ethanporcaro/eric-fulltext-meta huggingface dataset:
Illinois Community College Board Fiscal Year 2010 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2010-02-26
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Full Time Students,Online Courses,Enrollment Trends

Community colleges report opening Spring term opening enrollment figures to the Illinois Community College Board using a brief web based survey. This report contains information on student enrollments as of the end of registration -- usually the 10th day of the term -- for the Spring 2010 semester. Overall, statewide results of the fiscal year 2010 Spring enrollment survey show both short term and longer term increases. Statewide Spring 2010 headcount enrollments increased and full-time equivalent (FTE) enrollments increased compared to the same term one year ago. The Spring 2010 semester headcount was 390,142 compared to 361,837 last year (a substantial headcount increase of 28,305 or 7.8 percent). The latest FTE count was 224,076 compared with 202,804 a year ago (an FTE increase of 21,272 or 10.5 percent). Therefore, compared to last spring there are more individuals enrolling at community colleges across the state and overall those students are taking heavier class loads. Table 1 contains comparative statewide Spring 2010 tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2006-2010. Table 2 provides a comparison of fiscal year 2006 through fiscal year 2010 Spring headcount enrollments for each community college. Table 3 contains a comparison of FTE enrollments for the same five-year period. Table 4 provides fiscal year 2009 and fiscal year 2010 Spring opening enrollments in internet based courses at each community college. [For the 2009 report, see ED593712.]
Illinois Community College Board Fiscal Year 2011 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2011-03-11
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Full Time Students,Online Courses,Enrollment Trends,Declining Enrollment

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. Overall, short term statewide results of the fiscal year 2011 Spring enrollment survey show decreases from last year's record levels. Compared to the same term one year ago, statewide Spring 2011 headcount enrollments decreased and full-time equivalent (FTE) enrollments decreased. FTE figures reflect the total number of credit hours being taken by students divided by 15 -- the number of semester hours traditionally considered a full-time class load. The Spring 2011 semester headcount was 381,582 compared to 389,432 last year (a headcount decrease of 7,850 or 2.0 percent). The latest FTE count was 219,752 compared with 224,076 a year ago (an FTE decrease of 4,324 or 1.9 percent). Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2007-2011. Table 2 provides a comparison of fiscal year 2007 through fiscal year 2011 Spring headcount enrollments for each community college. Table 3 contains a comparison of FTE enrollments for the same five-year period. Table 4 provides fiscal year 2009 through fiscal year 2011 Spring opening enrollments in internet based courses at each community college. [For the 2010 report, see ED593713.]
Illinois Community College Board Fiscal Year 2012 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2012-02-15
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Full Time Students,Online Courses,Enrollment Trends

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. Overall, short term statewide results of the fiscal year 2012 Spring enrollment survey show decreases from last year. Compared to the same term one year ago, statewide Spring 2012 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. FTE figures reflect the total number of credit hours being taken by students divided by 15 -- the number of semester hours traditionally considered a full-time class load. The Spring 2012 semester headcount was 370,816 compared to 381,582 last year (a headcount decrease of 10,766 or -2.8 percent). The latest FTE count was 209,966 compared with 219,752 a year ago (an FTE decrease of 9,786 or -4.5 percent). Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2008-2012. Table 2 provides a comparison of fiscal year 2008 through fiscal year 2012 Spring headcount enrollments for each community college. Table 3 contains a comparison of FTE enrollments for the same five-year period. Table 4 provides fiscal year 2009 through fiscal year 2012 Spring opening enrollments in internet based courses at each community college. [For the 2011 report, see ED593715.]
Illinois Community College Board Fiscal Year 2013 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Full Time Students,Enrollment Trends,Online Courses,Declining Enrollment

