ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Student Perspectives on College Internships: Implications for Equitable and Responsive Program Design. WCER Working Paper No. 2019-5
Author: Hora, Matthew T.
Date: 2019-07-00
Type: Reports - Research
Subjects: Student Attitudes,Internship Programs,Program Design,Equal Education,Employment Potential,Black Colleges,Vocational Schools,Undergraduate Students,African American Students,Professional Identity,Student Development,Student Centered Learning

Internships are a widely touted co-curricular activity that may enhance students' employability, their future wages, and employer talent needs. However, how students themselves understand and conceptualize the internship experience is poorly understood. Reasons why understanding students' perceptions of internships is important include the fact that debates about employability are dominated by employer voices and interests, and that developing student-centered educational experiences require a deep understanding of their conceptions of the learning and developmental process itself. In this paper we adopt an ethnographic perspective to reposition the perspectives of students from the periphery to the center within discussions of employability and internships, and use the freelisting method to document the words or phrases that are most salient to students (n=57) as they consider the cultural domain of &quot;internships.&quot; We analyzed the resulting data using saliency analysis, inductive thematic analysis, and techniques from social network analysis to document the most frequently and psychologically salient reported terms associated with internships, themes related to these terms, and differences between students who have and who have not taken an internship. Results indicate that the most salient terms in the cultural domain of internships were: &quot;experience,&quot; &quot;learning,&quot; &quot;paid,&quot; and &quot;connections.&quot; Students discussed these words in utilitarian terms (e.g., something to &quot;get&quot; for one's résumé), as important aspects of career- and self-exploration, and to highlight the importance of compensation. Differences in the complexity of student accounts were evident between students who had taken an internship and those who had not. These findings highlight how common definitions of internships reflect a homogenous and aspirational perspective that is inconsistent with student accounts. We conclude that students' insights about internships are important to consider to reframe the employability debate to include student interests, to avoid one-size-fits-all approaches to internship design, and to facilitate student self-reflection.
UMass at a Crossroads. Part 2: Is UMass&apos; Expansion Fiscally Sustainable? White Paper No. 146
Author: Sullivan, Gregory W.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: State Universities,Multicampus Colleges,School Expansion,Educational Finance,Student Costs,State Aid,Debt (Financial),School Maintenance,Financial Support

As explored in the first report in this series, the past decade has been a period of tremendous growth for UMass. This growth has taken many forms, including expansion of the school's capital facilities, increased student enrollment, and a growing national profile and public mission. These developments have resulted in innumerable successes for the university, including impressive leaps in national rankings. As the first report discussed, from 2005 to 2014, UMass increased total enrollment by 27.3 percent, far outpacing the average of other New England state universities (1.7 percent), MA private four-year universities (11.8 percent), U.S. public universities (14.4 percent), and U.S. private universities (16.4 percent). UMass' expanding programs have resulted in significant increases in operating expenses over this period, as this report will explore in greater depth. UMass capital expansion and enrollment growth are closely linked. To attract and accommodate more students, UMass undertook a building boom on its campuses between FY2005 and FY2015 with a price tag of $3.81 billion, only $1.38 billion of which was funded by the state. The university funded the balance by itself through increased institutional borrowing, more revenue from tuition and fees, and admitting increasingly higher volumes of out-of-state students who pay more to attend. The institution recently adopted an ambitious $6.98 billion FY2015-2019 Capital Plan that outlines significant additional expansion of the university's five campuses. This report considers the implications of the capital plan on future university and state finances. Findings suggest that UMass' capital plan as currently proposed threatens to exacerbate the budget gap that has been created by capital and enrollment expansion and increase the university's dependence on future state capital and operating funding, tuition and fee revenue increases, along with expanded enrollment of out-of-state students to support the university's growing costs. [For &quot;UMass at a Crossroads Part 1: Is the UMass Enrollment Expansion Plan Sustainable? White Paper No. 145,&quot; see ED598651. For &quot;UMass at a Crossroads Part 3: UMass' Growing Dependency on Tuition and Fees and Strategic Recruitment of Out-Of-State Students. White Paper No. 147,&quot; see ED598661.]
Strong Foundations 2018: The State of State Postsecondary Data Systems
Author: Whitfield, Christina
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Information Systems,Student Records,Data Collection,Privacy,Information Security,Information Needs,Information Utilization,Benchmarking,Educational Legislation,Parent Rights,Stakeholders,Evidence Based Practice,Funding Formulas,Remedial Instruction,Performance Factors,Sustainability,Usability,State Programs,Higher Education,State Boards of Education,Barriers,State Surveys,State Agencies,Educational Policy,Program Evaluation,Resource Allocation,Labor Force Development,Student Financial Aid,Federal Aid,Grants

