ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relation between Self-Disclosure of Students to Their Parents and Mathematics Score in Computer-Based National Exam (UNBK)
Author: Abduh, Moch
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,Self Disclosure (Individuals),Foreign Countries,Junior High School Students,Correlation,At Risk Students,Parent Child Relationship,Grade 9,Interpersonal Communication,Low Achievement,National Competency Tests

One of non-cognitive factors which has not been optimally explored in supporting academic achievement was self-disclosure. To overcome that problem, the purpose of this study is to examine the relation between students' self-disclosure to their parents and the mathematics score achievement in the Computer-Based National Exam (UNBK) program. This study used descriptive analysis and correlation analysis as a research method. The study used the mathematics score of Junior High School (SMP) and Islamic Junior High School (MTs) students in 2018 UNBK in DKI Jakarta and DI Yogyakarta provinces as samples. The study shows that (1) there is a positive relation between students' self-disclosure to their parents and mathematics score achievement, and (2) students with low self-disclosure had a greater risk of achieving mathematics scores in the low category. The findings of this study are expected to extend the contribution of self-disclosure in enhancing academic achievement, and the development of a self-disclosure instrument for UNBK questionnaire. [For the complete proceedings, see ED608557.]
A New Decade for Assessment: Embedding Equity into Assessment Praxis. Occasional Paper No. 42
Author: Montenegro, Erick
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: College Students,Cultural Relevance,Student Evaluation,College Outcomes Assessment,Social Justice,Barriers,Futures (of Society),Educational Trends,Student Participation,Data Use

Entering into a new decade with an even more diversified college student population will not only require more assessment models involving students but also deeper professional development of institutional representatives key to student learning. Reflecting upon the conversations over the last three years around culturally responsive assessment and related equity and assessment discussions, this occasional paper highlights questions, insights, and future directions for the decade ahead by exploring what equitable assessment is and is not; the challenges and barriers to equitable assessment work; where the decade ahead may lead; and next steps in the conversation on equity and assessment. [For &quot;Equity and Assessment: Moving towards Culturally Responsive Assessment. Occasional Paper #29,&quot; see ED574461.]
Capital Construction Budget Recommendations and Prioritization, 2021-2023 Biennium for the Nebraska State College System, University of Nebraska, and Nebraska College of Technical Agriculture
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2020-10-08
Type: Numerical/Quantitative Data
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,School Maintenance,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,Educational Facilities Improvement,Civil Rights Legislation,Disabilities,Federal Legislation,School Safety

The Coordinating Commission for Postsecondary Education provides funding and priority recommendations for Nebraska State College, University of Nebraska, and Nebraska College of Technical Agriculture at Curtis (NCTA) capital construction budget requests, as outlined in Nebraska's Constitution and Statutes. The overarching principle used in this process is to provide safe, functional, well-utilized, and well-maintained facilities that support institutional efforts to provide exemplary programs. Section I of this report provides additional detail regarding ongoing routine maintenance, deferred repair, and renovation/remodeling needs at State College and University State-supported facilities. The Commission recommends continued reaffirmation funding of all partially funded capital construction projects as outlined in Section II. Section III outlines the State College, University, and NCTA capital construction budget requests as submitted by their respective governing board. These requests include Task Force for Building Renewal requests from all institutions and individual capital construction budget requests from the State Colleges and University. Funding recommendations are provided in Section IV of this report, including recommended funding modifications. The Commission prioritized 13 individual capital construction budget requests for the 2021-2023 biennium as outlined in Section V. The Commission's prioritized list is aimed at identifying from a statewide perspective the most urgent capital construction needs for the coming biennium. The prioritization is designed to assist the Governor and Legislature in developing a strategy to address the most critical institutional facility needs from a statewide perspective. [For the previous report &quot;Capital Construction Budget Recommendations and Prioritization, 2019-2021 Biennium for the Nebraska State College System, University of Nebraska, and Nebraska College of Technical Agriculture,&quot; see ED604766.]
There Is No Return to Normal: Harnessing Chaos to Create Our New Assessment Future. Occasional Paper No. 49
Author: Hong, Rebecca C.
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: College Students,College Outcomes Assessment,Systems Approach,Student Evaluation,Educational Change,Futures (of Society),COVID-19,Pandemics,Racial Discrimination