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. Overall, short term statewide results of the fiscal year 2013 Spring enrollment survey show decreases from last year. Compared to the same term one year ago, statewide Spring 2013 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. FTE figures reflect the total number of credit hours being taken by students divided by 15 -- the number of semester hours traditionally considered a full-time class load. The Spring 2013 semester headcount was 366,003 compared to 373,785 last year (a headcount decrease of 7,782 or -2.1 percent). The latest FTE count was 205,947 compared with 211,247 a year ago (an FTE decrease of 5,300 or -2.5 percent). Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. Figure 1 on the next page illustrates a comparison of headcount and FTE trends from 2009-2013. Table 2 provides a comparison of fiscal year 2009 through fiscal year 2013 Spring headcount enrollments for each community college. Table 3 contains a comparison of FTE enrollments for the same five-year period. Table 4 provides fiscal year 2009 through fiscal year 2013 Spring opening enrollments in internet based courses at each community college. [For the 2012 report, see ED593716.]
Illinois Community College Board Fiscal Year 2014 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Full Time Students,Enrollment Trends,Online Courses,Declining Enrollment

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. Overall, short term statewide results of the fiscal year 2014 Spring enrollment survey show decreases from last year. Compared to the same term one year ago, statewide Spring 2014 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. FTE figures reflect the total number of credit hours being taken by students divided by 15 -- the number of semester hours traditionally considered a full-time class load. The Spring 2014 semester headcount was 341,933 compared to 366,618 last year (a headcount decrease of 24,685 or -6.7 percent). The latest FTE count was 192,383 compared with 206,196 a year ago (an FTE decrease of 13,813 or -6.7 percent). While Spring enrollment is down, Illinois community colleges continue to increase the number of graduates annually. With 69,036 earned collegiate-level degrees and certificates, fiscal year 2013 again set an all time high in the number of graduates from the Illinois Community College System. Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2010-2014. Table 2 provides a comparison of fiscal year 2010 through fiscal year 2014 Spring headcount enrollments for each community college. Table 3 contains a comparison of FTE enrollments for the same five-year period. Table 4 provides fiscal year 2010 through fiscal year 2014 Spring opening enrollments in internet based courses at each community college. [For the 2013 report, see ED593717.]
Illinois Community College Board Fiscal Year 2015 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Full Time Students,Enrollment Trends,Online Courses,Declining Enrollment

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. Overall, compared to the same term one year ago, statewide Spring 2015 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. The Spring 2015 semester headcount was 330,223 compared to 341,933 last year (a headcount decrease of 11,710 or -3.4 percent). The latest FTE count was 184,235 compared with 192,383 a year ago (an FTE decrease of 8,148 or -4.2 percent). FTE figures reflect the total number of credit hours being taken by students divided by 15 -- the number of semester hours traditionally considered a full-time class load. With 69,812 earned collegiate-level degrees and certificates, fiscal year 2014 again set an all time high in the number of graduates from the Illinois Community College System. Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2011-2015. Table 2 provides a comparison of fiscal year 2011 through fiscal year 2015 Spring headcount enrollments for each community college. Table 3 contains a comparison of FTE enrollments for the same five-year period. Table 4 provides fiscal year 2011 through fiscal year 2015 Spring opening enrollments in internet-based courses at each community college. [For the 2014 report, see ED593718.]
Illinois Community College Board Fiscal Year 2004 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2004-02-27
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Full Time Students,Enrollment Trends,Declining Enrollment

Each Spring, community colleges report their opening spring term enrollment figures to the Illinois Community College Board on a brief spring enrollment survey. This report contains information on student enrollments as of the end of registration (usually the 10th day of the term) for the spring semester and for the winter quarter at the College of DuPage, the one district on the quarter system. Results of the fiscal year 2004 survey show that both headcount enrollments and full-time equivalent (FTE) enrollments increased statewide compared with the same term one year ago. The spring semester headcount was 367,547 compared to 360,603 last year (an increase of 6,944 or 1.9 percent). The FTE count was 195,702 compared with 191,309 a year ago (an increase of 4,393 or 2.3 percent). After experiencing fairly substantial increases during two consecutive years, spring headcount enrollments registered a third, more modest, increase this past year. FTE enrollments also registered a relatively modest increase this year preceded by substantial increases during the two previous years. Table 1 contains comparative spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2000-2004. Table 2 provides a comparison of fiscal year 2000 through fiscal year 2004 spring headcount enrollments for each community college. Table 3 contains a comparison of FTE enrollments for the five-year period. [For the 2003 report, see ED481066.]
Comparison of Knowledge Levels of Meiosis and Mitosis Divisions in Seventh Graders with Mixed Methods
Author: Gülen, Salih
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Knowledge Level,Secondary School Students,Grade 7,Foreign Countries,Secondary School Science,Science Achievement

