ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of ELT Program of Kathmandu University
Author: Regmi, Kapil Dev
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education,Program Evaluation,Universities,Interviews,Student Attitudes,Graduate Students,Program Effectiveness,Program Implementation,Educational Innovation,Masters Programs

Kathmandu University is one of the leading universities in Nepal. There are different faculties and programs under it. One of schools, namely, School of Education is committed to produce quality academic workforce as per the demanding need of the nation in the field of teaching and learning. It runs English Language Teaching (ELT) Program as an innovative and didactic program with its separate department and faculty members. This report presents a comprehensive summary of the Evaluation of the ELT program. The evaluation was done with particular reference to 2007 February batch according to CIPP (Context, Input, Process, and Product) Evaluation Model. The study concludes that the ELT program has partially achieved its objectives but it is likely that it would take some steps quickly if the implementation phase is made more contemporaneous. Two annexes present: (1) Interview Tool for Students; and (2) The students in M. Ed. (ELT), 2007 February Batch.
Chemical Controversies: Can and Should We Do More to Interest Students in Chemistry?
Author: Palmer, Bill
Date: 1997-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Chemistry,Professional Personnel,Role Models,Student Motivation,Career Exploration,Career Guidance,Career Planning

This short article is aimed at promoting the discussion by professional chemists of their interest in their subject, chemistry, in the hope that they will share that interest with others and encourage young people into studying chemistry. The article tells four stories, three of which show positive role models for encouraging an interest in chemistry and one of which is less positive. [This article was published in: "Chemeda: The Australian Journal of Chemical Education" n47 December 1997.]
Prevalence and Implementation Fidelity of Research-Based Prevention Programs in Public Schools. Final Report
Author: Crosse, Scott
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Activities,Prevention,Substance Abuse,Crime,Program Implementation,Incidence,Fidelity,Evidence,Institutional Characteristics,Training,Technical Assistance

This report presents descriptive information about the prevalence and quality of implementation of research-based programs from the Study of the Implementation of Research-Based Programs to Prevent Youth Substance Abuse and School Crime. The study found that, while schools reported implementing a large number of prevention programs during the 2004-05 school year, only a small proportion reported implementing programs (approximately 7.8 percent) supported by research evidence that met the methodological standards established by the study. It also estimated that less than one-half of those implementing research-based curriculum prevention programs (approximately 44.3 percent of the estimated 7.8 percent of research-based programs) met minimal standards for fidelity of implementation during the 2004-05 school year. Curriculum programs involve the provision of training or instruction to students. Results from Phase 1 indicate that they account for approximately 97 percent of the research-based prevention programs delivered in schools during the 2004-05 school year. Given the proportion of prevention programs offered in schools that are research-based, the estimated proportion of all curriculum prevention programs that are research-based and well-implemented is approximately 3.5 percent. A variety of factors are associated with the adoption and fidelity of implementation of research-based prevention programs. Main findings include: (1) Information was examined on over 300 programs that were found on existing lists of "promising" or "effective" prevention programs. The study identified 19 school-based prevention programs that demonstrated evidence of effectiveness through this systematic review of literature; (2) A survey collecting data on prevention programs in the nation's public schools found that the 19 research-based programs accounted for an estimated 7.8 percent of the programs implemented during the 2004-05 school year; and (3) Approximately 44.3 percent of the research-based curriculum programs, or just 3.5 percent of all programs implemented in schools, met minimum standards for overall fidelity of implementation based on four program-specific measures. Appended are: (1) Methodology; (2) Summary Report on the research synthesis; and (3) Efforts to Collect Data on Program Funding From School Personnel. (Contains 43 tables, 1 figure, 6 exhibits and 34 footnotes.)
Report on the Identification of Diverse Populations in Gifted Programs in Mississippi  Submitted to the Mississippi Association for Gifted Children Board of Directors  MAGC Task Force: Identification of Diverse Populations among Gifted Children in Mississippi
Author: Anthony, Kenneth
Date: 2000-02-00
Type: Reports - Research
Subjects: Academically Gifted,Talent Identification,Minority Groups,Disproportionate Representation,School Districts,Student Evaluation,Evaluation Methods,At Risk Students,Low Income Groups,Referral,Eligibility,Screening Tests,Barriers,Teacher Attitudes,Scores,Racial Differences,Cultural Influences,Racial Bias,Check Lists

