ethanporcaro/eric-fulltext-meta huggingface dataset:
The Honors College Phenomenon. National Collegiate Honors Council Monograph Series
Author: Sederberg, Peter C., Ed.
Date: 2009-00-00
Type: Books
Subjects: Undergraduate Students,Honors Curriculum,Curriculum Development,Surveys,Institutional Characteristics,Two Year Colleges,Multicampus Colleges,Role of Education,Program Descriptions,Program Development,Case Studies

One enduring, and perhaps endearing, characteristic of the National Collegiate Honors Council (NCHC) is its commitment to pluralism. NCHC recognizes that excellent honors educational opportunities can be cultivated across the diverse settings of American higher education from two-year community colleges through large, comprehensive research universities. The organization finds somewhat less diversity among honors colleges, but the emphasis must be placed on &quot;somewhat.&quot; The essays in this volume reflect this diversity, the hope is that a wide variety of readers will find something of relevance to their particular context and status. Following the introduction by Peter C. Sederberg, this collection is divided into three parts. Part I provides two introductory perspectives on the honors college phenomenon. Part II contains several case studies of different institutional settings. Part III contains Stories of Creation and Recreation. The table of contents appears as follows: Part I: Background contains: Chapter 1: Genesis of an Idea (Ted Humphrey); and Chapter 2: Characteristics of the Contemporary Honors College: A Descriptive Analysis of a Survey of NCHC Member Colleges (Peter C. Sederberg). Part II; Alternative Models, contains the following chapters: Chapter 3: The Honors College in a Two-Year College Setting: Miami Dade College (Alexandria Holloway); Chapter 4: The Multi-Collegiate University Setting: Kent State University (Larry Andrews); Chapter 5: The Freestanding Honors College: Wilkes Honors College at Florida Atlantic University (Nancy Kason Poulson); Chapter 6: You Say Tomato; I say Tomahto: Honors College? Who Needs It? (Rosalie C. Otero). Part III: Stories of Creation and Recreation presents: Chapter 7: How to Create an Honors College (Bob Pepperman Taylor); Chapter 8: How not to Create an Honors College: A Dystopian Fantasy (&quot;Donald Publius&quot;); Chapter 9: Sustaining Vitality in the Established Honors College (Peter C. Sederberg); Chapter 10: Following in the Footsteps of the Founders (Davis Baird); Chapter 11: The Pillars of College Creation (Gary M. Bell). Appended are; (1) Basic Characteristics of a Fully Developed Honors Program; and (2) Basic Characteristics of a Fully Developed Honors College. A section about the authors is also included.
Annual State of Public Education Report, 2012-2013
Author: Guam Department of Education
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Student Characteristics,Academic Achievement,Graduation Rate,Dropout Rate,Institutional Characteristics,Public Schools,Budgets,Educational Finance,Enrollment,Attendance,Achievement Tests,Standardized Tests,Student Participation,English Language Learners,Low Income Students,Special Education,Disabilities,Testing Accommodations,Alternative Assessment,School Personnel,Certification,Placement,Administrators,Public School Teachers,Librarians,School Libraries,School Counselors,Health Personnel,Expenditure per Student,Educational Indicators,Classification,Elementary Secondary Education,Elementary Schools,Middle Schools,High Schools

