ethanporcaro/eric-fulltext-meta huggingface dataset:
Coordinating Federal Science, Technology, Engineering, and Mathematics (STEM) Education Investments: Progress Report. A Report from the Federal Coordination in STEM Education Task Force Committee on STEM Education National Science and Technology Council: In Response to the Requirements of the America COMPETES Reauthorization Act of 2010
Author: Executive Office of the President
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: STEM Education,Investment,Research Committees,Federal Programs,Federal Legislation,Research Reports,Strategic Planning,Educational Planning,Educational Objectives,Outcome Measures,Evaluation Criteria,Institutional Role,Funding Formulas,Budgeting,Duplication,Information Dissemination,Information Management,Evidence Based Practice,Educational Research,Efficiency,Alignment (Education),Needs Assessment,Coordination

The America COMPETES Reauthorization Act of 2013 directs the Office of Science and Technology Policy (OSTP) to create an interagency committee under the National Science and Technology Council (NSTC) to develop a 5-year Federal science, technology, engineering, and mathematics (STEM) education strategic plan that includes: (1) annual and long-term objectives; (2) common metrics to assess progress toward achieving the objectives; (3) approaches that agencies will take to assess the effectiveness of their STEM programs and activities; (4) the role of each agency in achieving the objectives; and (5) an inventory of Federal STEM education programs and activities. This report is the first of the reports that are required under the Act to be transmitted annually to Congress by the Director of OSTP at the time of the President's Budget Request. The America COMPETES Reauthorization Act of 2010 requires the report to include a description of: (1) the Strategic Plan; (2) Federal STEM education activities and programs; (3) each agency's STEM education funding for the previous, current, and next fiscal year (FY); (4) duplication and fragmentation of programs and activities; and (5) a process for disseminating information about Federal STEM education research and evidence based practices to education practitioners and stakeholders. Appended are (1) Overarching and STEM-Specific Agency Missions; and (2) Legislative and Other Authority for Federal Engagement in STEM Education; (3) STEM Education Funding in Millions by Agency; (4) Draft Criteria for Success; (5) Dissemination of Evidence and Education Activities; and (6) Draft Federal STEM Education Annual Milestones.
Quick Guide: Mental Health-Secondary Transition
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2016-02-00
Type: Guides - Non-Classroom
Subjects: Mental Health,Mental Health Programs,Mental Disorders,Transitional Programs,Access to Health Care,Primary Sources,Educational Practices,Guides,Comprehensive School Health Education

Recently researchers have begun focusing on young adults with mental health disorders transitioning into adulthood. Research exploring the importance of mental health support in secondary transition have yielded positive outcomes. For example, strong collaboration between educational and mental health agencies ensuring academic, employment, and mental health needs that are specifically addressed through well-designed transition planning has demonstrated a higher level of success for individuals identified with emotional and/or behavioral disorders (Davis, Jivanjee, &amp; Koroloff, 2010). Styron (2006) conducted a survey and review of historical data of six young adults with mental health disorders receiving comprehensive services supporting transition through Young Adult Services, a program designed to support individuals over 18 who had moderate to severe symptoms of mental illness. Results revealed the longer young adults are involved with wrap around support during transitional periods, the higher quality of life and/or improved community integration. Providing ongoing support is critical for young adults with mental health disorders, particularly during times of transition. For each individual the level of support and from whom the support is provided varies. Awareness of the individual needs by each supporting member or entity is a key element in facilitating positive post-school outcomes for persons with mental health disorders. This guide assists young people with mental health conditions, their families, vocational rehabilitation counselors, and mental health practitioners by providing information for locating resources that are available to assist them in building better lives. Awareness of the individual needs by each supporting member or entity is a key element in facilitating positive post-school outcomes for persons with mental health disorders.
Improving Michigan STEM Teachers and Teaching: The W.K. Kellogg Foundation's Woodrow Wilson Teaching Fellowship
Author: Woodrow Wilson National Fellowship Foundation
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: STEM Education,Teacher Improvement,Instructional Improvement,Fellowships,Teacher Education Programs,Educational Principles,Program Effectiveness,Program Evaluation,Change Strategies,Partnerships in Education,Expectation,College Programs,Science Teachers

