ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Telephone versus Mail Dissemination of the Hospital Consumer Assessment of Healthcare Providers and System Survey (HCAHPS) among Patients with Low Literacy
Author: Fike, Geraldine C.
Date: 2012-02-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Mail Surveys,Telephone Surveys,Comparative Analysis,Hospitals,Patients,Health Personnel,Health Services,Response Rates (Questionnaires),Feasibility Studies,Adult Literacy,Differences

The Hospital Consumer Assessment of Healthcare Providers and Systems Survey (HCAHPS) is a standardized survey instrument used by many hospitals for the purpose of measuring patient's perspectives regarding care received during their hospitalization. The survey provides national benchmark information enabling consumers to make comparisons of hospitals nationwide. The information is also useful for hospitals to improve quality of care. Despite these benefits, mailed surveys at one Southern California hospital were found to have a low rate of return and item completion felt to be due to the low literacy level of the population Therefore a feasibility study was conducted with the following purposes: (a) to describe the rate of return and number of completed HCAHPS survey items from adults with low literacy who received the survey by mail and by phone dissemination following hospital discharge; and (b) to compare differences in the rate of the HCAHPS survey returns and number of completed items between the two groups. An experimental design was used to conduct this descriptive/comparative study and Flaskerud and Winslow's Vulnerable Population Conceptual Model was the framework to guide the study. Two hundred and eighty-six adult patients with low literacy (defined for the purpose of this study as patients with less than high school education) volunteered to participate in the study from the one selected Southern California hospital. Findings of the study revealed a 7.4 times (95% confidence intervals [CI], 3.92, 14.01) more likelihood of survey returns among the phoned group compared those who received the survey by mail. Individuals who were phoned the survey were also more likely to complete all items compared to those who were mailed the survey (Odds Ratio, 33.5; 95% CI 3.3, 128.9). Assessing the health literacy of patients is important to ensure that the HCAHPS is understood and the survey returned and items completed. Telephone dissemination should be considered for vulnerable patients with low literacy levels. Nurses prepared with the Doctoral of Nursing Practice Degree may play a significant role in assisting hospitals to assess health literacy of patients and to improve patient satisfaction survey return rates that may improve overall health outcomes. The following are appended: (1) Instrument/Survey Used in Study; (2) IRB Approvals; (3) Informed Consent; (4) Demographic Instrument; and (5) Copyright.
Supporting Youth Transitioning out of Foster Care. Issue Brief 2: Financial Literacy and Asset Building Programs. OPRE Report No. 2014-69
Author: Edelstein, Sara
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Foster Care,Transitional Programs,Youth,Access to Education,Employment,Money Management,Research Needs,Program Effectiveness,Federal Legislation,Independent Living,Skill Development,Readiness

This issue brief is one of three that focus on programs providing services to youth transitioning out of foster care in three common service domains: education, employment, and financial literacy and asset building. This brief highlights why financial literacy and asset building services are important to youth currently or formerly in foster care, what we know about the current types of programs and services offered in this service area, and the effectiveness of these services. Drawing on a review of existing research and convenings conducted with researchers, program managers, and federal staff, this brief address remaining research gaps and how the available evidence should inform future planning for evaluation activities. [This brief series is a product of the Planning a Next Generation Evaluation Agenda for the John H. Chafee Foster Care Independence Program Project, contracted by the Administration on Children and Families and led by the Urban Institute and Chapin Hall at the University of Chicago. For Brief 1, see ED559304. For Brief 3, see ED559329.]
How Will Teachers Fare in Rhode Island's New Hybrid Pension Plan? Public Pension Project Brief 4
Author: Johnson, Richard W.
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Retirement Benefits,Public School Teachers,Teacher Retirement

Hybrid retirement plans that combine defined benefit pensions with 401(k) type, defined contribution accounts can play important roles in the reform of public-sector pensions. Summarizing results from our longer report [&quot;How Will Rhode Island's New Hybrid Pension Plan Affect Teachers? A Report of the Public Pension Project&quot; (2014)], this brief shows that most public school teachers in Rhode Island will earn more retirement income from the states new hybrid plan than they would have earned in the former stand-alone defined benefit plan. However, teachers with at least 25 years of completed service, who account for only one-quarter of the total employed by the state, will fare worse in the hybrid plan. [For &quot;How Will Rhode Island's New Hybrid Pension Plan Affect Teachers? A Report of the Public Pension Project&quot; (2014), see ED559330.]
Absenteeism in DC Public Schools Early Education Program: An Update for School Year 2013-14. Research Report
Author: Dubay, Lisa
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: Attendance,Public Schools,Urban Schools,Early Childhood Education,Disadvantaged Youth,Preschool Education,Attendance Patterns,Intervention