The United States is in a period of reckoning from which institutions of higher education are not exempt. Rather, we exist at the intersection of the chaos wrought by the novel coronavirus and the spread of outrage about systemic racism beyond Black, Indigenous, and People of Color (BIPoC) communities. The resulting almost universal sense of loss and uncertainty leads many of us to believe that individuals have little-to-no power to inform, never mind implement, change. Systemic problems require systemic solutions. There can be no return to &quot;normal.&quot; We instead invite our assessment colleagues to question the unexamined assumptions which underlie our heretofore taken-for-granted approaches to assessing and documenting our students' learning; to reconnect with their foundational beliefs and values; and to fully engage with the uncertainty and complexity of the current moment. This paper offers readers a developmental approach for reflection, identifying potential leverage points, and intentionally creating a new assessment future which proactively includes &quot;all&quot; of our students.
Working with Employers: Tips for Success. Occasional Paper No. 44
Author: Jankowski, Natasha A.
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: School Business Relationship,Higher Education,Employers,Partnerships in Education,Cooperation,Context Effect,College Faculty,Job Skills,Employment Qualifications,Interpersonal Communication

Stronger connections are needed between employers and higher education, however, questions abound about how best to work in partnership. Stemming from various conversations with members of the higher education and employer communities, this Occasional Paper provides tips for fostering successful partnerships and collaboration. Three lessons learned from successful employer and higher education partnerships are introduced: the importance of context, tips for sparking conversation between faculty and employers, and which questions to ask one another to find common values and deeper understanding. We hope you consider some of the tips and possible conversation foci presented in this guide as you engage in relationship building and find them useful in your employer partnerships. [For &quot;Co-Designing Assessment and Learning: Rethinking Employer Engagement in a Changing World. Occasional Paper #39,&quot; see ED598871.]
Program Review and Assessment for Continuous Improvement: Asking the Right Questions. Occasional Paper No. 48
Author: Eggleston, Tami
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Program Evaluation,College Programs,College Outcomes Assessment,Educational Improvement,Definitions,Accreditation (Institutions),Evaluation Methods

In October of 2019, I presented at the IUPUI Assessment Institute in Indianapolis on the topic of academic program review. While almost every campus conducts program reviews, the definition, purpose, structure, and integration of assessment in program reviews is not universally understood, accepted, or implemented. This paper summarizes essential questions and discussions campuses should have regarding program reviews and the integration of assessment into such reviews. Unfortunately, too many campuses simply keep doing the same reviews over and over. The goal for this paper is to cause campuses to pause, reflect, answer some questions, and then revise their reviews to ensure a meaningful product. The paper is organized around the essential topics of definitions, accreditation, processes, continuous improvement and &quot;closing the loop,&quot; and potential challenges. This paper concludes with templates from McKendree University that may serve as valuable tools which other campuses may use, edit, or compare to their own processes and practices. [For the related Appendices, see ED608781.]
Comprehensive Statewide Plan for Postsecondary Education 2019 Measuring Accomplishments
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2019-12-03
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,State Universities,State Colleges,Agricultural Colleges,Community Colleges,Educational Attainment,Graduation Rate,High School Graduates,Enrollment,College Graduates,Student Financial Aid,Family Income,Undergraduate Students,Race,Ethnicity,Low Income Students,Educational Finance,State Aid,Student Costs,Debt (Financial),Federal Aid,Research and Development

Nebraska is committed to measuring its progress toward achieving the major statewide goals through national comparisons and institutional peer comparisons. It is the aim of the &quot;Comprehensive Plan&quot; that, when rank order is appropriate, Nebraska will rank among the ten best states in national comparisons, and individual public institutions will rank among the five best institutions in peer comparisons. This graphic report provides national comparison data for Nebraska followed by peer comparisons for: Nebraska College of Technical Agriculture, University of Nebraska at Kearney, University of Nebraska-Lincoln, University of Nebraska Medical Center, University of Nebraska at Omaha, Chadron State College, Peru State College, Wayne State College, Central Community College, Metropolitan Community College, Mid-Plains Community College, Northeast Community College, Southeast Community College, and Western Nebraska Community College. Data is also included on non-comparative measures: (1) Public High School Graduates Going Directly to College (2017-2018); (2) Students Completing Adult Basic Education and Continuing into Postsecondary Education (2015-2016); (3) Percent of Population Age 25 to 64 with an Associate's Degree or Higher by County (2013-2017); and (4) Percent of Population Age 25 to 64 with a Bachelor's Degree or Higher by County (2013-2017). [For the previous report &quot;Comprehensive Statewide Plan for Postsecondary Education 2018 Measuring Accomplishments,&quot; see ED599627.]
Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College
Author: Douglas, Daniel
Date: 2020-10-00
Type: Reports - Research
Subjects: Community Colleges,Mathematics Instruction,Remedial Mathematics,Acceleration (Education),College Mathematics,Summer Programs,Program Effectiveness,Developmental Studies Programs,Two Year College Students