The main aim of this study is to compare the information about meiosis and mitosis divisions of secondary school students with different methods. The mixed method was used in the research. In the mixed method, it is aimed to close the deficiencies in the solution of the research problems with both qualitative and quantitative data. Homogeneous samples were used in the study. In the 2018-2019 academic years, it was conducted with 7th grade students in a public school in Eastern Anatolia. A total of 132 students participated in the study, depending on the volunteerism principle. Matching test was used to collect quantitative data. Qualitative data were collected through a fully structured interview form. The collected data were analyzed with the help of Microsoft Excel program. Descriptive and content analyzes and techniques such as frequency and percentage values were used. According to the findings, the knowledge of meiosis and mitotic divisions was found to be good level. It was determined that most of the students had the right information about meiosis and mitosis and they knew the general characteristics of these divisions. According to these findings of the study, concordant results were obtained by using mixed method with different measuring methods. Suggestions are presented in parallel with these findings.
Analyzing the Impact of Leader Member Exchange on Employee Voice: The School Principal as a Leader and the Teacher as a Member
Author: Gürler, Muhammed
Date: 2018-00-00
Type: Reports - Research
Subjects: Principals,Administrator Role,Leadership Responsibility,Teacher Role,Teacher Attitudes,Elementary Secondary Education,Correlation,Teacher Participation,Teacher Administrator Relationship,Foreign Countries,Public Schools

The aim of the present study is to investigate the impact of leader member exchange on employee voice according to the views of the teachers. The sample of the study consisted of 713 teachers randomly selected at 40 public schools from kindergarten to high school from Ayas, Beypazari, Güdül and Sincan districts of Ankara province in Turkey. In order to collect the data for this study, Leader-Member Exchange Scale and Employee Voice Scale were administered. All scales were adapted to the school context by translation and back translation method. The construct validity and reliability of the scales were examined through EFA, CFA, Cronbach Alfa, CR, AVE values. In the first step of the data analysis process; arithmetic means, standard deviations, skewness and kurtosis values were calculated. Relations between the variables were measured by the Pearson product-moment correlation coefficient (PPMCC) and regression analysis. The results of study indicate that there was a positive and significant relationship between leader member exchange and employee voice. On the other hand, leader member exchange is a significant predictor for employee voice. The findings of the study exhibit the level of teachers' leader member exchange is moderate degree and the level of teachers' employee voice is high degree.
Negative Feelings of Turkish Students in EFL Learning Process
Author: Uysal, Derya
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Student Attitudes,Teacher Attitudes,Barriers,Learning Processes,Negative Attitudes,Case Studies,Instructional Design,Teacher Education Programs

The students might have either negative or positive feelings for different components of foreign language process. While positive feelings and emotions support the language acquisition process and push the students to learn the language, negative feelings block the process as they cause the learner to erect barriers to learning a foreign language. In case this process is directed by a teacher who is aware of the barriers of the students and sensitive to them, it is possible to replace negative feelings with the positive ones. The purpose of the current study is to reveal the sources of the negative feelings which hinder EFL learning process of the students in English language preparatory program in Eskisehir Osmangazi University Foreign Languages Department. Case study research design was used in order to examine the phenomenon of underlying reasons of negative feelings students associate with language learning process. Self-reports of the participants constituted the data source of the study. The data of the study was gathered through the interviews conducted with 31 students and 20 English instructors and the data gathered was analyzed inductively. The findings revealed four categories that represent the sources of students' negative feelings: teacher-oriented negative feelings, classroom oriented negative feelings, and system oriented negative feelings, and student-oriented negative feelings. The results imply a need for instructional design studies targeting to incorporate affective domain variables into teacher education programs and in-service teacher training programs. Also, suggestions for future research are presented.
A Scale Development Study: Successful University Academicians Perceived by Students
Author: Çelikkol, Ömer
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Attitude Measures,Student Attitudes,College Faculty,Success,Teacher Characteristics,Test Construction,Test Validity,Test Reliability,Teacher Effectiveness,Foreign Countries