This report addresses the reporting requirements of Public Law 26-26 and the provisions of &quot;No Child Left Behind&quot; (&quot;NCLB&quot;) as described in the Guam Department of Education Board adopted &quot;District Action Plan&quot; (&quot;DAP&quot;). Public Law 26-26, Section 3106 states that &quot;No later than thirty (30) days following the end of each fiscal year, the Superintendent shall issue a School Performance Report card on the state of the public schools and progress toward achieving their goals and mission.&quot; The law specifically requires Guam Department of Education (GDOE) to include the following information in the Annual State of Public Education Report: (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam district-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Board; (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and schools' staff, including certification and assignment of teachers, and experience of the staff; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student leaning. Given these specifications, the purpose of the Annual School Progress Report is twofold: (1) to share information about the progress of the Guam Department of Education towards meeting education goals, which are embodied in the District Action Plan (DAP) and (2) to inform educators and the community at large about programs and activities that affect the quality of educational services and student achievement.
Cognitive Tutor®. What Works Clearinghouse Intervention Report
Author: Mathematica Policy Research, Inc.
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Secondary School Mathematics,Algebra,Geometry,Intervention,Educational Research,Instructional Effectiveness,Mathematics Achievement,Secondary School Students,Computer Assisted Instruction,Textbooks,Achievement Tests,Standardized Tests,Mathematics Tests

&quot;Cognitive Tutor&quot;® is a secondary mathematics curriculum developed by Carnegie Learning that focuses on how students think about and learn mathematics. Teachers facilitate student learning as students acquire and apply new information and discuss their work. The curriculum can be implemented using a textbook, adaptive software, or combination of textbook and software activities. This What Works Clearinghouse (WWC) intervention report focuses on studies of all &quot;Cognitive Tutor&quot;® secondary courses, which include: &quot;Algebra I,&quot; &quot;Algebra II,&quot; and &quot;Geometry,&quot; as well as &quot;Integrated Math I,&quot; &quot;II,&quot; and &quot;III,&quot; a three-course series that integrates numeric, algebraic, geometric, and statistical content. WWC identified six studies of &quot;Cognitive Tutor® Algebra I&quot; and one study of &quot;Cognitive Tutor® Geometry&quot; that both fall within the scope of the Secondary Mathematics topic area and meet WWC group design standards. Two studies of &quot;Cognitive Tutor® Algebra I&quot; meet WWC group design standards without reservations, and four studies of &quot;Cognitive Tutor® Algebra I&quot; meet WWC group design standards with reservations. Together, these six studies included 12,840 students in grades 8-13 in 118 locations. The one study of &quot;Cognitive Tutor® Geometry&quot; also meets WWC group design standards with reservations. This study included 669 students in grades 9-12 in eight locations. The following are appended: (1) Research details for: Cabalo et al. (2007), Ritter et al. (2007), Campuzano et al. (2009), Pane et al. (2014), Shneyderman (2001), Wolfson et al. (2008), and Pane et al. (2010); (2) Outcome measures for each domain; (3) Findings included in the rating for studies of: &quot;Cognitive Tutor® Algebra I&quot; for the algebra domain, &quot;Cognitive Tutor® Algebra I&quot; for the general mathematics achievement domain, and &quot;Cognitive Tutor® Geometry&quot; in the geometry domain; and (4) Description of supplemental findings of &quot;Cognitive Tutor® Algebra I&quot; for the general mathematics achievement domain. A glossary of terms is included.
Forum Guide to Taking Action with Education Data. NFES 2013-801
Author: National Forum on Education Statistics (ED)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Data Interpretation,Information Utilization,Data Analysis,Skills,Training,Skill Development,Data,Decision Making,Data Collection,Teachers,School Districts,Leaders,State Departments of Education,Elementary Secondary Education

Education data are growing in quantity, quality, and value. When appropriately used to guide action, data can be a powerful tool for improving school operations, teaching, and learning. Education stakeholders who possess the knowledge, skills, and abilities to appropriately access, analyze, and interpret data will be able to use data to take action that benefits students, schools, and the entire education enterprise. The purpose of this resource is to provide readers with practical information about the knowledge, skills, and abilities needed to identify, access, interpret, and use data to improve instruction in classrooms and the operation of schools, local education agencies (LEAs, also known as school districts), and state education agencies (SEAs). Included are a series of briefs intended to serve as a guide to the skillful and appropriate use of education data. Whether data users have access to sophisticated data analysis solutions or simple reporting tools, this document is intended to provide helpful guidance for using data to take action. A list of online resources is appended.
The Implementation of Dual Credit Programs in Six Nonurban Kentucky School Districts. REL 2016-136
Author: Piontek, Mary E.
Date: 2016-06-00
Type: Reports - Research
Subjects: Dual Enrollment,College School Cooperation,High School Students,College Credits,School Districts,Interviews,Stakeholders,Program Design,Eligibility,Partnerships in Education,Program Administration,Proximity,School Location,Quality Assurance,Student Costs,Financial Support,Integrated Curriculum,Teacher Shortage,Secondary School Teachers