The W. K. Kellogg Foundation's Woodrow Wilson Michigan Teaching Fellowship successfully addressed the challenge of preparing and supporting effective teachers for Michigan's high-need classrooms, while helping transform teacher education across the state for the long term. This report analyzes the efforts of the W. K. Kellogg Foundation's Woodrow Wilson Michigan Teaching Fellowship, which began in the state in 2010 with the generous financial support of the W. K. Kellogg Foundation. Woodrow Wilson selected and worked closely with six Michigan universities that demonstrated the capacity, willingness, and leadership to create model teacher education programs--rigorous, highly selective, clinically-based programs integrating disciplinary content and pedagogical instruction. Partner universities in the state included Eastern Michigan University, Grand Valley State University, Michigan State University, the University of Michigan, Wayne State University, and Western Michigan University. Teaching Fellows completed their clinical experiences in school districts across the state, including Ann Arbor, Battle Creek, Benton Harbor, Comstock, Detroit, Godwin Heights, Grand Rapids, Jackson, Kalamazoo, Lansing, Lincoln, and Ypsilanti. The analysis found that W. K. Kellogg Foundation Woodrow Wilson Michigan Teaching Fellows were placed in some of the state's most challenging teaching assignments, while bringing more subject matter expertise to Michigan classrooms than did their peers. Fully 100 percent of Woodrow Wilson Fellows hold a Michigan STEM license. By contrast, just 87 percent of new Michigan teachers statewide who taught core STEM classes have STEM licenses. The six partner universities met all 11 of the 11 standards set by the Woodrow Wilson Foundation for their transformed programs. As the formal W. K. Kellogg-Woodrow Wilson Teaching Fellowship program concludes, each of the six partner universities demonstrate how the transformation project will be continued in ongoing teacher education efforts. The following are appended: (1) WW Teaching Fellows Partnership Expectations; and (2) About the Woodrow Wilson Foundation.
Uptake and Utility of VET Qualifications. Research Report
Author: Korbel, Patrick
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Qualifications,Enrollment,Accreditation (Institutions),Courses,Training,Occupations

Training packages and accredited courses are the core training products of the nationally accredited vocational education and training (VET) system in Australia. This report considers the use of these training packages and the qualifications contained within them. The report also examines the pattern of enrolments in qualifications to determine how extensively the qualifications in the training package system are being used and whether enrolments are evenly spread among qualifications or concentrated in particular qualifications and training packages. The report explores the number of qualifications that could be rationalized or consolidated, including identifying low and zero enrolment qualifications and models those which cover related occupational areas. Overseas approaches to the removal of qualifications is appended.
Digital Academic Revolution Mentorship Competency: #1 The Declaration--Mentoring the Process of Learning with Screencast Assessment--Plugging into Students' Digital DNA a Decade Later
Author: Mehl, Martin
Date: 2016-11-00
Type: Reports - Research
Subjects: Mentors,Video Technology,Technology Uses in Education,Student Evaluation,Feedback (Response),Assignments,College Students,College Faculty,Instructional Design,Electronic Learning,Educational Change,Elementary Secondary Education,Higher Education,Professional Development,Grading