Enrollment in early childhood education programs can be an important stepping stone to higher educational achievement, particularly for low-income children. This report examines the extent of absenteeism in the District of Columbia Public Schools' (DCPS) school-based Head Start program in the 2013-2014 school year (SY). Absence rates and the share of students with satisfactory attendance improved between SY 2012-2013 and SY 2013-2014. Rates of absences declined from 9 percent to 8 percent, and the share of students with satisfactory attendance increased from 36 percent to 44 percent between the two years. The following are appended: (1) Data Sources and Limitations; (2) Characteristics of Students Participating in DCPS School-Based Head Start Programs by Ward; (3) Percent of Students Absent by Weekday among Students Enrolled for Full SY 2013-14; (4) Percent of Students Absent by Month among Students Enrolled for Full SY 2013-14; (5) Percent of Students Chronically or Severely Absent for Full Year by Attendance Category in First Month of School, SY 2013-14; (6) Percent of Students with Attendance Interventions, SY 2011-12 through SY 2013-14; (7) Characteristics of Students in DCPS School-Based Head Start Programs; and (8) Missing Observations in SY 2013-14 DCPS ChildPlus Reports 1-3 by Type.
Preparing for a &quot;Next Generation&quot; Evaluation of Independent Living Programs for Youth in Foster Care: Project Overview. OPRE Report No. 2014-71
Author: McDaniel, Marla
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Foster Care,Independent Living,Transitional Programs,Program Effectiveness,Youth,Intervention,Financial Support,Readiness,At Risk Persons,Skill Development,Health Behavior,Well Being,Interpersonal Competence,Employment,Social Behavior,Educational Attainment

Youth transitioning out of foster care and into adulthood need multiple supports to navigate the challenges they face. Over the past three decades, federal child welfare policy has significantly increased the availability of those supports. In 1999, the Chafee Foster Care Independence Program was created, increasing the amount of funds potentially available to states for independent living services. As part of the process of planning for evaluation of these services, these authors developed a conceptual framework outlining the core developmental assets youth need to succeed as adults and the ways the foster care system can help facilitate their preparation. They also created a typology of existing independent living programs, identifying 10 different domains and describing available research evidence on each. To further aid research planning in the three key areas of education, employment, and financial literacy and asset-building, the authors gathered current evidence for program effectiveness and identified potential programs for serving youth in foster care. This brief presents the conceptual framework, typology, and central conclusions from these efforts to inform future program development and evaluation. [This brief series is a product of the Planning a Next Generation Evaluation Agenda for the John H. Chafee Foster Care Independence Program Project, contracted by the Administration on Children and Families and led by the Urban Institute and Chapin Hall at the University of Chicago.]
A Study on Relationship between Personality and Socio Economic Status of Student Teachers
Author: Srinivasan, Prakash
Date: 2015-08-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,Socioeconomic Status,Student Teachers,Student Characteristics,Hypothesis Testing,Student Surveys,Foreign Countries,Personality Measures,Statistical Analysis

Personality covers the whole nature of the individual. Socio Economic Status refers to the position that an individual and family occupies with reference to prevailing average standards, cultural possession and participation in group activity of community. This paper reports on relationship between Personality and Socio Economic Status of student teachers. The sample consists of 1,080 student teachers of Madurai revenue district. A Multi-dimensional Personality Inventory constructed by Manju Rani Agarwall was used to get the data from the student teachers. Percentage analysis and Chi-square test were used for analyzing the data. The results showed that there is significant relationship between personality and socio economic status of student teachers.
Career Education and Liberal Arts Education: Benefits and Drawbacks, Credit Transferability, and Online Degrees
Author: Nicola, Joseph Robert
Date: 2011-04-09
Type: Speeches/Meeting Papers
Subjects: Career Education,Liberal Arts,Educational Benefits,College Credits,Transfer Policy,Academic Degrees,Electronic Learning,Adult Students,Career Development,Virtual Classrooms

In a time of economic recession, many working adults pursue higher education. Those looking to go back to school must consider the benefits and disadvantages of both Career Education and Liberal Arts Education options. Transferability of credits earned, financial commitment, and the increase of online education are correspondingly discussed. Presented as part of a conference panel devoted to the issue of career education verses liberal arts degrees titled, &quot;Career Education vs. Liberal Arts for the Mid-Career Adult&quot;. Presented at the Central States Communication Association conference in Milwaukee, Wisconsin on April 9th, 2011.
Wyoming Community Colleges Annual Partnership Report, 2014
Author: Wyoming Community College Commission
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Partnerships in Education,Labor Force Development,Adult Basic Education,English (Second Language),Leadership Training,Social Sciences,Vocational Education,College Transfer Students,Distance Education,Early Childhood Education,Student Recruitment,Academic Degrees,Educational Needs,Educational Resources,Enrichment Activities