In 2015, Bergen Community College (BCC) received a grant from the U.S. Department of Education First in the World Grant Program. The grant entitled Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP), was awarded to conduct a randomized control trial on a corequisite approach to developmental math education. This study was conducted by researchers at the Education and Employment Research Center (EERC) at Rutgers, The State University of New Jersey. EERC investigated whether an accelerated delivery of developmental and college-level mathematics coursework would improve student retention, gateway course completion, credit accumulation, and degree completion over three years. The intervention group enrolled in accelerated developmental and college-level coursework; those in the group who placed into developmental arithmetic also participated in a self-paced Summer Bridge program. The comparison group followed the college's usual developmental mathematics sequence, generally enrolling in their first math course in the Fall term of their first year. The study found that both groups enrolled in a similar number of terms over three years. But in that period, intervention group students were 13 percentage points more likely to complete a developmental mathematics course and 30 percentage points more likely to complete a college-level mathematics course. The intervention group also earned 5.1 more credits and was 8 percentage points more likely to complete a degree in the study period. [This report was published by Rutgers' Education and Employment Research Center at the School of Management and Labor Relations.]
Appendices for NILOA Occasional Paper 48: &quot;Program Review and Assessment for Continuous Improvement: Asking the Right Questions&quot;
Author: Eggleston, Tami
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Program Evaluation,College Programs,College Outcomes Assessment,Educational Improvement,Self Evaluation (Groups),Scoring Rubrics

&quot;Program Review and Assessment for Continuous Improvement: Asking the Right Questions. Occasional Paper No. 48&quot; summarizes essential questions and discussions campuses should have regarding academic program reviews and the integration of assessment into such reviews. This document contains the following Appendices related to that paper: (1) McKendree University Academic Program Review Self-Study Form; (2) Program/Major Level Assessment Report Template; (3) Major Assessment Plan Evaluation Rubric; (4) McKendree University Academic Program Review; (5) Program Review Samples; and (6) McKendree University Academic Program Review Self-Study Form. [For &quot;Program Review and Assessment for Continuous Improvement: Asking the Right Questions. Occasional Paper No. 48,&quot; see ED608778.]
Youth Leadership Institute Evaluation Report
Author: Nellie Mae Education Foundation
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Youth Leaders,Leadership Training,Student Centered Learning,Competency Based Education,Student Participation,Program Effectiveness,Program Development,Grants,Student Leadership,Public Education,At Risk Persons,Networks,Interpersonal Relationship,Social Justice,Activism,Youth Programs,Individual Development,Adults

This evaluation report explores the evolution of the Youth Leadership Institute (YLI), an annual convening of youth leaders, youth organizers, adult allies, and educators from across New England. The report closely examines the first several years of YLI, tracking its growth and challenges through the eyes of youth, adult allies, and Nellie Mae staff. The end of the report presents findings from the evolution of YLI, including lessons on convening youth-led meetings, fostering youth-adult partnerships, and how funders can support youth voices. [The evaluation report was coordinated in partnership with Algorhythm.]
National Reference Test Results Digest, 2019
Author: Whetton, Chris
Date: 2019-08-00
Type: Reports - Research
Subjects: Foreign Countries,National Competency Tests,Language Tests,English,Mathematics Tests,Secondary School Students,Scores,Academic Achievement

Ofqual has contracted the National Foundation for Educational Research (NFER) to develop, administer and analyse the National Reference Test (NRT) in English and maths. This report represents an overview of the findings of the 2019 testing process. In February/March 2019 a random sample of around 13,000 year 11 students from over 300 schools took the NRT. The first live NRT, taken in 2017, was benchmarked against the first awards of the reformed GCSEs in English language and maths. The 2018 NRT provided the first opportunity to compare the performance of students across two years. Before 2018, Ofqual had decided that test results would not be used in awarding GCSEs until 2019 at the earliest. 2019 is therefore the first year when Ofqual will consider the results of the NRT alongside other evidence to make decisions on grade standards for GCSE English and maths. Results are reported as expected percentages of students achieving those grades (and above) based on changes in performance on the NRT. [For the 2018 report, see ED608784.]
National Reference Test Results Digest, 2018
Author: Whetton, Chris
Date: 2018-12-00
Type: Reports - Research
Subjects: Foreign Countries,National Competency Tests,Language Tests,English,Mathematics Tests,Secondary School Students,Scores,Academic Achievement