Spanning the 2015-2016 academic year, Cal Poly Communications Studies Sr. Lecturer, Martin Mehl, and Lead Instructional Designer, Luanne Fose, from the Cal Poly Center for Teaching, Learning, and Technology, conducted a formal, institute-wide research pilot on whether or not video assessment can improve faculty feedback for student assignments. Initially, the academic and administrative ramifications were restricted and limited to the scope of Professor Mehl's four introductory Communication Studies classes in spring of 2015. Upon generating 1) best practices; 2) course design suggestions; 3) syllabi organization; 4) rubric optimization; and 5) assignment clarification, the Digital Commentary Grading Project (DCGP) was expanded to be a formal, year-long campus-wide study at California Polytechnic State University, San Luis Obispo. The study included recruitment of faculty representing all six divisions of the university including the College of Agriculture, Food and Environmental Sciences, College of Architecture and Environmental Design, Orfalea College of Business, College of Engineering, College of Liberal Arts, and College of Science and Mathematics. The series of articles that will follow in the OLC Research Center for Digital Learning and Leadership for the next few months will outline the process of the study, lessons learned, and provide leadership on how others can succeed in promoting mentorship at their own campuses and corporations. The whitepaper of the research was shared at the OLC Innovate Conference in New Orleans, in April 2016. [For the 2nd in the series: &quot;Digital Academic Revolution Mentorship Competency: The Conversation--Viewing Instructional Design &amp; Pedagogy as a Holistic Unit Transformative Teamwork in a Learn by Doing Approach--Student Turned Mentor &amp; Mentor Turned Student,&quot; see ED570940.]
Digital Academic Revolution Mentorship Competency: #2 The Conversation--Viewing Instructional Design &amp; Pedagogy as a Holistic Unit Transformative Teamwork in a Learn by Doing Approach--Student Turned Mentor &amp; Mentor Turned Student
Author: Mehl, Martin
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Mentors,Instructional Design,Holistic Approach,Teamwork,Experiential Learning,Grading,College Faculty,Cooperation,Educational Research,Technology Uses in Education

The following is the second article in the &quot;Digital Academic Revolution: Mentorship Competency Series&quot; by Martin Mehl and Luanne Fose. It is a &quot;transcribed&quot; conversation between Luanne and Martin about their experience collaborating as a research team and the conceptualization, implementation, and assessment of the Digital Commentary Grading Project (DCGP) that they conducted at California Polytechnic State University (San Luis Obispo) during the 2015-2016 academic year. This CONVERSATION reveals their journey of fusing into a single, passionate academic unit, working effectively as instructional designer (Luanne) and pedagogue (Martin) joining forces. Both of them share their personal points of view on the motivation, formidable personal triggers, and uncanny timing of the project. They also reflect on the tangibles and intangibles of mentorship in post-secondary education and its symbiotic relationship with effective technologies. [For the 1st in the series: &quot;Digital Academic Revolution Mentorship Competency: The Declaration--Mentoring the Process of Learning with Screencast Assessment--Plugging into Students' Digital DNA a Decade Later,&quot; see ED570939.]
Correlation of Reading and Listening Comprehension Discrepancy with Teacher Perceptions of Reading Disability in Ghana
Author: Taylor, Mark
Date: 2014-12-01
Type: Reports - Research
Subjects: Correlation,Listening Comprehension,Foreign Countries,Elementary School Students,Scores,Reading Difficulties,Intelligence Tests,Disabilities,Statistical Analysis,Underachievement,Elementary School Teachers,Teacher Attitudes,Identification,Reading Tests,Cognitive Ability,Cognitive Tests,Achievement Tests

The catalyst for this study emerged from the unprecedented number of Ghanaian students with reading difficulties, in an environment where school counselors are generally unavailable, funding is limited, and most educators do not recognize learning disabilities as true disabilities. Based on the limitations of the IQ-achievement discrepancy model for determining disability in Ghana, the study tested reading disability using the discrepancy between reading and listening comprehension as measured by tests of reading achievement, as described in the 1993 study by J. R. Wood. These results were then compared with teachers' perceptions of reading disability among Ghanaian elementary schoolchildren. Results of dependent sample t-tests showed that in each group of participants from grade 3 to grade 6, students identified as underachieving by teachers had average reading comprehension scores that were significantly lower than their average listening comprehension scores, meeting the definition of reading disabled. The correlation between teacher perception and a determination of reading disability confirms the results of studies by Ysseldyke, Algozzine, Shinn, and McGue (1982), Stedman and Kaestel (1987), Shriner, Danielson, and Rouse (2000), Wood (1993), and Mira and Schwanenflugel (2013), suggesting that teachers have the insight and assessments needed to make determinations of reading disability.
Growing up and Growing Older: Books for Young Readers©: An Annotated Booklist of Literature to Promote Positive Aging (Preschool-Third Grade)
Author: McGuire, Sandra L.
Date: 2016-00-00
Type: Reference Materials - Bibliographies
Subjects: Early Childhood Education,Aging Education,Annotated Bibliographies,Childrens Literature