Effective communication skills take an important place in terms of the professional and personal qualifications of the teacher. This is because the learning process, in the most general sense, is a communication process itself. In this process, the competence and success of the teacher play the crucial role for a meaningful message exchange. One of the important factors that boost the teacher's influence on the student is his ability to generate healthy communication. The healthy communication of the teacher with the student is required both for high academic achievements and changes in students' attitude behavior. Success emerges as a changeable concept from person to person and from society to society. What does success verbalize, and who are called as successful? What does a successful life look like? It is very difficult to answer all these questions because there are no distinct and basic criteria that may measure the concept of success. Being aware of this difficulty, the purpose of this study is to identify the characteristics of the academic staffs that are considered as the most successful by the university students and to develop a standard scale tool to be used in determining the qualifications to render academic profession successful. In this study, descriptive method has been used. The scale was constituted in the light of 35 experts' opinions and aimed to determine the qualities that render academic profession successful, and then the scale has been reduced to 23 items as a result of preliminary application studies including 75 people. The final scale has been applied to 234 students selected as the sample. The structural validity, internal reliability and applicability of the &quot;Scale for Academicians that university students consider successful&quot; has been shown via Cronbach's alpha value=0.944 and factor analysis (total factor load=66,111%) results. A measuring tool with high validity and reliability, consisting of 23 items and four sub-dimensions, has been achieved as a result of the analyses. It has been identified that the qualifications for successful academicians are visionary leadership, communication skills, classroom management, and democratic attitude. As a result of the analysis, it was determined that the visionary leadership, classroom management and democratic attitude affect communication skills positively. Also, it was concluded that communication skills have a positive effect on the academic profession. However, it is believed that it will be helpful to support the obtained results with larger scale applications.
Improving Interpretability of Subjective Assessments about Psychological Phenomena: A Review and Cross-Cultural Meta-Analysis
Author: De Los Reyes, Andres
Date: 2019-00-00
Type: Information Analyses
Subjects: Research Methodology,Psychology,Cultural Influences,Mental Health,Foreign Countries,Disclosure,Psychological Studies,Bias,Child Behavior,Adolescents,Behavior,Context Effect,Parents,Teachers,Psychological Patterns,Personality Traits,Social Psychology

Attempts to understand &quot;subjectivity&quot; have historically involved distinguishing the strengths of subjective methods (e.g., survey ratings from informants) from those of alternative methods (e.g., observational/performance-based tasks). Yet, a movement is underway in Psychology that considers the merits of &quot;intersubjectivity&quot;: Understanding the space between two or more informant's subjective impressions of a common person or phenomenon. In mental health research, understanding differences between subjective impressions has less to do with informants' characteristics and more to do with the social environments or contexts germane to the people or phenomena examined. Our paper focuses on one relatively understudied social environment: the cultural context. We draw from seminal work on &quot;psychological universals&quot;, as well as emerging work on cultural norms (i.e., &quot;cultural tightness&quot;) to understand intersubjectivity effects through a cross-cultural lens. We report a meta-analysis of 314 studies of intersubjectivity effects in mental health, revealing that (a) this work involves independent research teams in over 30 countries, (b) informants rating a target person's mental health (e.g., parent and teacher ratings of a child's behavior) commonly provide diverging estimates of that person's mental health, and (c) greater convergence between subjective reports relates to a &quot;tighter&quot; or more norms-bound culture. Our paper illustrates strategies for understanding divergence between subjective reports. In particular, we highlight theoretical and methodological frameworks for examining patterns of divergence between subjective reports in relation to data from nonsubjective methods. We also describe how research on intersubjectivity informs efforts to improve the interpretability of subjective assessments in multiple sub-disciplines in Psychology. [This paper will be published in &quot;Review of General Psychology.&quot;]