ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating For-Profit Higher Education: Evidence from the Education Longitudinal Study. A CAPSEE Working Paper
Author: Liu, Yuen Ting
Date: 2014-09-00
Type: Reports - Research
Subjects: Proprietary Schools,Higher Education,College Outcomes Assessment,Longitudinal Studies,National Surveys,Comparative Analysis,Community Colleges,Public Colleges,Private Colleges,Student Financial Aid,Education Work Relationship,Educational Attainment,Satisfaction,College Choice,High School Students,Academic Achievement

This study evaluates the postsecondary and labor market outcomes of students who attended for-profit colleges. The evaluation complements a similar study by Deming, Goldin, and Katz (2012) that found significant differences in outcomes between students in for-profit colleges and those in other sectors. In this study we use the Education Longitudinal Study of 2002, a nationally representative survey monitoring the transitions of young people who were 10th graders in 2002, and compare outcomes during the college years and up to age 26. In accord with Deming et al. (2012), we find adverse levels of borrowing and some evidence of wage penalties for students who attended a for-profit college. Paradoxically, however, these results are not associated with lower attainment levels, and there is little evidence that for-profit students were less satisfied with their college experience. These results hold even with detailed controls for ability, for alternative comparison groups, for selection into the for-profit sector, and for alternative designations of for-profit college enrollment. However, the combined effect of higher borrowing and lower earnings for students at for-profit colleges is substantial such that the average returns to community college dominate those at for-profit colleges. The following are appended: Table A1: Differences in Selected Outcomes by Enrollment Status; Table A2: Selection into College Sector (Multinomial Logit); Table A3: Differences in College Financial Aid (Selection Correction and IV Estimates); and Table A4: Differences in Student Outcomes (Selection Correction and IV Estimates).
Creating a Taken-as-Shared Understanding for Scientific Explanation: Classroom Norm Perspective
Author: Saglam, Yilmaz
Date: 2014-04-00
Type: Journal Articles
Subjects: Science Instruction,Student Attitudes,Beliefs,Scientific Concepts,Concept Formation,Case Studies,Video Technology,Social Influences,Cultural Influences,Scientific Principles,College Freshmen,Preservice Teachers,Elementary School Teachers,Interviews,Discussion (Teaching Technique)

The study aimed to investigate whether classroom norm perspective influence the students&apos; capability of elucidating a natural phenomena and beliefs about scientific explanation. In particular, our objective was to explore the process by which the norm for scientific explanation was established and discover how the students&apos; explanation and their beliefs about scientific explanation altered in this process. A case study approach was adopted and a total of 51 students participated in the study. The data has included videotapes of classroom periods for an entire school semester, individual interviews with the students conducted at the beginning and at the end of the semester, and students&apos; written responses collected in the middle and at the end of the semester in the year of 2012. In creating a sociocultural norm for scientific explanation, the teacher, in the class, was seen declaring his own expectation, negotiating the meaning by making comments on and legitimizing students&apos; accounts, and calling the students&apos; attention towards the important parts of an acceptable explanation. The results indicated that towards the end of the semester, the students&apos; explanation and their beliefs about scientific explanation have considerably improved. The following are appended: (1) Interview Protocol; and (2) Table indicating students&apos; attendance for the 13-week course, by weeks.
A Study of the Impact of Inquiry-Based Professional Development Experiences on the Beliefs of Intermediate Science Teachers about &quot;Best Practices&quot; for Classroom Teaching
Author: Arce, Josefina
Date: 2014-04-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Faculty Development,Science Teachers,Beliefs,Teacher Attitudes,Best Practices,Inservice Teacher Education,Middle School Teachers,Grade 7,Grade 8,Program Effectiveness,Teaching Methods,Science Instruction,Constructivism (Learning),Semi Structured Interviews,Scientific Concepts,Knowledge Level

Open-ended interviews were used to study differences in Grade 7-8 teachers' beliefs about exemplary classroom practices produced by exposure to in-service professional development programs based on different theoretical frameworks. Teachers who had participated in an intensive, inquiry-based, in-service professional development program that focused on preferred teaching methodologies from a constructivist, inquiry-based perspective described in the &quot;best practices&quot; literature were compared with teachers who had been through traditional in-service professional development workshops. Analysis of interviews based on the teachers' responses to both conceptual and algebraic questions that involved the concept of density revealed insight into the teachers' preferred teaching methodologies, their beliefs about how students learn, their attitudes toward their own learning, and their depth of understanding of the concept of density. This study suggests that, for some teachers, extensive in-service professional development can produce a substantive change in teachers' beliefs about optimum teaching practice. But this change can have unforseen consequences; in this case, the formation of a set of beliefs or values that forgot the importance of building quantitative skills as well a conceptual understanding of the concepts being taught.
Mathematics Teacher Candidates' Metaphors about the Concept of &quot;Mathematics&quot;
Author: Erdogan, Ahmet
Date: 2014-10-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Figurative Language,Mathematical Concepts,Prompting,Student Teacher Attitudes,Content Analysis,Foreign Countries,Phenomenology,Attitude Measures