Early children's literature plays a major role in attitude formation. The attitudes children form about aging will play an important role in how successfully they age. This annotated booklist is a compilation of carefully selected early children's literature that contains positive, meaningful portrayals of older adults and promotes positive aging. Books on the booklist portray aging as a natural and lifelong process of growing and developing, present similarities between young and old, show young and old enjoying each other and learning from each other, view older adults as valuable and contributing members of society, and help child to think about life's later years. The books can be used to help children see the potentials of aging and think in terms of &quot;lifespan activities&quot;, activities they do now and can continue as an older adult. Books that focus on death, dying, disability, dependency, disease, and dementia are not synonymous with aging and are not included on this booklist. The booklist includes a listing of the author's favorite books in print and a multicultural listing of books that illustrate racial, ethnic, cultural, and religious diversity.
The Relationship between 8th-Grade Students' Parents' Education and Students' Mathematics Achievement: NAEP 2003 and 2013
Author: Klecker, Beverly M.
Date: 2015-11-04
Type: Speeches/Meeting Papers
Subjects: National Competency Tests,Grade 8,Mathematics Achievement,Parent Background,Educational Attainment,Parent Influence,Socioeconomic Status,Correlation,Scores,Questionnaires

This study used a secondary analysis of the National Assessment of Educational Progress (NAEP) 2003 and 2013 8th grade mathematics scores to explore relationships between parents' education and their eighth-grade students' mathematics achievement. Information from the NAEP database identified parents' educational level and students' eligibility for the National School Lunch Program (NSLP), a proxy measure for SES. A moderate correlation (r = 0.43) was found between parents' educational level and SES. In 2003, the highest average scale score was by students' who were not eligible for NSLP and whose parents' graduated from college (M = 294, SD = 32). The lowest average scale score in 2003 was obtained by students' whose parents' did not finish high school and whose eligibility for NSLP was &quot;unknown&quot; (M = 251, SD = 34). The effect size of the difference between these two groups was large (d = 1.30). Similar results were found in 2013 with overall higher average scale scores.
Repositioning Ghana Schools as English Language Learner Schools
Author: Taylor, Mark
Date: 2016-07-13
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,Listening Skills,Listening Comprehension,Student Centered Learning,Language Proficiency,Teacher Collaboration,Cooperative Learning,Foreign Countries,Academic Achievement,Native Language,African Languages,Language Usage,Language of Instruction,Teaching Methods,Course Content,Educational History,Instructional Effectiveness

Although English has traditionally been the only language of instruction in Ghana, most young children do not speak English at home. This paper argues that students' academic performance might be improved if their native languages were also used in school. Such an approach offers benefits in areas such as classroom participation, engagement in learning, and the development of listening skills that improve comprehension. Various approaches to ELL can be applied in Ghana to improve students' English skills, such as content and language integrated learning, integrated content-based instruction, a focus on academic language proficiency, sheltered instruction, comprehensible input, learner-centered instruction, an integrated skills approach, cooperative learning, and teacher collaboration. ELL services should not be seen as a threat to English language acquisition in Ghana but an aid toward English language proficiency for all students.
Equity of Student Use of Graphing Calculators for Mathematics Learning and Assessment
Author: Klecker, Beverly M.
Date: 2015-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Graphing Calculators,National Competency Tests,Scores,High School Students,Grade 12,Socioeconomic Status,Correlation,Mathematics Tests,Lunch Programs,Student Attitudes,Comparative Analysis,Statistical Analysis