A key strategy of the Kentucky Department of Education's and Council on Postsecondary Education's College and Career Readiness Delivery plan is to provide opportunities for high school students to earn college credit. Districts across Kentucky are implementing dual credit programs, but there is little sharing of information about the implementation of these programs. REL Appalachia researchers identified six districts in consultation with Kentucky College and Career Readiness Alliance representatives. Profiles describing each district's dual credit programming were created using data from 45 individual interviews conducted with seven distinct stakeholder groups. Each of the six districts offered dual credit programs, with variations in configuration, course offerings, costs, and student supports. Each of the six districts partners with at least one two-year and one four-year postsecondary institution to offer dual enrollment courses. The most prevalent configuration of courses is where courses are offered at a high school and taught by credentialed high school teachers. In cases where high schools are located near postsecondary institutions, this geographic proximity enhances the ability of school districts to offer a variety of courses and program configurations. Assurance of program quality was limited and varied across postsecondary institutions. Dual credit programs offer students the opportunity to earn college credit at reduced costs, but costs and funding support vary by district, postsecondary institution, and program design. Dual credit programs were viewed favorably and heavily promoted in each district, but their expansion is limited by key challenges. These challenges include needing to (1) increase the number of instructors credentialed to teach dual credit courses; (2) increase access to dual credit opportunities, especially in remote, rural locations; (3) ensure student readiness for college coursework; (4) make dual credit programs affordable for all eligible students across the state; (5) ensure course quality; and (6) provide adequate staffing to effectively manage dual credit programs. The following are appended: (1) Description of study methodology; (2) Key questions from the interview protocols; and (3) District profiles.
Dual Enrollment Courses in Kentucky: High School Students' Participation and Completion Rates. REL 2016-137
Author: Lochmiller, Chad R.
Date: 2016-06-00
Type: Reports - Research
Subjects: Dual Enrollment,College School Cooperation,High School Students,Student Participation,Grade 11,Grade 12,Gender Differences,Racial Differences,Low Income Students,Rural Schools,Educational Attainment,Public Schools,Public Colleges,Two Year Colleges,College Credits,School Location,Student Characteristics,Institutional Characteristics

Kentucky is using dual enrollment as one strategy to improve access to postsecondary education for its high school students, particularly after passage of Kentucky Senate Bill 1 in 2009, which focused on improving college and career readiness. The Regional Educational Laboratory (REL) Appalachia undertook a descriptive study of participation in and completion of dual enrollment courses for Kentucky students in grades 11 and 12 from 2009/10 through 2012/13. The findings describe the characteristics of students participating in and completing dual enrollment courses, as well as how participation and course completion rates differ based on student, school, and postsecondary characteristics. About 20 percent of the state's public high school students in grades 11 and 12 pursued this opportunity at public postsecondary institutions with about 85 percent of the dual enrollment courses attempted being completed for credit. Participation rates varied by student characteristics, with higher participation rates for students in grade 12, female students, White students, students who were not English language learners, students not eligible to receive free or reduced-price lunch, and those students with the highest grade point averages and ACT scores. Course completion rates varied by student characteristics, with lower completion rates for Black students, students eligible for free or reduced-price lunch, students with C grade point averages or below, and students with low ACT scores. The findings raise important questions about differential course participation rates for students of different race/ethnicities, genders, and family incomes. In addition, online dual enrollment courses were increasingly attempted by students in grades 11 and 12 over time. The increase in students attempting courses online has important implications for the state as staff consider how best to provide access to dual enrollment courses in rural and remote locations where students may have limited access to online services. The following are appended: (1) Study methodology; and (2) Dual enrollment course participation rates by course content area. [For the complementary study, &quot;The Implementation of Dual Credit Programs in Six Nonurban Kentucky School Districts. REL 2016-136,&quot; see ED566740.]
&quot;We Like Being Taught&quot;: A Study on Teacher Absenteeism in Papua and West Papua
Author: United Nations Children's Fund (UNICEF)
Date: 2012-04-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Employee Absenteeism,Elementary School Teachers,Influences,Public Policy,Geographic Location,Urban Areas,Rural Areas,Questionnaires,Institutional Characteristics,Teaching Conditions,Teacher Education,Teacher Salaries,Public Opinion,Regression (Statistics),Correlation,Gender Differences,Teacher Characteristics,Social Influences

