ethanporcaro/eric-fulltext-meta huggingface dataset:
Complete College Ohio
Author: Ohio Board of Regents
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Graduation,Educational Attainment,College Readiness,Career Readiness,Educational Cooperation,Educational Counseling,Career Counseling,High Schools,Articulation (Education),Transfer Programs,Recognition (Achievement),Certification,Labor Force Development,Scheduling,Student Financial Aid,Merit Scholarships,Faculty Development,Elementary Secondary Education,Public Agencies,State Departments of Education,Cooperative Education,Internship Programs,Commercialization,Research and Development,Technology Transfer,Consortia,Funding Formulas,Educational Finance

In the knowledge economy, the journey of education to develop a flexible, knowledgeable, and skilled workforce should begin in pre-school and continue until at least an associate degree--the equivalent of a high school diploma a generation ago--is achieved. A high school diploma is not sufficient to compete in a global economy. The number of Ohioans with degrees must be increased. While 31 percent of adult Americans have a bachelor's degree, only 26 percent of adult Ohioans have a bachelor's degree (source: U.S. Census Bureau). The benefit of increased degrees is important to every Ohioan. This report presents a series of new and innovative strategies designed to accomplish this mission. Much time, effort, and public and private dollars have been spent enrolling students in public higher education. When education is abandoned before completion of a degree, that money is essentially wasted. The focus must be ensuring students complete their education by earning applicable certificates, degrees or other credentials which demonstrate they are qualified to fill the jobs of today and tomorrow.
A Comparison of Argentinean and Turkish English Language Teacher Education Curricula
Author: Diaz, Andrea Paola
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Second Language Instruction,English (Second Language),English Teachers,Teacher Education Curriculum,Preservice Teacher Education,Classification,Language Proficiency,Teaching Methods,Methods Courses,Language Skills,Cultural Awareness

In this study, we look at the education of English language teachers in two countries, namely, Argentina and Turkey. We specifically discuss the curricula of the teacher education programs by focusing on the specific courses taken by prospective teachers of English in each country and the steps they have to take to start teaching officially. Methodologically, we studied and analyzed two sample curricula, one from each country, in terms of the titles of the courses offered. While comparing, first, each curriculum was studied individually to understand the general outlook of it in terms of the type of English language teacher it aims to graduate. Hence, we tried to understand to &quot;ideal&quot; teacher that is to be educated for the country's specific needs. Then, courses are grouped under categories and the groups are compared with each other. Results show that the Argentinean curriculum aims at graduating &quot;proficient&quot; language users who will develop their knowledge and practice of the language teaching methods on the job whereas the Turkish curriculum aims to graduate a workforce of teachers who have strong knowledge of teaching methods and who, most probably, will develop their language skills in time. This finding is supported with another which shows that literature and culture-related courses are given a significant place in the curricula offered at Argentinean teacher education institutions whereas little importance is given to literature and culture-related courses in the Turkish curriculum.
Evidence Summary for Career Academies. Top Tier Evidence Initiative
Author: Coalition for Evidence-Based Policy
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Career Academies,Program Evaluation,Program Effectiveness,Evidence,Randomized Controlled Trials,High Schools,Low Income Students,Urban Areas,Communities of Practice,Career Education,Technical Education,Integrated Curriculum,Partnerships in Education,Career Awareness,Income,Gender Differences,Statistical Significance,Educational Benefits

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies (&quot;interventions&quot;) that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as &quot;well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes.&quot; The summary of evidence presented in this report is based on a systematic search of the literature, and correspondence with leading researchers, to identify all well-designed and implemented randomized controlled trials of Career Academies. The 9 Career Academies studied in this summary operate within large high schools in low-income, urban areas, and have three distinguishing characteristics: (1) They are organized as small learning communities (150 to 200 students) to create a more supportive, personalized learning environment; (2) They combine academic and career and technical curricula around a career theme; and (3) They establish partnerships with local employers to provide career awareness and work-based learning opportunities for students. Each Academy typically focuses on a specific field (e.g., health care). Students are recruited to attend, and then must submit an application. Approved applicants enter a Career Academy in 9th or 10th grade, and are taught by a single team of teachers through grade 12. Among key findings are an 11% increase in average annual earnings ($2,460 per year), sustained over the eight years after scheduled high school graduation. The effect was concentrated among men (who experienced a 17% earnings increase), and was not statistically significant for women. This summary of the evidence identified one such study--a large, multi-site trial--described in this report. Strong evidence of effectiveness applies to the Career Academy model evaluated in this trial as opposed to other types of Career Academies. The Panel of experts finds that this intervention meets the Congressional Top Tier evidence standard. Intervention benefits and costs are discussed.
Investigation of Job Satisfaction Levels of School Administrators and Teachers
Author: Sener, Gönül
Date: 2017-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Elementary School Teachers,Secondary School Teachers,Administrators,School Administration,Status,Elementary Schools,Secondary Schools,High Schools,Statistical Analysis,Foreign Countries,Faculty Promotion,Wages,Work Environment

