ethanporcaro/eric-fulltext-meta huggingface dataset:
The Argument from Matriculation Used by Proprietors of Victorian Secondary Schools around 1900
Author: Clements, M. A.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Exit Examinations,Universities,Educational History,Academic Achievement,Academic Standards,Foreign Countries,College Entrance Examinations,Student Records,Mathematics Skills,Mathematics Teachers,College Faculty,Teacher Attitudes,Secondary School Students,Reputation,Institutional Characteristics,Scholarships

In this paper, we analyse data from the University of Melbourne's Matriculation examinations around 1900. The analyses reveal that many schools cleverly developed and applied strategies so that their Matriculation results would appear to be more impressive than they really were. After &quot;excellent&quot; results had been achieved, the schools advertised their Matriculation &quot;successes&quot; in ways which suggested that the schools' &quot;outstanding&quot; results derived from high-class teaching. In this paper, we argue that these tactics generated artificially high &quot;standards&quot;, and that throughout the twentieth century there was a tendency to try to maintain those standards.
That First Step: Engaging with Mathematics and Developing Numeracy
Author: Cooke, Audrey
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Numeracy,Mathematics Skills,Educational Resources,Barriers,Relevance (Education),Individual Characteristics,Beliefs

Many resources have been created with the aim of helping children and adults overcome difficulties with mathematics and to develop or improve their numeracy. However, these are only used once the individual has decided to act -- to do something to improve their mathematics and numeracy. Unfortunately, someone who knows that they need to improve their mathematics or strengthen their numeracy is not always accessing these resources. In this theoretical paper, I explore reasons why individuals may not engage with resources designed to help them develop their mathematical understandings and numeracy and identify the need to address how to get individuals to take that first step.
Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User&apos;s Guide. Part 1. NCES 2018-020
Author: Averett, Chris
Date: 2018-06-00
Type: Reports - Research
Subjects: Foreign Countries,Achievement Tests,Mathematics Achievement,International Assessment,Elementary Secondary Education,Science Achievement,Mathematics Tests,Science Tests,Grade 4,Grade 8,Sampling,Response Rates (Questionnaires),Bias,Data Collection,Recruitment,Testing,Data Analysis

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at the fourth and eighth grades, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the sixth and most recent administration, in 2015, providing a 20-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, and 2015 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 2015 in the United States and one participating benchmarking state: Florida. Part 1 of the report contains the full report; Appendix A: TIMSS 2015 and TIMSS Advanced 2015 Reruitment Materials; Appendix B: Informational Materials; and Appendix C: Field Staff Training Materials. Appendix D: TIMSS 2015 and TIMSS Advanced 2015 Questionnaires begins in Part 2, continues in Part 3, and ends in Part 4. Part 4 also contains Appendix E: TIMSS 2015 and TIMSS Advanced 2015 Questionnaire Adaptations; Appendix F: TIMSS 2015 Nonresponse Bias Analysis: Grades 4 and 8; and Appendix G: TIMSS 2015 Nonresponse Bias Analysis: Advanced. [&quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 2. NCES 2018-020,&quot; see ED589558; &quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 3. NCES 2018-020,&quot; see ED589559; and &quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 4. NCES 2018-020,&quot; see ED589560.]
Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User&apos;s Guide. Part 2. NCES 2018-020
Author: Averett, Chris
Date: 2018-06-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Achievement Tests,Mathematics Achievement,International Assessment,Elementary Secondary Education,Science Achievement,Mathematics Tests,Science Tests,Grade 4,Grade 8,Questionnaires,School Surveys,Teacher Surveys,Student Surveys

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at the fourth and eighth grades, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the sixth and most recent administration, in 2015, providing a 20-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, and 2015 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 2015 in the United States and one participating benchmarking state: Florida. Part 2 of the report contains the first portions of Appendix D: TIMSS 2015 and TIMSS Advanced 2015 Questionnaires, which is continued in Part 3 and Part 4. [&quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 1. NCES 2018-020,&quot; see ED589557; &quot;Part 3. NCES 2018-020,&quot; see ED589559; and &quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 4. NCES 2018-020,&quot; see ED589560.]
Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User&apos;s Guide. Part 3. NCES 2018-020
Author: Averett, Chris
Date: 2018-06-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Achievement Tests,Mathematics Achievement,International Assessment,Elementary Secondary Education,Science Achievement,Mathematics Tests,Science Tests,Grade 4,Grade 8,Questionnaires,School Surveys,Teacher Surveys,Student Surveys