In 1998, the Mississippi Association for Gifted Children (MAGC) created a task force to study identification practices in Mississippi. MAGC was concerned about minority under representation in gifted programs. The task force worked to answer the question &quot;Is the implementation of the Mississippi referral to placement process equitable?&quot; Results of the study showed that it is not. The research identified practices that some districts have used to increase minority participation in gifted programs. The study also provided information on the identification practices of Mississippi districts. This information showed that districts are not doing all they can to increase minority participation in gifted programs. Recommendations for identifying and serving more minority students in gifted programs are made based on a study of three districts that have experienced success in identifying minority students. (Contains 4 figures.)
A Matter of Degrees: Promising Practices for Community College Student Success--A First Look
Author: Center for Community College Student Engagement
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,Student Attitudes,Community Colleges,Focus Groups,Academic Achievement,Educational Practices,Program Effectiveness,College Faculty,College Students,Success,At Risk Students,Achievement Gap,Student Experience,Teacher Attitudes,Student Characteristics,Planning,Student Evaluation,Goal Orientation,Developmental Programs,Attendance Patterns,Experiential Learning,Tutoring,Educational Methods,Graduation Rate,Student Employment,Academic Aspiration,College Preparation,Paying for College,Barriers,School Orientation,Student Placement,Academic Advising,Acceleration (Education),Group Activities

Community colleges across the country have created innovative, data-informed programs that are models for educating underprepared students, engaging traditionally underserved students, and helping students from all backgrounds succeed. However, because most of these programs have limited scope, the field now has pockets of success rather than widespread improvement. Turning these many small accomplishments into broad achievement--and improved completion rates--depends on bringing effective programs to scale. To meet this challenge while facing shrinking budgets and rising enrollment, colleges must be certain that all of their resources--time and money--are being spent on educational practices that work for all students. But what makes a practice effective? And how can colleges identify the mix of practices they should use to close achievement gaps so all students succeed? To help colleges answer these questions, the Center for Community College Student Engagement has launched a special initiative, Identifying and Promoting High-Impact Educational Practices in Community Colleges. The Center's initiative on high-impact practices is a multi-year effort that draws on data from students, faculty members, and colleges. Findings from surveys and focus groups will be presented in a series of reports. This report provides a first look at the data on promising practices. These are educational practices for which there is emerging evidence of success: research from the field and from multiple colleges with multiple semesters of data showing improvement on an array of metrics, such as course completion, retention, and graduation. This first look describes the promising practices from four perspectives: entering students describing their earliest college experiences, students addressing their overall college experiences, faculty members providing their perceptions of student engagement, and colleges focusing on their use of the practices. (Contains 15 endnotes.)
Engagement by Design. Summary of 2004 Findings
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,Community Colleges,Educational Practices,Educational Strategies,Student Surveys,School Holding Power,Two Year College Students,Student Characteristics,Program Effectiveness,School Culture,Evidence,Benchmarking,Academic Advising,Student Personnel Services,Academic Support Services,Developmental Studies Programs,Teacher Student Relationship,Improvement Programs,Academic Persistence,Student Needs,National Surveys

Each year, the Community College Survey of Student Engagement (&quot;CCSSE&quot;) presents the results of its annual survey. These survey results help community colleges assess their educational practices so they can improve student outcomes in one of the most challenging and least understood sectors of American higher education. There are several challenges facing community colleges. Overcoming these hurdles--providing quality education and the necessary support to help all students meet their educational goals--is the driving force of community colleges. It is their mission. It is their job. And it is achievable. But these challenges do not make student engagement impossible. They simply indicate that student engagement is not likely to happen by accident. Engagement, therefore, must be intentional. It must happen by design. [Additional funding for this paper was provided by the Pew Forum on Undergraduate Learning. For the full report, &quot;Engagement by Design. 2004 Findings,&quot; see ED529072.]
Engagement by Design. 2004 Findings
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Learner Engagement,Community Colleges,Educational Practices,Educational Strategies,Student Surveys,School Holding Power,Two Year College Students,Student Characteristics,Program Effectiveness,School Culture,Evidence,Benchmarking,Academic Advising,Student Personnel Services,Academic Support Services,Developmental Studies Programs,Teacher Student Relationship,Improvement Programs,Academic Persistence,Student Needs