The main purpose of the research is to determine the job satisfaction levels of school administrators and teachers. The descriptive method based on screening model for revealing the existing situation was used in the study. An attempt to determine the job satisfaction levels of administrators and teachers in educational organizations was made in this research. It was concluded in the research that the job satisfactions of administrators and teachers regarding the management, additional payment, reward, working conditions, workmates, the job itself and communication were mainly at medium-level, and their satisfactions regarding wage and promotion were at low level. The satisfaction or dissatisfaction experienced by school administrators and teachers while working affect the structure and functioning of the school in which they work. Accordingly, it is necessary to establish a school environment in which the job satisfactions of school administrators and teachers are ensured for educational organizations to achieve their objectives. Work saturation has been done in many studies in the related field. However, it is thought-provoking if satisfaction is provided to the schools. Taking all of these into consideration is thought that it would be beneficial to carry out this study.
Preservice Mathematics Teachers' Conceptions of and Approaches to Learning: A Phenomenographic Study
Author: Erdogan, Ahmet
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Attitudes,Student Teachers,Elementary School Teachers,Elementary School Mathematics,Foreign Countries,Qualitative Research,Research Methodology,Questioning Techniques,Mathematical Concepts,Mathematics Education,Memory,Memorization

Knowing the preservice mathematics teachers' conceptions of learning is one of the key factors of taking significant educational measures regarding the future. The purpose of this study was to investigate preservice mathematics teachers' conceptions of and approaches to learning. The phenomenographic qualitative research method was used to determine preservice mathematics teachers' conceptions of and approaches to learning. The data obtained from written materials were collected from 150 participating students using an open-ended question and analyzed through content analysis techniques. Then the participants' conceptions of and approaches to learning were categorized into six and two groups, respectively. The results show that approximately one-third of preservice mathematics teachers focus on learning as applying. Additionally, it is found that two-third of preservice mathematics teachers use surface approaches. and one-third of them use deep approaches.
A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245
Author: O'Conner, Rosemarie
Date: 2017-02-00
Type: Information Analyses
Subjects: Socialization,Emotional Development,Early Childhood Education,Preschool Education,Literature Reviews,Program Effectiveness

Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the first in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report identifies key components of effective SEL programs and offers guidance on selecting programs. The following are appended: (1) Literature search methodology and coding results; (2) Publications included in the review; and (3) Additional resources for selecting a social and emotional learning program. [For part 2, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246,&quot; see ED572722. For part 3, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247,&quot; see ED572723. For part 4, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248,&quot; see ED572724.]
A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246
Author: O'Conner, Rosemarie
Date: 2017-02-00
Type: Information Analyses
Subjects: Socialization,Emotional Development,Early Childhood Education,Preschool Education,Literature Reviews,Program Implementation,School Policy,State Policy,School Districts,Educational Trends,Educational Policy

Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the second in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning in different student populations and settings (part 4). This report offers guidance on program implementation and identifies trends in integrating this learning at the state, district, and school levels. Resources on state and district supports for implementing social and emotional learning are appended. [For part 1, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245,&quot; see ED572721. For part 3, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247,&quot; see ED572723. For part 4, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248,&quot; see ED572724.]
A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247
Author: O'Conner, Rosemarie
Date: 2017-02-00
Type: Information Analyses
Subjects: Socialization,Emotional Development,Early Childhood Education,Preschool Education,Literature Reviews,Educational Strategies,Classroom Environment,Teachers,Faculty Development

Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the third in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report provides educators with teacher and classroom strategies to promote social and emotional learning. Resources on teacher and classroom strategies to promote social and emotional learning are appended. [For part 1, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245,&quot; see ED572721. For part 2, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246,&quot; see ED572722. For part 4, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248,&quot; see ED572724.]
A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248
Author: O'Conner, Rosemarie
Date: 2017-02-00
Type: Information Analyses
Subjects: Socialization,Emotional Development,Early Childhood Education,Preschool Education,Literature Reviews,Outcomes of Education,Interpersonal Competence,Academic Achievement,Preschool Children,Low Income Students,Minority Group Students,Gender Differences,English Language Learners,Rural Urban Differences,Rural Schools,Urban Schools

Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the fourth in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report presents the outcomes of social and emotional learning in different student populations and settings. [For part 1, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245,&quot; see ED572721. For part 2, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246,&quot; see ED572722. For part 3, &quot;A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247,&quot; see ED572723.]
The Chancellor's Plan for Shawnee State University to Improve Course Completion, Retention, and Graduate Rates
Author: Ohio Board of Regents
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Presidents,State Universities,Educational Planning,Educational Improvement,Academic Persistence,Courses,Academic Degrees,Strategic Planning,Academic Achievement,Institutional Mission,Educational Objectives,Geographic Regions,Educational Strategies,School Holding Power,Academic Support Services,College School Cooperation,School Districts

In accordance with Ohio Amended Substitute House Bill 153, the Chancellor of the Board of Regents submitted to the state Legislature and the Governor an action Plan, developed in consultation with Shawnee State University (SSU) that assures the Shawnee State Supplement will be used to promote the goals of improving course completion, increasing the number of degrees conferred, and furthering the university's mission of service to the Appalachian region. Building upon SSU's current successes, the Chancellor has developed a Plan that will achieve the following three goals to propel SSU into an even brighter future: (1) Beginning with first-time in college students entering in the fall of 2013, Shawnee State University will improve the rate of successfully completed courses, as compared to the AY11-12 (both semesters) course completion rate, by 1-3% for each class entering for the next ten years; (2) Beginning with first-time in college students entering in the fall of 2013, Shawnee State University will increase the number of students earning associate and/or baccalaureate degrees, as defined by IPEDS, by 1-3% for each class entering in the successive 10-year period; and (3) Shawnee State University will further its service to the Appalachian region by strengthening relationships with key regional employers and school districts.
2015 Ohio Remediation Report
Author: Ohio Department of Education
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Remedial Instruction,High School Graduates,School Districts,College Freshmen,Student Placement,Public Schools,Public Colleges,Community Colleges,Enrollment,College School Cooperation,Educational Counseling,College Readiness,Alignment (Education),At Risk Students,State Legislation,Educational Legislation

In fulfillment of Ohio Revised Code 3333.041 (A) (1), the Chancellor of the Department of Higher Education has published a listing by school district of the number of the 2014 high school graduates who subsequently attended a state institution of higher education in academic year 2014-2015. The listing provides the percentage of each district's graduates who were required to enroll in a non-credit-bearing remedial course in English or mathematics prior to enrolling in credit-bearing courses generally required for first-year students. The listing is posted online at: https://www.ohiohighered.org/data-reports/college-readiness. In fulfillment of Ohio Revised Code and 3345.061 (H), the Chancellor of the Department of Higher Education and the Superintendent of Public Instruction submitted this 2014 Ohio Remediation Report. This report provides a review of the data, an overview of Ohio's Remediation-Free Guarantee and recommendations for future strategies to reduce the need for remediation. [For the report from the previous year, &quot;2014 Ohio Remediation Report,&quot; see ED561187.]
2016 Ohio Remediation Report: For 2015 High School Graduates Enrolling as First-Time Public College Students in 2015-2016
Author: Ohio Department of Education
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Remedial Instruction,High School Graduates,School Districts,College Freshmen,Student Placement,Public Schools,Public Colleges,Community Colleges,Enrollment,College School Cooperation,Educational Counseling,College Readiness,Alignment (Education),At Risk Students,State Legislation,Educational Legislation

In fulfillment of Ohio Revised Code 3333.041 (A) (1) the Chancellor of the Department of Higher Education has published a listing by school district of the number of the 2015 high school graduates who subsequently attended a state institution of higher education in academic year 2015-2016. The listing provides the percentage of each district's graduates who were required to enroll in a non-credit-bearing remedial course in English or mathematics prior to enrolling in credit-bearing courses generally required for first-year students. The listing is posted online at: https://www.ohiohighered.org/data-reports/college-readiness. In fulfillment of Ohio Revised Code and 3345.061 (H), the Chancellor of the Department of Higher Education and the Superintendent of Public Instruction submitted this 2016 Ohio Remediation Report. This report provides an overview of Ohio's Remediation-Free Guarantee, a review of the data, and recommendations for future strategies to reduce the need for remediation. [For the report from the previous year, &quot;2015 Ohio Remediation Report,&quot; see ED572726.]