The main purpose of this study was to research mathematics teacher candidates' perceptions about the concept of &quot;mathematics&quot; through the use of metaphors. The research is conducted during 2012-2013 academic year, on a group of 111 mathematics teacher candidates at the Education Faculty of a University in Turkey. To collect the research data, each participant was asked to complete the prompt &quot;Mathematics is like ... because ...&quot; The content analysis technique was used in this study in order to evaluate the data collected. As a result of the data analysis, it was found that 67 valid metaphors were developed by the participants. These metaphors were grouped under 14 categories. According to these categories, about 77% of mathematics teacher candidates perceived mathematics as &quot;Limitless&quot;, &quot;Interconnected&quot;, &quot;Basically needed&quot;, &quot;Fun&quot;, &quot;Cumulative&quot;, &quot;Indispensable&quot; figure and as a figure which laid the &quot;foundation for other sciences&quot;. The remaining 23% perceived mathematics as &quot;Hard-to-understand&quot;, &quot;Guiding&quot;, &quot;Universal language&quot;, &quot;Requiring continuity&quot;, &quot;Yet to be solved&quot;, &quot;Mind developing&quot; and &quot;Having single correct answer.&quot;
Institutional Determinants of Labor Market Outcomes for Community College Students in North Carolina. A CAPSEE Working Paper
Author: Kalleberg, Arne L.
Date: 2014-08-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Labor Market,Institutional Characteristics,Models,Predictor Variables,Student Characteristics,Academic Records,Insurance,Unemployment,Enrollment,Graduation,Gender Differences,Compensation (Remuneration),Outcomes of Education,Salary Wage Differentials,Correlation,Career Readiness

The extent to which community college students experience labor market success depends on both the attributes of the individual students and the characteristics of the community colleges they attend. In this paper, we examine the impact of community college characteristics on the earnings of first-time college students who enrolled in the North Carolina Community College System in 2002-03. We estimate multilevel models that incorporate variables representing institutional features of community colleges along with individual characteristics obtained from student-level administrative college transcripts data, Unemployment Insurance wage data, and enrollment and graduation data from the National Student Clearinghouse across 830,000 community college students between 2001 and 2010. We find that a number of characteristics of community colleges enhance earnings independently of the attributes of individuals. In particular, students attending community colleges in service areas with higher unemployment rates receive lower earnings, and students from colleges that serve a single county and (especially women) in colleges with larger enrollments earn more.
Worksheet Usage, Reading Achievement, Classes' Lack of Readiness, and Science Achievement: A Cross-Country Comparison
Author: Lee, Che-Di
Date: 2014-04-00
Type: Journal Articles
Subjects: Teaching Methods,Worksheets,Cross Cultural Studies,Science Achievement,Science Instruction,Standardized Tests,Multiple Regression Analysis,Cultural Differences,Teacher Characteristics,Institutional Characteristics,Academic Achievement,Educational Environment,School Safety,Teacher Competencies,Self Efficacy,Learner Engagement,Interaction,Readiness,Reading Achievement,Grade 4,Grade 6,Elementary School Students,Foreign Countries

Instructional written materials play important roles as teachers' agents in effective teaching practices. Worksheets are one of the most frequently used materials. In this exploratory study, the relationships between worksheet usage and science achievement in 32 countries were examined through the use of TIMSS and PIRLS data and multiple regression analysis. Based on two dimensions, five types of relationships among science achievement, worksheet usage, and other related variables are identified. The first dimension is whether the status of significance in the association of worksheets used as a basis and science achievement changes before and after controlling four teacher and school variables: schools' emphases on academic success, safety and orderliness of school, teachers' confidence in teaching science, and instructional engagement of students. The second dimension is the interaction of worksheets as a basis and classes' lack of readiness. The interaction between worksheets as a basis and reading achievement in science achievement is found to be not significantly different from zero in all participating countries. Four directions of further investigation are suggested based on the results.
The Common Core State Standards: Implications for Community Colleges and Student Preparedness for College. An NCPR Working Paper
Author: Barnett, Elisabeth A.
Date: 2013-02-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Mathematics Tests,Language Tests,Higher Education,Elementary Secondary Education,Community Colleges,Alignment (Education),Institutional Mission,High School Graduates,Developmental Studies Programs,College Readiness,College Role,Program Implementation,Student Placement,College Curriculum,Partnerships in Education,Comparative Analysis,Interviews