Each year, the Community College Survey of Student Engagement (&quot;CCSSE&quot;) presents the results of its annual survey. These survey results help community colleges assess their educational practices so they can improve student outcomes in one of the most challenging and least understood sectors of American higher education. There are several challenges facing community colleges. Overcoming these hurdles--providing quality education and the necessary support to help all students meet their educational goals--is the driving force of community colleges. It is their mission. It is their job. And it is achievable. It is true that most community college students will continue to work, commute, and have other demands competing for their time. Many will continue to feel that abandoning their education is an easier path than continuing it. But these challenges do not make student engagement impossible. They simply indicate that student engagement is not likely to happen by accident. Engagement, therefore, must be intentional. It must happen by design. [Additional funding was provided by the Pew Forum on Undergraduate Learning. For &quot;Engagement by Design. Summary of 2004 Findings,&quot; see ED529071.]
Act on Fact: Using Data to Improve Student Success. 2006 Findings. Executive Summary
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2006-00-00
Type: Reports - Research
Subjects: Learner Engagement,Community Colleges,Public Agencies,Student Participation,Academic Persistence,Student Experience,Data Analysis,Data Collection,Student Characteristics,Cooperative Learning,Teacher Student Relationship,Student Needs,Success,Academic Advising,Teacher Role,College Students,Gender Differences,Part Time Students,Enrollment Trends,Benchmarking,Surveys,Access to Education,At Risk Students,Academic Aspiration,Evidence,Active Learning,Developmental Programs,Educational Practices,Teacher Attitudes,Student Attitudes,Time Management,Racial Differences

Each year, the Community College Survey of Student Engagement ("CCSSE") presents the results of its annual survey--and helps colleges use that information to improve student learning and persistence. "CCSSE" results give community colleges objective and relevant data about students' experiences at their colleges so they can better understand how effectively they are engaging their students--and identify areas for improvement. "CCSSE's" survey, "The Community College Student Report," focuses on institutional practices and student behaviors that promote student engagement. Beginning this year, all "CCSSE" data analyses include a three-year cohort of participating colleges. Using a three-year cohort increases the number of institutions and students in the national dataset, optimizes representation of institutions by size and location, and therefore, increases the reliability of the overall results. This year's three-year cohort--called the 2006 "CCSSE" Cohort--includes all colleges that participated in "CCSSE" from 2004 through 2006. If a college participated more than one time in the three-year period, the cohort includes data only from its most recent year of participation. The 2006 "CCSSE" Cohort includes 249,548 students from 447 institutions in 46 states. This paper provides results for the 2006 "CCSSE" Cohort along with a discussion of how colleges might analyze the data. The results are organized by benchmark, but they focus on the specific survey items associated with each benchmark. [For the full report, "Act on Fact: Using Data to Improve Student Success. 2006 Findings," see ED529074.]
Act on Fact: Using Data to Improve Student Success. 2006 Findings
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,Community Colleges,Public Agencies,Student Participation,Academic Persistence,Student Experience,Data Analysis,Data Collection,Student Characteristics,Cooperative Learning,Teacher Student Relationship,Student Needs,Success,Academic Advising,Teacher Role,College Students,Gender Differences,Part Time Students,Enrollment Trends,Benchmarking,Surveys,Access to Education,At Risk Students,Academic Aspiration,Evidence,Active Learning,Developmental Programs,Educational Practices,Teacher Attitudes,Student Attitudes,Time Management,Racial Differences