Since 2010, the State Higher Education Executive Officers Association (SHEEO) has periodically administered the &quot;Strong Foundations&quot; survey, which documents the content, structure, and effective use of state postsecondary student unit record systems (PSURSs). This report highlights the results of the fourth administration of the survey, conducted in 2018. This report includes: (1) a description of the status of postsecondary data systems; (2) an analysis of which educational sectors are covered by these systems; (3) detailed information about demographic and financial aid data elements contained in PSURSs; (4) an analysis of states' abilities to calculate performance metrics; (5) a description of the growing prevalence of linkages between PSURSs and other administrative data sets; (6) an analysis of privacy and security practices; and (7) a discussion of the effective use of PSURSs and their chief value to states. This year's report highlights new information regarding the types of information states collect from various educational sectors (two-year, four-year, public, and private). This report includes states' self-assessments of their ability to calculate metrics regarding access, progression, completion, cost, and post-collegiate outcomes. The report includes a detailed discussion of the pervasiveness of PSURSs' use of benchmark privacy and security practices. These include privacy and security processes (i.e., data governance and physical security), standards (Family Educational Rights and Privacy Act (FERPA), state statute, etc.), and practices (destroying data, employee training). [Cover title varies: &quot;Strong Foundations 2018: The State of Postsecondary Data Systems.&quot;]
Improving State Authorization: The State Role in Ensuring Quality and Consumer Protection in Higher Education
Author: Tandberg, David A.
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: State Government,Government Role,Educational Quality,Quality Assurance,State Regulation,Educational Legislation,Program Implementation,Accreditation (Institutions),Distance Education,Credentials,Educational Change,Higher Education,Interstate Programs,State Agencies,Compliance (Legal)

The foundational function of the state is the approval of an entity to establish itself as a postsecondary institution. Most often referred to as state authorization, it is the first formal act in the legal operation of an institution and often serves as the foundation upon which other quality assurance functions are built (like accreditation). The authors posit that it is time for states to reconsider and reconceptualize how they develop and implement a state authorization process aimed at meeting the needs of its students as well as the strategic goals of the state. This is particularly true given the proliferation of new providers, distance education, alternative credentials, and new technologies. In this white paper, the authors discuss the history and evolution of state authorization along with common approaches and criticisms, and then offer recommendations for how state authorization might be reformed to better protect students and ensure and improve quality in higher education.
Teacher Preparation Experiences and Early Teaching Effectiveness. NCEE 2019-4007
Author: Goodson, Barbara
Date: 2019-09-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teacher Education Programs,Beginning Teachers,Teacher Certification,Tests,Scores,Teacher Competencies,Language Arts,Mathematics Instruction,Academic Achievement,Teacher Influence,Urban Schools,School Districts,Low Income Students,Minority Group Students,Grade 4,Grade 5,Grade 6,Correlation,Thinking Skills,Classroom Environment,Teaching Skills,Feedback (Response),Observation,Course Content,Elementary School Teachers

This report examines the frequency of particular teacher preparation experiences and explores their relationships to beginning teachers' effectiveness in improving student test scores once they get to the classroom. The report found both differences in how teachers prepare for their certification in the field and that certain experiences are related to improving test scores in the classroom. The findings provide a detailed look into current teacher preparation practices and identify potential avenues for improving them. [For the appendices, see ED598665. For the executive summary, see ED598666. For the study highlights, see ED598667.]
Teacher Preparation Experiences and Early Teaching Effectiveness. Appendices. NCEE 2019-4007
Author: Goodson, Barbara
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Education Programs,Beginning Teachers,Teacher Certification,Tests,Scores,Teacher Competencies,Language Arts,Mathematics Instruction,Academic Achievement,Teacher Influence,Urban Schools,School Districts,Low Income Students,Minority Group Students,Grade 4,Grade 5,Grade 6,Correlation,Thinking Skills,Classroom Environment,Teaching Skills,Feedback (Response),Observation,Course Content,Elementary School Teachers,Geographic Regions

The 13 appendices in this publication accompany the full report, &quot;Teacher Preparation Experiences and Early Teaching Effectiveness. NCEE 2019-4007&quot; (ED598664). They include: (1) Teacher Survey Response Rates by District/State; (2) Comparison of the Subsample Used for Relational Analyses and the Full Sample; (3) Development of the Teacher Survey; (4) Teacher Survey Questions on Preparation Experiences; (5) Measures of Preparation Experiences; (6) Teachers' Assessment of the Usefulness of Preparation Experiences; (7) Factor Analysis Methodology; (8) Assessing Measurement Error in Teacher Survey Responses; (9) Value-Added Modeling Methodology; (10) Teachers' Preparation Experiences by Preparation Provider and Degree Program; (11) Robustness of Results to Alternative Statistical Models; (12) Subgroup Analyses of Relational Findings; and (13) Relationships between Preparation Experiences and Effectiveness by Year of Teaching.
Teacher Preparation Experiences and Early Teaching Effectiveness. Executive Summary. NCEE 2019-4010
Author: Goodson, Barbara
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Education Programs,Beginning Teachers,Teacher Certification,Tests,Scores,Teacher Competencies,Language Arts,Mathematics Instruction,Academic Achievement,Teacher Influence,Urban Schools,School Districts,Low Income Students,Minority Group Students,Grade 4,Grade 5,Grade 6,Correlation,Thinking Skills,Classroom Environment,Teaching Skills,Feedback (Response),Observation,Course Content,Elementary School Teachers