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships are essential for colleges to meet higher educational needs of Wyoming's citizens and communities. The seven public Wyoming community colleges provided ten of their major partnerships during academic year 2013-2014. These partnerships were divided into three partnering categories as follows: (1) Educational (P-12 Education, University of Wyoming and Other Higher Education); (2) Community Participation (Community Organizations, Cultural, Human Services, Non-Profit Organizations, and Professional Organizations); and (3) Regional Development (Business and Industry, Economic Development, Workforce Training, and Government--Local, State, Federal).
Effectiveness of Structured Peer Tutoring on the Achievement in Physics at Secondary Level
Author: Naseerali, M. K.
Date: 2013-10-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Scientific Concepts,Peer Teaching,Secondary School Science,Foreign Countries,Tutoring,Program Effectiveness,Science Achievement,Experimental Groups,Control Groups,Comparative Analysis,Science Tests,Lesson Plans,Statistical Analysis,Scores

Physics is all around us. It is present in the minute world of the atom and in the vast universe. There is physics in our everyday life. From the moment we arise to the time we go to sleep, our activities involve physics. When we cook our food, iron our clothes, wash the dishes, listen to the radio, or answer a telephone call, we make use of the principles of physics. There is physics in moving objects, running automobiles and trains, flying kites and airplanes, zooming jet planes, and orbiting satellites. Physics is applied in the construction of roads, bridges, houses, buildings, boats, and ships. Knowing the principles of physics enables us to comprehend, appreciate, and interact better with our environment. The occurrence of lightning and thunder or a rainbow in the sky can be explained by the principles and laws of physics. We can understand why rain falls, why there is night and day, and why there is low tide and high tide. Physics makes our lives more comfortable and enjoyable. The modern facilities in our homes such as refrigerators, washing machines, and floor polishers make our work easier. Modern means of transportation, systems of communication, and advancement in medicine, agriculture, and industry are brought about by the application of the principles of physics.
Vision 2015: The West Virginia Science and Technology Strategic Plan. Progress Report
Author: West Virginia State Higher Education Policy Commission, Charleston.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Strategic Planning,STEM Education,Science Education,Federal Aid,Engineering Education,College Science,Enrollment Trends,Graduation Rate,Minority Group Students,Researchers,Financial Support,Competition,Research Universities,Technology Uses in Education,Information Technology,Educational Technology,Research and Development,Institutional Cooperation,Agency Cooperation,Doctoral Degrees,Labor Force Development

In 2005, West Virginia science and education leaders developed a strategic plan entitled: &quot;Vision 2015: The West Virginia Science and Technology Strategic Plan.&quot; The plan is comprised of five (5) target areas for infrastructure development, with 14 goals for action by designated leaders from higher education, state government, and industry. Upon completion of the fifth year of implementation, the West Virginia Science and Research Council commissioned a review of the plan, its outcomes, and progress indicators. This 2014 progress report update advises: (1) competitive funding from federal agencies more than tripled since 2005; (2) new science and engineering facilities at Marshall University (MU) and West Virginia University (WVU), and more being built; (3) small and medium-sized high performance computing clusters have been installed and are in use by faculty, post docs, graduate students, and undergraduate students at MU, WVU and West Virginia State University (WVSU); and (4) the enrollment and graduation of minority STEM students has been very successful--with enrollment percentage more than triple the percentage of minorities in WV--and graduation numbers nearly doubling from 2010. The report also provides updates on the 14 goals outlined in 2005.The West Virginia Higher Education Policy Commission-Division of Science and Research stakeholders will be brought together in the Fall 2014 to begin to develop the successor to &quot;Vision 2015.&quot;
Pipeline Development: Cultivating Teacher Leaders. [Federal Policy Platform Series. Brief 2]
Author: New Leaders
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Federal Regulation,Talent Development,Leadership Training,Leadership Role,Teacher Role,Transformational Leadership,Elementary Secondary Education,Federal Legislation,Educational Legislation,Higher Education

