment group were able to maintain their success in transfer tests applied after the post-tests. Students were observed to be less dependent on the teacher's mediation in transfer tests, which proved the power of interactions in the students' Zone of proximal development. Furthermore, the qualitative data obtained from the student evaluation form revealed that learners found the assessment procedure beneficial.
Motivational Strategies Used in English Language Teaching: A Meta-Synthesis Study
Author: Uysal, Derya
Date: 2018-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Second Language Instruction,English (Second Language),Learning Motivation,Foreign Countries,Teaching Methods,English Teachers,Intellectual Disciplines,Second Language Learning,Educational Research

Motivational strategies help students attain the goals of learning a language and determine their ultimate success. Since motivation is a personal phenomenon, there are different ways to motivate each student. However, there is a scant body of literature on the potential usefulness of these strategies to Turkish students learning English language. The purpose of the study is to analyze the existing studies having investigated motivational strategies used in English Language Teaching in Turkey through the meta-synthesis method and to reveal the tendency in Turkish literature. Meta-synthesis studies seek to understand and explain a particular phenomenon through the synthesis of individual studies conducted on a particular subject. Synthesis of the studies included in the research reveals potential research topics for the researchers. The findings obtained from the results of the study are explained and discussed in accordance with the research questions. Lastly, potential research areas are suggested for future researches.
Investigation of the Effects of Badminton Exercises on Attention Development in Autistic Children
Author: Akin, Sinan
Date: 2017-00-00
Type: Journal Articles
Subjects: Racquet Sports,Exercise,Children,Autism,Pervasive Developmental Disorders,Attention,Psychomotor Skills,Eye Movements,Reaction Time,Retention (Psychology),Skill Development,Foreign Countries,Memory,Visual Perception,Color,Interference (Learning),Visual Stimuli

Background: The most common problems in individuals with autistic spectrum disorders are eye contact, being able to follow objects for a long time and lack of attention. Sports activities are known to prevent the negative symptoms of Autistic Spectrum Disorder. The Badminton sports branch has a positive effect on the individual's object control, ball focus, and attention, reaction, perception and coordination characteristics. For this reason, racket sports are considered to be an important tool in reducing the lack of attention in individuals with Autistic Spectrum Disorder. Aim: The aim of this study, Investigation of the effect of simplified Badminton exercises on attention focus development of individuals with Autistic Spectrum Disorder and is the assessment of the level of retention of an acquisition. Material and Method: The study group was randomly selected 3 out of 6 children who are not mentally retarded and responded to commands among 10 children aged 12-14 years in Isparta Gülsen Önal Autistic Children Education Centre. The mean age of children was 12.6 ± 1.15 years, height was 154,3±5,13 cm and weight was 52±3 kg. Benton Visual Memory Test, Bourdon Visual Attention Test and Stroop Effect Test were used as the measurement tool. Children were performed adaptation exercises for 2 weeks and from simple to difficult badminton exercise drills for 10 weeks. For each individual, 3 studies were performed at different times and 60 minutes per week. Tests were performed at 3 different periods, to be 10 weeks Badminton exercise process before and after and also retention test after 8 weeks interval. The obtained data were evaluated by Wilcoxon test. Results: According to the results of all measurement instruments of the students participating in the research, there is a numerical rise between pre-test and post-test values. When the results of the retention test with the last test are evaluated, there was no decrease in the two participants according to the Benton visual memory test results, but the other participant had also decline, although not at the beginning level. Burdon attention test and Stroop effect test showed that there was no return to baseline in all participants despite a numerical decrease. Conclusion: We can say that Badminton exercise program has a positive effect on attention level. Individuals with autistic spectrum disorder can be said to have a positive influence on the development of eye contact, long-time focus of objects and attention level development. Badminton exercises can be offered as a model to improve attentiveness to children with Autistic Spectrum Disorder if the duration of participatory study is increased.
A Randomized Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum
Author: Upshur, Carole C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Early Intervention,Preschool Curriculum,Preschool Children,Executive Function,Social Development,Emotional Development,Low Income Students,Minority Group Students,School Readiness,Faculty Development,Empathy,Friendship,Problem Solving,Lesson Plans,Teaching Methods,Emergent Literacy

A classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n=770 four-year-olds independently assessed for EF and SE by study staff in fall and spring of the prekindergarten year. Main outcomes were analyzed using two, three- level hierarchical linear models, one each for EF and SE skills. A significant effect (effect size of 0.15) for EF and a nonsignificant effect for SE were found. Secondary analyses found no significant differences on pre-academic skills. SSEL appears to have a meaningful impact on at-risk children's EF skills that supports its continued dissemination.
Metaphorical Perceptions of Primary School Teachers towards Cursive Writing
Author: Dogan, Midrabi Cihangir
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Handwriting,Figurative Language,Foreign Countries,Public Schools,Private Schools,Content Analysis,Comparative Analysis,Correlation,Turkish,Language Acquisition,Written Language,Language Usage,Interviews

This study aims at analyzing primary school teachers' opinions on cursive writing and their metaphorical perceptions. The study is a qualitative research. Semistructured interview method was employed to identify opinions of the teachers more clearly. The study group of the research study consisted of primary school teachers who worked at public and private schools in Bayrampasa, Kucukcekmece, Basaksehir, Kartal, Maltepe, Pendik districts of Istanbul province in the 2017-2018 academic year and participated to the study on a voluntary basis. Each teacher was interviewed for 15 minutes on average. In the scope of the interview, the question of &quot;Cursive writing is like…. Because…&quot; was addressed, and teachers were asked to fill the given form. The content analysis method was applied in the data analysis. The teachers' confirmations were received by reading out their expressions. The interviews were conducted by a single researcher in each institution that teachers work. Due to the fact that a single researcher was responsible in the data collection process, a comparison between the data was not required. The valid metaphors were coded appropriately, and afterwards, themes were created according to the related codes. The codes were associated with an inductive method and a code-theme matrixing was provided. As a result of the study, the metaphors concerning the cursive writing were categorized as codes and themes.
Adapting Computational Thinking Scale (CTS) for Chinese High School Students and Their Thinking Scale Skills Level
Author: Korkmaz, Özgen
Date: 2019-06-00
Type: Journal Articles
Subjects: Problem Solving,High School Students,Thinking Skills,Chinese,Measures (Individuals),Factor Analysis,Translation,Turkish,Validity,Reliability,Asian Culture,Creativity,Scores,Gender Differences,Learning Activities,Teaching Methods,Foreign Countries,Computer Science Education

The purpose of this study is to adapt the computational thinking scale to Chinese. The study group consists of 1015 students. The study was performed in the descriptive scanning model. The final version of the scale was corrected in line with the opinions of the language experts who received the items translated from Turkish to Chinese. Exploratory and confirmatory factor analyses were calculated to determine the validity of the scale. Later, the distinctiveness forces were calculated. To determine the reliability of the scale internal consistency and stability levels were calculated. It has been concluded that the computational thinking scale is a valid and reliable tool in Chinese culture that can be used to determine high school students' computational thinking skills. In addition, it was concluded that the students' computational thinking skills were quite high. In terms of factors, the students' highest level skills are &quot;Creativity&quot; and the lowest ones are &quot;Problem Solving&quot; and &quot;Algorithmic Thinking&quot;. In terms of total scores and factors, computational thinking skills of male students are higher than female students. But problem solving skills are similar. It was concluded that k10 students' computational thinking skills were higher than k11 students in terms of &quot;Problem Solving&quot;, &quot;Critical Thinking&quot; and total scores. Based on the results obtained from this research and the literature, it is recommended that students frequently take part in activities that aim to improve their Problem Solving and Algorithmic Thinking skills, especially within the context of different courses.
Analysis of the Elementary and Secondary Education Act Title I-A Allocation Formulas: Factors, Design Elements, and Allocation Patterns. CRS Report R45141, Version 3. Updated
Author: Skinner, Rebecca R.
Date: 2018-03-22
Type: Reports - Evaluative
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Aid,Disadvantaged Schools,Low Income Students,Grants,Funding Formulas,Educational Finance,School Districts,Bias,Poverty,Resource Allocation,Public Education,Expenditures,Educational Equity (Finance)