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at the fourth and eighth grades, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the sixth and most recent administration, in 2015, providing a 20-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, and 2015 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 2015 in the United States and one participating benchmarking state: Florida. Part 3 of the report contains portions of Appendix D: TIMSS 2015 and TIMSS Advanced 2015 Questionnaires. The first portions can be found in Part 2 of the report and the final portions can be found in Part 4 of the report. [&quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 1. NCES 2018-020,&quot; see ED589557; &quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 2. NCES 2018-020,&quot; ED589558; and &quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 4. NCES 2018-020,&quot; see ED589560.]
Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User&apos;s Guide. Part 4. NCES 2018-020
Author: Averett, Chris
Date: 2018-06-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Achievement Tests,Mathematics Achievement,International Assessment,Elementary Secondary Education,Science Achievement,Mathematics Tests,Science Tests,Grade 4,Grade 8,Questionnaires,School Surveys,Teacher Surveys,Student Surveys,Bias,Response Rates (Questionnaires)

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at the fourth and eighth grades, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the sixth and most recent administration, in 2015, providing a 20-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, and 2015 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 2015 in the United States and one participating benchmarking state: Florida. Part 4 of the report contains the last portions of Appendix D: TIMSS 2015 and TIMSS Advanced 2015 Questionnaires, along with Appendix E: TIMSS 2015 and TIMSS Advanced 2015 Questionnaire Adaptations; Appendix F: TIMSS 2015 Nonresponse Bias Analysis: Grades 4 and 8; and Appendix G: TIMSS 2015 Nonresponse Bias Analysis: Advanced. Individual appendices contain references. [&quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 1. NCES 2018-020,&quot; see ED589557; &quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 2. NCES 2018-020,&quot; see ED589558; and &quot;Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 &amp; 2015 Technical Report and User's Guide. Part 3. NCES 2018-020,&quot; see ED589559.]
Four Years after a Bachelor&apos;s Degree: Employment, Enrollment, and Debt among College Graduates. Web Tables. NCES 2017-438
Author: Cataldi, Emily Forrest
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Bachelors Degrees,Outcomes of Education,Longitudinal Studies,Employment Patterns,Enrollment,Debt (Financial),Employment Level,Tables (Data),Demography,Educational Attainment,Race,Sex,Age,Marital Status,Majors (Students),Student Characteristics,Student Financial Aid,Occupations,Ethnicity,Academic Degrees,Salaries,Unemployment,College Admission,Graduate Study,College Entrance Examinations,Intellectual Disciplines

Based on data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/12), these Web Tables present information on the employment, enrollment, and debt of first-time bachelor's degree recipients 4 years after graduation. The tables describe graduates' employment history and status after 4 years, their current or most recent occupation and salary, and their experiences with unemployment after college. In addition, some tables focus on steps taken toward further education, including enrollment after the 2007-08 bachelor's degree and attainment of additional degrees. Finally, the tables present information on graduates' borrowing for postsecondary education and repayment of education loans.
America&apos;s Skills Challenge: Millennials and the Future
Author: Goodman, Madeline J.
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Young Adults,Late Adolescents,International Assessment,Educational Attainment,Literacy,Numeracy,Problem Solving,Parent Background,Socioeconomic Status,Immigrants,Race,Ethnicity,Foreign Countries,Technological Literacy

Recent research reveals an apparent paradox for U.S. millennials (born after 1980, ages 16-34): while they may be on track to be our most educated generation ever, they consistently score below many of their international peers in literacy, numeracy and problem solving in technology-rich environments. Equally troubling is that these findings represent a decrease in literacy and numeracy skills when compared to results from previous years of U.S. adult surveys. As a country, simply providing more education may not be the answer. There needs to be a greater focus on skills -- not just educational attainment -- or we are likely to experience adverse consequences that could undermine the fabric of our democracy and community. This vital new report sheds light on the growing inequality of opportunity in the United States and the impact this has on both skills acquisition and outcomes for both current and future generations.
Longitudinal Algebra Prediction for Early versus Later Takers
Author: Cirino, Paul T.
Date: 2018-10-11
Type: Reports - Research
Subjects: Algebra,Grade 8,Grade 9,Middle School Students,High School Students,Grade 6,Longitudinal Studies,Thinking Skills,Mathematics Skills,Numbers,Age Differences,Individual Differences,Predictor Variables

Algebra I is a crucial course for middle and high school students for successful STEM related coursework. A key issue is whether students should take Algebra I in 8th versus 9th grade. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. Here, 53 students were assessed in 6th grade on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in 8th grade, and the other 27 in 9th grade. Comparisons between groups at grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance. [This is the in press version of an article published in &quot;The Journal of Educational Research.&quot;]
Identifying University Students&apos; Perceptions of English through Metaphors
Author: Erdem, Cahit
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Figurative Language,Foreign Countries,English (Second Language),Gender Differences,High Schools,Institutional Characteristics,Instructional Program Divisions