Accounting for a quarter of a school's impact on student achievement, principals are the leverage point for education reform and the primary drivers of school improvement. School leaders have a greater influence on all students than teachers and are the best long-term investment in effective teaching at scale. Like all professionals, teachers, assistant principals, and principals want opportunities to grow over the course of their careers. Successful educators have job opportunities beyond the school, and many leave to pursue other careers within and outside the education sector. Many of the strategies to increase teacher retention are practices driven by principals--including providing feedback and development, offering recognition, and providing new responsibilities or advancement opportunities, such as staying in the classroom part-time while taking on additional leadership responsibilities. This brief suggests that developing a pipeline of future leaders through teacher leadership and assistant principal roles will help address a number of challenges at the local level. It gives potential future leaders hands-on practice with adult leadership. It creates career pathways for teachers to explore expanding their reach while remaining in the classroom. And it helps schools and Local Education Agencies (LEAs) plan for future leadership needs. Finally, principals can't do it alone. New Leaders has found that great principals in their highest-performing schools build leadership teams and delegate responsibilities in order to manage the school effectively, to engage teachers in decision-making, and to develop future school leaders. [For the full series, see &quot;Prioritizing Leadership: New Leaders' Federal Policy Platform&quot; (ED559351).]
Retention and Rewards: Promoting Career Advancement for Effective Leaders. [Federal Policy Platform Series. Brief 5]
Author: New Leaders
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Rewards,Career Development,Leaders,Leadership Effectiveness,Persistence,Recognition (Achievement),Management Development,Organizational Development,Personnel Policy,Administrator Evaluation,Educational Administration,Evaluation Utilization,School Effectiveness,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs

Principals are the leverage point for education reforms and the primary drivers of school improvement. A critical part of maintaining a corps of effective principals is rewarding and retaining the best school leaders. Unfortunately, few systems systematically identify principals that make important contributions to student learning or celebrate that success. Despite the importance and demands of the principalship, most state and local educational agency (LEA) salary structures promote lockstep compensation based on years of experience and degree attainment. These systems ignore performance on the job, differences in school conditions, and variance in leadership responsibilities. The failure to recognize the hard work of great principals--through both a lack of recognition and singular compensation structures--and lack of meaningful growth opportunities make it difficult to recruit new talent and retain existing principals. Finally, research has shown that high-poverty and high-minority schools are more frequently led by principals with weaker job ratings than lower-poverty schools. And turnover in high-poverty schools is approximately ten percent higher than in low-poverty schools. In order to promote career advancement and retain the most talented leaders, this brief recommends federal policymakers: (1) Recognize and reward great leaders; (2) Support continued growth of school leaders; and (3) Connect evaluation results and personnel decisions. [For the full series, see &quot;Prioritizing Leadership: New Leaders' Federal Policy Platform&quot; (ED559351).]
Prioritizing Leadership: New Leaders' Federal Policy Platform
Author: New Leaders
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Principals,Leadership Effectiveness,Leadership Role,Instructional Leadership,Talent Development,Organizational Culture,Leadership Qualities,Educational Policy,Federal Regulation,Alignment (Education),Administrator Role,Strategic Planning,Federal Programs,Advocacy,Human Capital,Personnel Policy,Educational Opportunities,Educational Resources,Teacher Leadership,Teacher Role,Preservice Teacher Education,Management Development,Certification,Professional Continuing Education,Evaluation Utilization,Expectation,Rewards,Recognition (Achievement),Performance Technology,Performance Factors,Educational Administration,Elementary Secondary Education,Educational Legislation,Higher Education

Principals are critical to the success of any school improvement effort--from increasing academic rigor toward college- and career-ready standards to teacher evaluation and support. They ensure this success by building a strong, shared vision and leading effective implementation for staff, students, and families. The federal government has an important role to play in supporting the development of leaders who are preparing students for success in college, careers, and citizenship. Investments in principals are the best long-term investment in effective implementation of other federal policy priorities. Smart federal policies champion the importance of principals, set the conditions for strong state and district policies, support innovative models and promising practices, promote accountability for results, and build on-the-ground capacity to support effective leadership. All smart principal policies--including those at the federal level--should be grounded in the actions of effective leaders. Principals are expected to meet an increasingly complex set of expectations. And the best principals do so by playing three critical roles: (1) Instructional Leader; (2) Talent Manager; and (3) Culture Builder. These crucial roles are supported by operations and systems that support learning and are enhance by a principal's personal leadership characteristics. In this five-part series, policymakers are encouraged to consider how various policies--as part of a comprehensive school leadership reform agenda--will impact a principal throughout her career. [For Brief 1, &quot;A Shared Vision of Leadership,&quot; see ED559352. For Brief 2, &quot;Pipeline Development,&quot; see ED559349. For Brief 3, &quot;Pre-Service Preparation,&quot; see ED559355. For Brief 4, &quot;Evaluation and Management,&quot; see ED559353. For Brief 5, &quot;Retention and Rewards,&quot; see ED559350.]