This executive summary describes the larger study, &quot;Teacher Preparation Experiences and Early Teaching Effectiveness. NCEE 2019-4007&quot; (ED598664). This study provides information about new teachers' preparation experiences and explores whether particular types of experiences are related to teachers' effectiveness in improving their students' test scores. Understanding whether certain ways of preparing teachers are more effective than others is important, but very little is currently known about what teacher preparation emphasizes at a fine-grained level and how those experiences are related to teaching effectiveness. Research identifying which preparation experiences are related to improved student performance can generate hypotheses for improving teacher preparation. Through an online survey administered in spring 2015, this study collected information from new teachers about their preparation experiences. It also examined the relationship between the frequency of these experiences and teachers' effectiveness in improving student test scores. The summary describes how the study was conducted, key findings, and concluding thoughts.
Teacher Preparation Experiences and Early Teaching Effectiveness: Study Highlights. NCEE 2019-4007
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Education Programs,Beginning Teachers,Tests,Scores,Teacher Competencies,Language Arts,Mathematics Instruction,Academic Achievement,Teacher Influence,Low Income Students,Correlation,Thinking Skills,Classroom Environment,Teaching Skills,Feedback (Response),Observation,Course Content,Elementary School Teachers

This one-page document highlights key findings from the report, &quot;Teacher Preparation Experiences and Early Teaching Effectiveness. NCEE 2019-4007&quot; (ED598664). To better understand teacher preparation and inform ways to improve it, the report surveyed about 3,300 new elementary school teachers about their preparation experiences. The survey asked about their experiences learning specific teaching strategies across two categories of classroom instruction: &quot;Creating a productive learning environment&quot; and &quot;Promoting analytic thinking skills.&quot; For each strategy, teachers reported how often within their preparation they engaged in four different ways of learning them: &quot;coursework,&quot; &quot;observation&quot; of other teachers, &quot;practice&quot; within a classroom setting, and instructor &quot;feedback&quot; on their classroom practice. The study describes the frequency of these experiences and which experiences may matter for teachers' effectiveness in improving student test scores.
Education as Design for Learning: A Model for Integrating Education Inquiry across Research Traditions. WCER Working Paper No. 2019-4
Author: Halverson, Rich
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Epistemology,Scientific Research,Educational Research,Educational Improvement,Outcomes of Education,Role,Social Problems,Critical Theory,Global Approach,Educational Practices,Instructional Design,Decision Making,Elementary Secondary Education,Inquiry,Intention,Teaching Methods,Learning Processes

How can we see education research as a coherent body of inquiry? The naturally occurring diversity of epistemologies and methods give education research the appearance of discord. In this paper, we propose that all of these various methods, questions, and interpretive frameworks of education research share a common commitment to the idea that &quot;education is design for learning.&quot; We begin with a discussion of how recent efforts at the global and national policy levels have sought to position scientific inquiry as the premiere version of education research based on the model of social sciences. We then discuss the role of practical inquiry as a necessary complement to both receive and generate positivist knowledge. The iteration between scientific and practical inquiry describes a path for how scientific and practical work can be naturally linked in an iterative inquiry for improving education processes and outcomes. However, without a critical perspective, this iterative process can become detached from valued social concerns and become an exercise in optimization, rather than improvement. We propose that critical inquiry should be systemically integrated into the design process for researchers and educators to reflect on both the intentions and consequences of the scientific-practical cycle. We then describe how integrating these approaches can show the way toward to a coherent model of education research.
A Review and Analysis of Cognitive Strategy and STEM Success
Author: Christ, Susann
Date: 2019-00-00
Type: Reports - Research
Subjects: Cognitive Style,STEM Education,Thinking Skills,Academic Achievement,Gender Differences,Reading Comprehension,English Language Learners,Academic Ability,Anxiety