This study aims to identify university students' perceptions of English through the use of metaphors. This is a qualitative study with phenomenological design. The data were collected from 342 first grade university students at a state university through a semi-structured form, in which the participants were asked to complete the sentence &quot;English is like... because....&quot; The data were analyzed through content analysis method. Besides identifying positive, negative and neutral metaphors, the data were also analyzed in terms of participants' gender, faculty and high school type as well as forming categories of metaphors based on their rationales. Some of the main results of the study include; more than half of the students created negative metaphors, male and female participants' percentages of positive and negative metaphors are close to each other, the faculties with the higher frequency of positive metaphors are faculties of technology, fine arts and law while the faculties with the higher frequency of negative metaphors are faculties of medicine, engineering and veterinary medicine. 15 different categories of metaphors are formed. The results of the study are expected to guide practitioners by informing them on students' perceptions of English and help them adjust teaching-learning practices.
Investigation of the Relationship between University Students&apos; Personal Characteristics and Success Tendencies
Author: Turan, Mehmet Behzat
Date: 2017-11-00
Type: Journal Articles
Subjects: College Students,Student Characteristics,Individual Characteristics,Success,Physical Education,Extraversion Introversion,Neurosis,Personality Measures,Psychosis,Personality Traits,Cheating,Deception

The purpose of this study was to analyze the relationship between university students' personal characteristics and success tendencies. For this purpose, study sample was composed of 494 students who were randomly selected from Erciyes University, Dumlupinar University and Selçuk University, schools of physical education and sports. In this study, to measure personal characteristics, Eysenck Personal Questionnaire -EPQ-RSV (Francis LJ, Brown LB, Philipchalk R. 1992), Success Tendency Scale (Akin, A. Çetin, B. 2007) and &quot;Personal Information Form&quot;, which was developed by the researchers, were used as data collection method. Statistical analyses of the data obtained from Personal Information Form were conducted with SPSS 20.0 package program. Personal information and inventory total scores and factor scores related to participants were presented as identifying frequency (f) and percentage (%) values. Pearson Moment Product Correlation (r) was applied to determine the relationship between scores that were obtained from the scales, and Multiple Regression Analysis (ß) was applied to determine whether the obtained scores were predictor of each other. It was found that Extroversion from personal characteristics was positively directed with learning tendency approach from success tendencies and lying personality characteristics was positively directed with tendency for performance approach. Additionally, a positive directed meaningful relationship was determined between psychoticism personal characteristics and tendency for performance approach. A meaningful relationship was not found between school of physical education and sports students' neuroticism personal characteristics and success tendencies sub-scales. According to results of our study, personal characteristics affect students' success tendencies as they affect many other areas. Therefore, it is thought that personal differences and personal characteristics should be considered while preparing education programs.
Investigation on the Effect of the College Curriculum of Physical School College of Physical Education on Communication Skills
Author: Tanrikulu, Alper
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,College Curriculum,Communication Skills,College Students,Gender Differences,Age Differences,Teacher Education,Departments,Instructional Program Divisions

The aim of this research was to examine the effect of the students who attended the Erciyes University School of Physical Education and Sports on the communication skills of the courses they have taken. 600 randomly selected students participated in the research voluntarily. As means of data collection in the survey, Communication skills scale (Ersanli and Balci, 1998) and the personal information form prepared by the researcher. The obtained data were analyzed statistically with SPSS 20.0 package program. The personal information and inventory total scores and factor scores for the candidates were determined by determining frequency (f) and percent (%) values. While Mann-Whitney U test statistic was used in comparison with gender, Kruskal Wallis test statistic was used in comparison according to ages, departments, classes and academic average. As a result, when the levels of communication skills of physical education and sports college students are examined. There is no statistical difference according to the average academic grade average. Statistically significant differences were found according to gender, age, department and class variables.
Building Community and Technical Colleges&apos; Evaluation Capacity during Grant Implementation
Author: Ho, Hsiang-Yeh
Date: 2018-10-01
Type: Reports - Evaluative
Subjects: Community Colleges,Technical Institutes,Capacity Building,Program Evaluation,Grants,Program Improvement,Program Implementation,Sustainability,Planning

Evaluation capacity building (ECB) is a critical aspect of continuous program improvement. At community and technical colleges (CTCs), this is particularly important given the many ways in which CTCs must use data to meet reporting requirements. ECB helps CTC staff to use and interpret data that goes beyond reporting to create a system that enables for program improvement through constant monitoring, assessment, and modification. This paper aims to advance how CTCs can include ECB into their institutions' practices based on the authors' experiences of evaluating eight Trade Adjustment Assistance Community College and Career Training (TAACCCT) programs at 14 CTCs across the United States. Based on these experiences, the authors provide an ECB planning tool and a series of recommendations for ECB practitioners who work with CTCs to integrate ECB concepts from a project's planning stages, through grant implementation and planning for sustainability after a project's primary funding source ends.