The Elementary and Secondary Education Act (ESEA) is the primary source of federal aid to elementary and secondary education. The ESEA was last reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95) in 2015. The Title I-A program has always been the largest grant program authorized under the ESEA. Title I-A grants provide supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students from low-income families. Title I-A grant amounts are primarily driven by the number of &quot;formula children&quot;--principally children from low-income families--in an LEA, although all four formulas also include an expenditure factor based on education expenditures, minimum grant provisions, and hold harmless provisions. Since the initial enactment of Title I-A in 1965, the formula(s) have been criticized for being more favorable to more densely populated and typically urban areas due to how children from low-income families are counted, and for being more favorable to wealthier states due to the inclusion of factors based on education expenditures. This report analyzes issues related to three of the major debates surrounding the Title I-A formulas: (1) the effect of different formula factors and provisions on grant amounts, (2) whether the formulas are more favorable to certain types of LEAs and states, and (3) how effectively the Title I-A formulas target funds on concentrations of poverty. The report is intended to complement CRS Report R44898, &quot;History of the ESEA Title I-A Formulas,&quot; which provides a detailed examination of the history of the Title I-A formulas and of the underlying tensions in the policy debates about the design of the formulas from enactment of the original ESEA through enactment of the ESSA.
Establishing Performance Standards for School Accountability Systems
Author: Domaleski, Chris
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Accountability,Performance Based Assessment,Evaluation Methods,Evaluation Criteria,Standard Setting,Elementary Secondary Education,Educational Legislation,Federal Legislation,Program Implementation,Educational Policy,State Standards,Classification,Educational Indicators,Program Evaluation

Most states have developed or revised school accountability systems in response to the Every Student Succeeds Act (ESSA). While these systems include multiple indicators, to many stakeholders the outcome of central interest is the overall rating or classification produced for each school. These ratings are often used to identify schools that merit reward or require support and to evaluate the efficacy of educational programs and policies. States vary in their approach to producing school ratings. Whether an overall or composite rating is provided, many states communicate performance using report cards or &quot;dashboards&quot; that often describe indicator level performance in terms thresholds (e.g., high/low; met expectations/ did not meet expectations; etc.). Given the central importance of the accountability rating at the indicator or overall level, it is only reasonable to require compelling evidence that the rating has a high degree of validity for its intended interpretation and uses. While there is a substantial research base in support of standard setting for assessments, very little attention has been given to establishing performance expectations in the context of school accountability systems. This paper outlines recommended principles to guide the establishment of a standard setting-process for accountability systems and describes a framework for implementing standard setting. The framework is a systematic process to establish accountability performance standards that includes the following steps: (1) Policy Definitions (PD); (2) School performance level descriptors (SPLDs); (3) Standard Setting Panel; (4) Standard Setting Preparation; and (5) Standard Setting Event. In light of the importance of overall accountability school classifications, the process for establishing performance thresholds should be based on a well-defined, defensible procedure that reflects the state's vision for the system. This document may be helpful to education leaders seeking to develop a process for establishing accountability performance classifications that fit their system characteristics and policy priorities. [This is the second of a three-paper set of resources presented at CCSSO's &quot;State Plan Implementation for ESSA&quot; in April 2018. For &quot;Where the Rubber Meets the Road: Operations and Quality Control in School Accountability Systems,&quot; see ED586784. For &quot;Accountability Identification is only the Beginning: Monitoring and Evaluating Accountability Results and Implementation,&quot; see ED593496.]