This study is a review of the impact of learning style and/or cognitive strategy on math, science and higher order thinking skills needed for STEM success. A meta-analysis and descriptive statistics were performed. Important variables such as gender, ability level, anxiety, etc. were addressed. Suggestions for future research and diagnostic implications were mentioned as well as the need for remediation. The idea for further experimental control and identification of additional intervening variables was discussed.
The Role and Meaning of Emotional Words in the Formation of Expressions in English and Uzbek Languages
Author: Sidikovna, Kaharova Iroda
Date: 2019-09-30
Type: Journal Articles
Subjects: Role,Emotional Response,Language Usage,English,Novels,Turkic Languages,Contrastive Linguistics,Phonetics,Grammar,Syntax,Linguistics,Authors,Cultural Influences,Psycholinguistics,Diachronic Linguistics,Language Processing

The article analyses the emotional perception and comprehension of emotional words, the role of emotional expressions in their sentences, their use, their function, their meanings, their phonetic, grammatical, and syntactic analysis. Opinions of Uzbek and world linguists were presented on the basis of evidence. The article also includes novels by Somerset Maugham, author of the 19th and 20th century, &quot;The Moon and Sixpence&quot; and &quot;Theatre,&quot; as well as stories, &quot;Mackintosh,&quot; &quot;Louise,&quot; &quot;The Creative Impulse,&quot; &quot;Rain,&quot; &quot;Home,&quot; &quot;The Taipan,&quot; &quot;The Lotus Eater&quot; more than twenty stories were analyzed in English and Uzbek using examples. It was found that emotional words are related to the system of mind and language.
Translation Problems Analysis of Students&apos; Academic Essay
Author: Napu, Novriyanto
Date: 2019-09-30
Type: Journal Articles
Subjects: Translation,Grammar,Essays,Second Languages,Language Processing,Teaching Methods,Academic Language,Problems,Language Usage,Pragmatics,Discourse Analysis,Cultural Differences,English (Second Language),Persuasive Discourse,Indonesian,Foreign Countries,College Students,Morphemes,Form Classes (Languages)

Translators should be able to deliver the intended meaning written in the source language to the target language without changing the purpose of the source text at all (Waldorf: 2013). The initial observation in this study found that most of the beginning translator students in translation class tend to translate without reading the whole text first and often render the text word for word. As a result, problems in the translation are often inevitable in students' writing due to the inadequate strategies of translation. This study aims to investigate the translation problems on students' academic essay. The data of this study was obtained by the qualitative method. Mathieu (2003) translation issues' theory is used to analyze the linguistics and non-linguistics problems found in students' essay translation. The findings show that the translation problems involved several linguistic aspects, such as grammatical problems, lexical-choice, rhetorical, and pragmatic problems.
Three-Dimensional Human Modeling Applications in Sport Sciences
Author: Imamoglu, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Aids,Computer Software,Human Body,Sports Medicine,Animation,Simulation,Computer Uses in Education

The purpose of this study is to examine three-dimensional human modeling software suitable for use in the field of sport sciences. Three-dimensional modeling takes place by transferring virtual objects to objects in our real or imaginary world. Virtual objects, which are transferred to virtual environments by a designer or a design team using various software, has been used many important areas such as health, security, education and sports which are using computer technology. There are a lot of computer software for three-dimensional modeling with license-paid, shareware and freeware. Poser, Daz3d and Blender software have been studied in the research. The processes of human modeling, exposure, movement, and their output are explained. It is thought that three-dimensional human models to be used in education and research activities in the field of sport sciences will be useful. The sport skills that are transferred to the computer platform turn into learning objects that many people can access from anywhere. Such as motion analysis can be carried out with detailed and low cost.
Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors
Author: Rodas, Naomi V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Pragmatics,Autism,Pervasive Developmental Disorders,Language Skills,Anxiety,Symptoms (Individual Disorders),Behavior Problems,At Risk Persons,Comorbidity,Prediction,Mothers,Structural Equation Models,Language Impairments,Preschool Children,Diagnostic Tests,Observation,Young Children,Intelligence Tests,Cognitive Development,Clinical Diagnosis,Rating Scales,Interpersonal Competence,Check Lists,Mother Attitudes,Child Behavior

Children with autism spectrum disorder (ASD) are at heightened risk for developing comorbid psychological disorders, including anxiety disorders, which may be further exacerbated by the presence of externalizing behaviors. Here, we examined how structural language and pragmatic language predicted anxiety and externalizing behaviors. Participants were 159 young children (4-7 years old) with ASD and their mothers. Utilizing structural equation modeling we examined associations among structural language, pragmatic language, anxiety symptoms, and externalizing behaviors. Pragmatic language, was inversely related to child anxiety and co-occurring externalizing behaviors. Structural language skills positively predicted child anxiety. These findings suggest that children with ASD may be at heightened risk for anxiety and externalizing disorders due to their pragmatic language deficits. [This article is published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1156958).]