This study examined equity through the differences average scale scores on the NAEP 2015 12th-grade mathematics test by parents' socioeconomic status (SES) and students' use of graphing calculators in the classroom and while taking the NAEP 2015 assessment. Data were national public composite mathematics 12-grade 2015 NAEP assessment scores. The NAEP Data Explorer was used for the secondary analysis. Score range for the 12th-grade mathematics assessment is 0-300. The students' National School Lunch (NSLP) eligibility [SLUNCH3] was selected to serve as a proxy measure of parents' socioeconomic status (SES). Two questions were selected from &quot;student factors&quot;: (1) How often do you use these different kinds of calculators in math class? Graphing. Options: never use; sometimes not often; usually use (answered by students). [M817601]; (2) Kind of calculator used for test? Options: no calculator use; scientific non-graphing calculator; NAEP provided calculator; graphing calculator (answered by students). [M830201].
Early Children's Literature and Aging
Author: McGuire, Sandra L.
Date: 2016-11-07
Type: Reports - Descriptive
Subjects: Childrens Literature,Aging (Individuals),Positive Attitudes,Older Adults,Teaching Methods,Aging Education,Reading Material Selection,Early Childhood Education

Increased longevity is a worldwide phenomenon placing emphasis on the need for preparation for life's later years. Today's children will be the older adults of tomorrow. A resource that can help to educate them about aging and prepare them for the long life ahead is early children's literature (Preschool-Primary). This literature can provide children with a holistic view of aging, teach them about aging and the aging process, promote positive attitudes about aging and promote positive aging. Selecting early children's literature for aging content, resources for finding early children's literature to promote positive aging, and examples of early children's literature to promote positive aging are presented.
Do Online Students Exhibit Different Learning Styles?
Author: Hausler, Joel
Date: 2007-00-00
Type: Journal Articles
Subjects: Online Courses,Cognitive Style,Teaching Methods,Best Practices,College Students,Student Attitudes,Student Surveys

Do online students exhibit different learning styles from onsite students; and if so, what accommodations relating to learning style differences may be made for online students? Our ideas of best practices within this area have been evolving to keep up with our students. Various tactics have been used to make sure students understand what kinds of challenges they face in an online class. Although, we are now teaching the computer generation, most students have been trained for 12 years priority to entering college. It is important to remember to remove as many obstacles as possible to the online delivery.
Student Debt and the Class of 2014: 10th Annual Report
Author: Cochrane, Debbie
Date: 2015-10-00
Type: Reports - Research
Subjects: Student Financial Aid,Debt (Financial),Paying for College,Employment Potential,Salary Wage Differentials,College Graduates,Public Policy,Tuition,Accountability,Risk,Decision Making,Trend Analysis,Educational Trends,Loan Repayment,Robustness (Statistics),Private Financial Support

&quot;Student Debt and the Class of 2014&quot; is the tenth annual report on the student loan debt of recent graduates from four-year colleges. It documents the latest rise in student loan debt and finds considerable variation among states as well as colleges. It also includes a new analysis of how debt at graduation has changed over the last decade. Unless otherwise noted, the figures in this report are only for public and nonprofit colleges. [For the 2013 report &quot;Student Debt and the Class of 2013&quot; see ED560042.]
Student Debt and the Class of 2015. 11th Annual Report
Author: Cochrane, Debbie
Date: 2016-11-00
Type: Reports - Research
Subjects: Student Loan Programs,Debt (Financial),Annual Reports,Educational Practices,Graduate Surveys,College Graduates,Geographic Distribution,Data Analysis,Statistical Distributions,Tables (Data),State Policy,Finance Reform,Federal Regulation,Federal Legislation,Change Strategies,State Surveys

Student Debt and the Class of 2015 is the eleventh annual report on the student loan debt of recent graduates from four-year colleges, documenting the rise in student loan debt and variation among states as well as colleges. This report includes policy recommendations to address rising student debt and reduce debt burdens, including collecting more comprehensive college-level data. Other recommendations focus on reducing the need to borrow, keeping loan payments manageable, improving consumer information, strengthening college accountability, and protecting private loan borrowers. [To access the tenth annual report see &quot;Student Debt and the Class of 2014: 10th Annual Report&quot; ED570961.]