Ofqual has contracted the National Foundation for Educational Research (NFER) to develop, administer and analyse the National Reference Test (NRT) in English and maths. This report represents an overview of the findings of the 2018 testing process. In February/March 2018 a random sample of around 12,000 year 11 students from over 300 schools took the NRT. The first live NRT, taken in 2017, was benchmarked against the first awards of the reformed GCSEs in English language and maths, and the 2018 NRT is the first opportunity to compare the performance of students in 2018 with those in 2017. Results are reported as expected percentages of students achieving those grades (and above) based on changes in performance on the NRT.
Learning Recognition and the Future of Higher Education--A Vision for A Post-Pandemic Learning Ecosystem. Recognition of Prior Learning in the 21st Century
Author: Klein-Collins, Rebecca
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Trends,Futures (of Society),Educational Change,COVID-19,Pandemics,Higher Education,Prior Learning,Distance Education,Access to Education,Credentials,Recognition (Achievement),Education Work Relationship,Lifelong Learning,College Curriculum,Performance Based Assessment,Competency Based Education,Portfolio Assessment

The COVID-19 pandemic has disrupted life across the globe, changing how people work, live, and learn. It has also highlighted the disparities in equity across education and work. Higher education was already on a course for significant transformation in how learners access instruction and how academia connects to the working world. In response, there were already some shifts within higher education to advance new models for how learning is defined, valued, delivered, credentialed, and supported. The focus was on connecting and integrating work and learning, bringing workplace experiences into the classroom, and ensuring that students can apply their academic learning to real world contexts. More institutions were identifying strategies to expand access to working learners and underrepresented populations, while ensuring that all students can succeed. There were new forms of credentials emerging: short-term, competency-based, and stackable. And recognition of learning acquired outside of the institution--through prior learning assessment, competency-based education, or other strategies--began to be more widely accepted. The massive disruptions to higher education in Spring 2020 caught everyone by surprise, and nearly every institution with face-to-face instruction quickly moved to some form of learning at a distance. To be sure, the rapid move to distance-friendly formats likely did not follow accepted quality standards for online instruction, but one lesson from this experience is clear: postsecondary institutions now know that crises like these are possible, and postsecondary institutions will need to be better prepared to be flexible, agile, and mobile in the future. This will be even more important as the country works to rebuild the economy, including preparing massive numbers of unemployed Americans for new jobs. This brief builds on the work of other authors in this series, drawing on conversations with several leaders of change within the higher education landscape to capture what some of those contours are.
Nahwu, Origin and Its Urgences in Arabic Learning
Author: M., Asy'ari
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Sentence Structure,Teaching Methods,Semantics,Second Language Learning,Islam,Religious Education,Arabs,Diachronic Linguistics,Error Patterns,Religious Factors

Nahwu's study as a method focuses more on the issue of rules or conditions that apply to the position of one word in a sentence. It can also be said that Nahwu's lessons focus more on knowing how the final form of a word, i'râb or mabni. At least this kind of material is found in learning nahwu from the ibtidai level, even to universities in Indonesia until now. In this discussion will discuss the history of the emergence of nahwu science, its development, as well as figure who gave rise to the science of nahwu. The object of this nahwu science study is to focus on the last line of a word in an Arabic sentence and the changes that occur due to changes in the function of the word in the sentence, using certain signs. Nahwu's science, it was carried out by his students Abu Aswad ad-Duali even though he was not the student he directly taught but remained in the series of students because of the learning from the teacher for students and from the muri for students. Among them was Abu Bisyr Ibn Amr Ibn Uthman Ibn Qanbar, known as Imam Sibawaihiy (w.180H). he had compiled a book of nahwu with the title al-kitab which most scholars considered as the main book of nahwu (Qur'an An-nahwi), which was unequaled both before and after, and the last period in Basrah was al-Mubarrid. many nahwu experts in Basrah are inseparable from the role of al-Madrasah al-Basriyah (a special Madrasah formed to nurture the nahwu cadres in Basrah) which was founded during the time of al-Khalil Ibn Ahmad.