The Common Core State Standards (CCSS) in English and math were finalized in 2010 and, as of July 2012, have been adopted in full by 45 states. These standards provide a framework that is intended to ensure that all students who graduate from high school in the United States have attained the knowledge and competencies that prepare them well for college and for their future careers. Two sets of assessments that map to these standards are currently under development by two consortia of states and are expected to be deployed beginning in 2014. Based on a review of literature and on interviews with individuals involved in the CCSS nationally and in Washington, Florida, and Kentucky, this paper outlines the development of the CCSS and the CCSS-aligned assessments, the involvement of higher education representatives in their design and implementation, and how the CCSS and the aligned assessments can be used to support the mission of community colleges. The authors recommend that community colleges use the CCSS 11th grade assessment as one in a set of multiple measures used in placement decisions for students entering college directly after high school, align developmental education and introductory college-level courses in math and English composition to the CCSS to smooth the transition for recent high school graduates entering college, and work directly with local K-12 partners to help more graduating high school students enter college without needing remediation. The following are appended: (1) Overview of the Common Core State Standards; and (2) Comparison of CCSS Assessment Systems.
Status of Research in Teacher Education: Go Ahead, Chase, Cherish or Perish
Author: Gafoor, K. Abdul
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Educational Research,Teacher Educators,Foreign Countries,Educational Change,Research Needs

This presentation focuses on the need for invigorating research in teacher education (TE) with focus on problems in it at national and regional levels in India, especially Kerala. Starting with how teacher education in the region has failed to respond to larger societal changes around, it maintains that principal responsibility of reforming TE lies with teacher educators. Questions include Why Should Teacher (Educators) Research? What should one research in TE? And how shall teachers and teacher-educators research? Holding that teaching is synonymous to researching, it is contended that educators require research to cope with the change, to democratise education, to improve efficiency of TE, to resolve immediate problems, to correct what practitioners take for granted in TE, and to encourage reflective learning from teaching. It is suggested that research can be on learning environment, design, structure and content of TE, evaluation in TE and on areas to support student teacher practice especially on methodological shift from teaching to learning. Modes of research available to teacher educators for helping improve the TE practice are indicated.
We Need Compassion More than Standards
Author: Alexander, James
Date: 2014-11-21
Type: Opinion Papers
Subjects: Underachievement,Academic Standards,Teacher Effectiveness,Academic Achievement,Poverty,Barriers,Performance Factors,Low Achievement,Accountability,Educational Policy,Educational Change,Change Strategies,Educational Practices,Etiology

There are two causes that have been suggested as the major contributors to poor student achievement. One view attributes student underachievement to educational factors such as inadequate standards and poor teachers. The other view sees societal factors as the main contributor to low student achievement. This commentary looks at one societal factor: poverty. It is suggested that poverty is a major contributor to low student achievement and that dealing with the issue of poverty in society should be a larger concern than creating and enforcing higher educational standards.
Looking beyond Enrollment: The Causal Effect of Need-Based Grants on College Access, Persistence, and Graduation. An NCPR Working Paper
Author: Castleman, Benjamin L.
Date: 2013-12-00
Type: Reports - Research
Subjects: College Students,Academic Achievement,Achievement Gap,Student Financial Aid,Grants,Regression (Statistics),Eligibility,College Attendance,Academic Persistence,College Credits,Bachelors Degrees,Robustness (Statistics),Program Effectiveness,Enrollment,Predictor Variables,Access to Education

Gaps in average college success among students of differing backgrounds have persisted in the United States for decades. One of the primary ways governments have attempted to ameliorate such gaps is by providing need-based grants, but little evidence exists on the impacts of such aid on longer term outcomes such as college persistence and degree completion. We examine the effects of the Florida Student Access Grant (FSAG) using a regression-discontinuity strategy and exploiting the cutoff used to determine eligibility. Grant eligibility had a positive effect on college attendance at public four-year institutions. Eligibility for the FSAG also increased early persistence and the cumulative number of college-level credits students earned in their first four years. Most importantly, FSAG receipt increased the likelihood of bachelor's degree receipt within six years at a public college or university by 4.6 percentage points--a 22 percent increase among students near the eligibility cutoff. The results are robust to sensitivity analyses. An appendix contains 1 figure and 3 tables.
On Some Determinants of SAT Performance: A Statistical Analysis
Author: Gana, Rajaram
Date: 1994-11-00
Type: Reports - Research
Subjects: College Entrance Examinations,Statistical Analysis,Standardized Tests,Measures (Individuals),Ethnic Groups,Ethnicity,Social Status,Equal Education,Scores,High School Students,College Bound Students