Teacher absenteeism is a global phenomenon. It is recognised in numerous studies and policy documents as one of the most critical causes of children's impaired learning and moral growth, and as a barrier to national and international development goals, such as the Millennium Development Goals (MDG) and Education For All (EFA). This research is the first of its kind in Tanah Papua, which focuses on the analysing and understanding teacher absenteeism in primary schools. The four objectives of this study were to: (1) Provide a snapshot of levels of teacher absenteeism at primary school level in Papua and West Papua; (2) Identify the factors influencing teacher absenteeism; (3) Identify the extent to which government policies and programmes have been successful in promoting teacher attendance in classrooms, particularly in remote regions of Papua and West Papua; and (4) Provide policy recommendations to provincial and district governments that can promote increased levels of teacher attendance in classrooms. Multi-stage stratified sampling with the Probability Proportional to Size (PPS) method was used for selecting a sample of schools for the study. Three types of geographic categories were identified within Papua and West Papua districts to ensure proportional representation of schools: (1) Lowland easy-to-access districts; (2) Lowland hard-to-access districts, and (3) Highland districts. Sub-district geographies were classified as (1) urban, (2) semi-urban; and (3) rural/isolated. Data for the school study was collected in late 2011 through unannounced school visits, using school-level questionnaires, individual teacher questionnaires and community questionnaires. The findings of this study are very strategic for the Provincial Education Office in West Papua Province and districts that will be used to develop evidence-based strategies for reducing teacher absenteeism based on needs in the field. The findings of this research will strengthen the current approach of the provincial education office for improving education quality through school based management, and it is also in line with the policy of Provincial Education Office of West Papua Province regarding small schools, and strengthening early and multi grade education. The following annexes are included: (1) Development Profile and Basic Education Conditions in Papau and West Papau; and (2) Supplemental Data.
Neurofeedback as an Intervention to Improve Reading Achievement in Students with Attention- Deficit/Hyperactivity Disorder, Inattentive Subtype
Author: La Marca, Jeffry P.
Date: 2016-00-21
Type: Journal Articles
Subjects: Feedback (Response),Neurology,Biofeedback,Intervention,Reading Improvement,Reading Achievement,Elementary School Students,Attention Deficit Hyperactivity Disorder,Attention Control,Public Schools,Case Studies,Grade 4,Reading Tests,Reading Fluency,Oral Reading,Outcomes of Treatment,Reading Comprehension,Performance Tests,Intelligence Tests,Children,Rating Scales,Reading Difficulties,Progress Monitoring,Curriculum Based Assessment,Emergent Literacy,Pretests Posttests