Each year, the Community College Survey of Student Engagement ("CCSSE") presents the results of its annual survey--and helps colleges use that information to improve student learning and persistence. "CCSSE" results give community colleges objective and relevant data about students' experiences at their colleges so they can better understand how effectively they are engaging their students--and identify areas for improvement. This year, "CCSSE" is pleased to note that there is an unprecedented commitment--from foundations, accreditation agencies, government agencies, and community colleges themselves--to make better use of data to improve student outcomes at community colleges. An overview of the 2006 cohort's participating colleges and their students follows. A total of 249,548 students from 447 institutions in 46 states are included in the 2006 "CCSSE" Cohort. 2006 "CCSSE" Cohort member colleges enroll a total of 2,684,223 credit students, or about 42% of the total credit-student population in the nation's community colleges. Of the 447 participating colleges, 55% are classified as small (up to 4,499 students), 24% as medium (4,500-7,999 students), 13% as large (8,000-14,999 students), and 8% as extra large (15,000 or more students). Nationally, 56% of community colleges are small, 22% are medium, 13% are large, and 9% are extra large. Colleges reported their locations as 26% urban, 27% suburban, and 47% rural. Fall 2004 IPEDS data indicate that among all U.S. community colleges, 39% are urban, 24% are suburban, and 37% are rural. 2006 "CCSSE" Cohort respondents generally reflect the underlying student population of the participating colleges in terms of gender and race/ethnicity. Part-time students, however, were underrepresented in the "CCSSE" sample because classes are sampled rather than individual students. (About 31% of "CCSSE" respondents are enrolled part-time, and 69% are enrolled full-time. IPEDS shows that the national figures are 61% part-time and 39% full-time.) To address this discrepancy, "CCSSE" results are weighted by part-time and full-time status to reflect the institutions' actual proportions of part-time and full-time students. [For "Act on Fact: Using Data to Improve Student Success. 2006 Findings. Executive Summary," see ED529073.]
Student Engagement and Student Outcomes: Key Findings from "CCSSE" Validation Research
Author: McClenney, Kay
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Learner Engagement,Undergraduate Study,Community Colleges,Academic Achievement,Program Validation,Academic Persistence,Educational Attainment,Aptitude Treatment Interaction,College Outcomes Assessment,Benchmarking,Educational Indicators,Outcome Measures

The findings from 20 years of research on undergraduate education have been unequivocal: The more actively engaged students are--with college faculty and staff, with other students, and with the subject matter they study--the more likely they are to learn, to stick with their studies, and to attain their academic goals. The existing literature, however, focuses almost exclusively on students in four-year colleges and universities. This special report provides summary highlights from a large-scale research project that examined, for the first time, relationships between student engagement and a variety of student outcomes--including academic performance, persistence and attainment--"in community colleges". The bottom line for community colleges: "Student engagement matters". [For related report, "Exploring Relationships between Student Engagement and Student Outcomes in Community Colleges: Report on Validation Research. Working Paper," see ED529075.]
Making Connections: Dimensions of Student Engagement. 2009 Findings
Author: Community College Survey of Student Engagement (CCSSE)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,Community Colleges,Academic Achievement,College Attendance,Student School Relationship,Student College Relationship,Social Cognition,Student Characteristics,Aptitude Treatment Interaction,Social Capital,Social Support Groups,Academic Persistence,Performance Factors,Social Networks

Most students arrive at college expecting to succeed and believing that they are motivated to do so. Too often, though, there is an evident difference between being motivated and being prepared to succeed. Still, community college students often come to recognize one factor that plays a pivotal role in their success: connections. Entering students predict they will stay in college and achieve their academic goals because of their own resolve. They expect to succeed because of "my own determination," or so "my children will have a better life." But most continuing students indicate that, at some point, they considered dropping out, and their reasons for staying in school are revealing: They almost always include the name of a particular person--an instructor, a staff member, another student--who gave the encouragement, guidance, or support they needed to keep going. Personal connections are the unanticipated success factor--a critical variable that improves the odds of persistence. But students' typical patterns of college attendance, including part-time enrollment and juggling classes with work and family commitments, create challenges. Establishing personal connections may not happen easily, much less automatically. This discrepancy raises an important question for colleges and their approach to engaging students: Since strong personal connections are key to keeping more students in college, how can institutions foster stronger and more diverse connections with (and among) students? This year, the Community College Survey of Student Engagement ("CCSSE") focuses on the importance of relationships among students, faculty, and staff, and with the institutions themselves: how these connections evolve, the value they add, and the importance of devoting greater effort to nurturing them. [For related reports, see "Making Connections: Dimensions of Student Engagement. 2009 Findings. Executive Summary" (ED529078) and "High Expectations, High Support: Essential Elements of Engagement. 2008 Findings" (ED526359).]