Since the publication of the highly influential &quot;Coleman Report&quot; of 1966, researchers have tried to find inputs, such as school quality, that are associated with student achievement on standardized tests, but have found little. This study finds an underlying association between Scholastic Aptitude Test scores and several measures of socio-ethnic inequality.
Cyber Bullying Victimization of Elementary School Students and Their Reflections on the Victimization
Author: Sezer, Merve
Date: 2013-00-00
Type: Reports - Research
Subjects: Elementary School Students,Victims,Bullying,Peer Relationship,Computer Mediated Communication,Internet,Qualitative Research,Grade 6,Grade 7,Grade 8,Semi Structured Interviews,Social Networks,Prevention,Foreign Countries,Student Behavior,Student Attitudes,Friendship

With the use of developing technology, mostly in communication and entertainment, students spend considerable time on the Internet. In addition to the advantages provided by the Internet, social isolation brings problems such as addiction. This is one of the problems of the virtual violence. Cyber bullying is the common name of the intensities which students are exposed on the Internet. The purpose of this study designed as a qualitative research is to find out the cyber bullying varieties and its effects on elementary school students. The participants of this research are 6th, 7th and 8th grade students of a primary school and 24 students agreed to participate in the study. The students were asked to fill an interview with semi-structured open-ended questions. According to the results obtained in the research, the most important statements determined by the participants are breaking passwords on social networking sites, slang insult to blasphemy and taking friendship offers from unfamiliar people. According to participants from the research, the most used techniques to prevent themselves from cyber bullying are to complain to the site administrator, closing accounts on social networking sites and countercharging. Also, suggestions were presented according to the findings.
Admission to Teacher Education: Some Promising Developments
Author: Watkins, J. Foster
Date: 1978-00-00
Type: Reports - Evaluative
Subjects: Teacher Education,Teacher Education Programs,College Admission,Career Choice,Career Development,Work Attitudes,Trend Analysis,Selective Admission,Enrollment Management,Teacher Competencies,Capacity Building

In his role as area head of curriculum and instruction in a major university, the author reacts to some disturbing data that seem to indicate that far too many teachers are not certain about their previous career choices. Less than 50% of the respondents in a national study indicated that they would select teaching again with 8 of 10 of those responding that they would be in the classroom &quot;next year.&quot; The author advances a number of promising developments that should lead to improvements that will assure we end up with more teachers who really want to be in the classroom.
Effect of Items Direction (Positive or Negative) on the Factorial Construction and Criterion Related Validity in Likert Scale
Author: Naji Qasem, Mamun Ali
Date: 2014-09-00
Type: Reports - Research
Subjects: Likert Scales,Validity,Factor Structure,Test Items,Undergraduate Students,Attitude Measures,Factor Analysis,Foreign Countries

The study was conducted to know the effect of items direction (positive or negative) on the factorial construction and criterion related validity in Likert scale. The descriptive survey research method was used for the study and the sample consisted of 510 undergraduate students selected by used random sampling technique. A scale developed by Sobhei Hamdan &amp; Mohammed Jehad (2007) was used by the investigator to access attitude of students towards undergraduate study. The finding of the study revealed that: (1) there is effect of items direction (positive or negative) on the factorial construction related validity in Likert scale; and (2) criterion related validity is not affected even when the items' directions for Likert's type differ (positive, negative, half-positive, half-negative and random [positive &amp; negative]) and there is no effect of items direction (positive or negative) on the criterion related validity in Likert scale. A list of references and notes is included.
Effective Social Studies Instruction to Promote Knowledge Acquisition and Vocabulary Learning of English Language Learners in the Middle Grades. CREATE Brief
Author: Reutebuch, Colleen Klein
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: English Language Learners,Social Studies,Knowledge Level,Vocabulary Development,Reading Comprehension,English (Second Language),Middle School Students,Teaching Methods,Video Technology,Reading Instruction,Instructional Materials,Instructional Effectiveness

This brief explains a CREATE intervention that incorporates literacy and language development activities into social studies instruction. It describes lessons designed to increase English language learners' social studies knowledge while simultaneously improving their vocabulary acquisition and overall reading comprehension.
English Preservice Teaching: Problems and Suggested Solutions
Author: Naeem, Marwa Ahmed Refat
Date: 2014-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Preservice Teacher Education,English Teacher Education,English (Second Language),Student Teaching,Student Teacher Attitudes,Essays,Barriers,Qualitative Research,Teaching Conditions,Educational Practices,Educational Policy,Teaching Experience,Foreign Countries

The present study investigated the problems faced by Egyptian EFL prospective teachers during their first encounter with preservice teaching. The sample for the study included 135 prospective EFL teachers trained in five preparatory (middle) schools in Kafr El-Sheikh city, Egypt. At the end of their first year training course, the prospective teachers were asked to write detailed opinion essays about the problems they faced. The data collected were classified and analyzed qualitatively. Findings concluded that there were a number of professional and administrative problems that entailed a comprehensive review of current policies and procedures adopted in preservice teaching