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms of hyperactivity/impulsivity, with little research being conducted on interventions for students with ADHD, inattentive subtype. This study examines the use of neurofeedback as an intervention to improve reading achievement in a public school setting. A multiple-baseline-across-participants single-case model was used to assess five fourth-grade students who received 40 daily sessions of neurofeedback. Following the intervention, improvements were observed on objective measures of attention: a continuous performance test (Integrated Visual and Auditory Continuous Performance Test [IVA+Plus]) and/or a test of shifting attention (CNS Vital Signs, Shifting Attention Test [CNS-VS, SAT]). Results on tests of reading fluency revealed little change, although participants demonstrated gains on a measure of reading comprehension (Gray Oral Reading Tests-Fifth Edition [GORT-5]). Results suggest that neurofeedback helped participants to become more accurately engaged with the text with more focused attention to content. Thus, neurofeedback may be a viable option to assist children with attention deficits for improving both attention and reading achievement. [Additional funding for this research was provided by the Foundation for Neurofeedback and Neuromodulation Research (formerly, the International Society for Neurofeedback and Research Foundation) and Brain Science International. This article was published in &quot;NeuroRegulation,&quot; v3 n2 p55-77 2016.]
Developmental Education: A Review of Research on Programmatic Reforms. Research Brief
Author: Asmussen, John G.
Date: 2014-09-00
Type: Reports - Research
Subjects: Educational Change,Developmental Studies Programs,Remedial Programs,Academic Support Services,College Preparation,Higher Education,College Students,Academic Achievement,Undergraduate Study,Undergraduate Students,Remedial Mathematics,Reading Skills,Mathematics Skills,Writing Skills,Reading Improvement,Writing Improvement,Remedial Instruction,Student Placement,College Readiness,Community Colleges,Two Year Colleges,Randomized Controlled Trials,Two Year College Students,Qualitative Research

Developmental education, also termed remedial education, refers to curricula intended to improve the academic skills and knowledge of students who are underprepared for undergraduate coursework, particularly in the areas of mathematics, reading, and writing. Many practitioners and researchers agree that developmental education should be improved, as the traditional approach appears to work for some students but not for others (Bailey, Jaggars, &amp; Scott-Clayton, 2013). Colleges have begun to experiment with new approaches to developmental education, and preliminary research is suggestive of some promising directions (Nodine et al., 2013; Rutschow &amp; Schneider, 2011). This brief provides a summary of research on policy and program reforms that may improve developmental education and the outcomes of underprepared students, including establishing appropriate program requirements, refi ning the student placement process, improving the quality of developmental curricula, and incorporating support services.
Campus-Based Practices for Promoting Student Success: Software Solutions. Research Brief
Author: Horn, Aaron S.
Date: 2015-09-00
Type: Reports - Research
Subjects: Educational Practices,Academic Achievement,Computer Software,Educational Planning,Cues,Positive Reinforcement,Academic Advising,Student Surveys,Student Attitudes,Case Studies,Management Systems

Colleges and universities are increasingly adopting various software solutions to raise degree completion rates and lower costs (Ferguson, 2012; Vendituoli, 2014; Yanosky, 2014). Student success software, also known as Integrated Planning and Advising Services (IPAS), appears to be in high demand among both students and faculty (Dahlstrom &amp; Bichsel, 2014; Dahlstrom &amp; Brooks, 2014). For example, in a recent survey of students at 185 postsecondary institutions, over 80% of respondents indicated at least moderate interest in using software for guiding course selection, monitoring and improving performance, and identifying relevant resources (Dahlstrom &amp; Bichsel, 2014). This brief provides an overview of student success software and summarizes findings from the nascent body of student outcomes research. Student success software can be generally classified as one of three types: academic planning systems, task engagement systems, and early alert systems (see Table 1). Academic planning software can assist students in creating a degree plan and monitoring degree progress. Task engagement software can provide automated behavioral cues, reminders, and positive reinforcement that help students to complete coursework and comply with administrative deadlines. Early warning systems are designed to collect and utilize student data to alert faculty and staff of students in need of assistance. This brief concludes with the identification of several campus practices that may promote the successful implementation of new software solutions.