ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Association between Turkish Freshman's Multiple Intelligence Profiles and University Entrance Exam Performance
Author: Atas, Sait
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Multiple Intelligences,Correlation,Student Characteristics,Gender Differences,College Entrance Examinations,Statistical Analysis,Scores,Statistical Significance

Even though curriculum designers in Turkey considered Gardner's multiple intelligence theory as one of the most important theories during the curricula reform in 2005, the university entrance examination system is still on the basis of the two intelligence areas only, mathematical-logical and linguistics intelligence. The aim of this study was to investigate the relation between students' multiple intelligence profiles, gender, and the university entrance exam performance. Results of the study indicated that linguistic and logical-mathematical intelligences were the most dominant intelligence areas of the participants. Also, there was a statistically significant difference in participants' dominant intelligence areas with respect to gender and the university entrance exam scores. Findings from this study suggest reconsiderations in using only one examination to guide students with different abilities and skills through career options and provide insights into considering alternative ways of university entrance exams that may move beyond only measuring linguistic and mathematical intelligences.
Decentralization of Sports Services Opinions of Youth Services and Provincial Directors of Sports
Author: Aydogan, Hayri
Date: 2016-00-00
Type: Journal Articles
Subjects: Youth Programs,Athletics,Educational Attainment,Age Differences,Employment Level,Professional Personnel,Surveys,Administrator Characteristics,Foreign Countries,Attitude Measures,Administrative Organization,Factor Analysis,Statistical Analysis

The purpose of this paper is to make a study on opinions of Youth Services and Provincial Directors of Sports related to decentralization of sports services according to demographical variables like educational background, age, total professional working period, and working period as a director. While the population of the study consists of 81 Youth Services and Provincial Directors of Sports from all over Turkey, the sample of the study consists of 49 Youth Services and Provincial Directors. While assessing research data of the scale that was used as data collection tool in research, Kruskal Wallis analysis was used in order to determine the relationship between sub-dimensions and variables and Mann Whitney U test was used in order to determine the source of significance as a result of analysis. As a result of the study, it was determined that the provincial directors who are 40 or above have a stronger belief than those who are between 35-39 years old in that decentralization is necessary and that it is more beneficiary. It was also determined that provincial directors who have Bachelor's degree have a stronger belief than those who have Master of Science (M.Sc.) and Philosophy of Doctorate (Ph.D.) degrees in that decentralization and anticipated services dimension in decentralization are necessary.
Does Working Help or Hurt College Students? The Effects of Federal Work-Study Participation on Student Outcomes. A CAPSEE Working Paper
Author: Soliz, Adela
Date: 2016-11-00
Type: Reports - Research
Subjects: Student Employment,College Students,Work Study Programs,Federal Programs,Program Effectiveness,Public Education,Higher Education,Grade Point Average,College Credits,Academic Persistence,Financial Support,Least Squares Statistics,Regression (Statistics),Statistical Significance

Due to rising costs and declining affordability, many students have to work while attending college. The federal government takes a major role in subsidizing the wages of college students and spent over $1 billion on the Work-Study program in 2010-11 (College Board, 2011), yet little is known about how working during the school year impacts college student outcomes. Few studies have explored the causal effect of the Federal Work-Study program, and the previous studies provide an incomplete picture. In contrast to these earlier studies, our paper focuses on a large sample of over 45,000 students in the Ohio public higher education system, which is the fifth largest public system in the United States and reflects the national mixture of selective and nonselective four-year institutions. We estimate the causal effects of participating in the Federal Work-Study program on a range of college students' academic outcomes, including college GPA, credits earned, and persistence. Our empirical strategy employs a differences-in-differences instrumental variables model, which exploits the variation in allocation of federal work-study funds across institutions and across students. We find that working on-campus has a small, negative, but statistically significant effect on students' first-year GPAs. However, we also find some evidence that participating in the Federal Work-Study program increases the number of credits that students accumulate by the end of their first year. These results suggest that working in an on-campus, work-study job may have small negative effects that are outweighed by potential benefits. One figure and 7 tables are appended.
Development and Initial Evaluation of the ClearSpeak Style for Automated Speaking of Algebra. Research Report No. RR-16-23
Author: Frankel, Lois
Date: 2016-08-00
Type: Reports - Research
Subjects: Secondary School Mathematics,Algebra,Audio Equipment,Blindness,Visual Impairments,Computer Software,Program Development,Program Implementation,Program Evaluation,Suprasegmentals,Cues,Mathematics Instruction,Assistive Technology,Questionnaires,Teaching Methods,Mathematics Skills,Student Attitudes

The work described in this report is the first phase of a project to provide easy-to-use tools for authoring and rendering secondary-school algebra-level math expressions in synthesized speech that is useful for students with blindness or low vision. This report describes the initial development, software implementation, and evaluation of the ClearSpeak speech style--implemented for initial testing purposes using prerecorded synthetic speech, and implemented later in the project as a collection of predefined rules and in some cases variations (called &quot;preferences&quot; in ClearSpeak)--for automatically generated synthetic speech. In addition to wording, speech styles can specify pausing (or other prosodic cues) within the speech.The ClearSpeak style focuses on speech for secondary school algebra.The evaluation compares a prototype of the ClearSpeak style to two pre-existing speech styles: MathSpeak and SimpleSpeak. The primary parameters evaluated are students' success in drawing conclusions about the content and structure of math expressions and their perceptions regarding the familiarity, helpfulness, and understandability of the expressions as spoken. The report includes the following appendices: (1) Sample Instrument (Annotated); (2) Examples of Clones; (3) Results by Expression; (4) Excerpt from Master Expressions List; and (5) Fully Accessible Version of This Report.
An Evaluation of the Usefulness of Prosodic and Lexical Cues for Understanding Synthesized Speech of Mathematics. Research Report No. RR-16-33
Author: Frankel, Lois
Date: 2016-10-00
Type: Reports - Research
Subjects: Visual Impairments,Blindness,Assistive Technology,Feedback (Response),Mathematics Instruction,Audio Equipment,Mathematics Skills,Language Usage,Computer Software,Technology Uses in Education,Educational Technology,Suprasegmentals,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Secondary School Students,Questionnaires,Secondary School Teachers,Mathematics Tests,Self Esteem,Mathematical Concepts,Qualitative Research,Statistical Analysis

The work described in this report is the second phase of a project to provide easy-to-use tools for authoring and rendering secondaryschool algebra-levelmath expressions insynthesized speech that is useful for studentswithblindnessor lowvision.This report describes the development and results of the second feedback study performed for our project, Expanding Audio Access toMathematics Expressions by StudentsWith Visual Impairments viaMathML. That study focused on the use of certain prosodic and lexical elements in the ClearSpeak speech style and served as a basis for further refinements in that style's definition and implementation in the MathPlayer software. The primary parameters evaluated are students' success in drawing conclusions about the content and structure of certain math expressions and their perceptions regarding the helpfulness of the pace and wording of different text-to-speech renditions of the same or similar mathematical expressions. Please see Appendix A for information on obtaining a version of this report that is fully accessible using the tools described.
From Crawling to Walking: Ranking States on Birth-3rd Grade Policies That Support Strong Readers
Author: Bornfreund, Laura
Date: 2015-11-00
Type: Reports - Research
Subjects: Educational Policy,Educational Indicators,State Legislation,Educational Quality,Teacher Competencies,Preschool Education,Early Childhood Education,Kindergarten,Primary Education,Grade 1,Grade 2,Grade 3,Reading Skills,Educational Equity (Finance),School Schedules,Bilingual Education,Bilingual Students,Educational Legislation,Federal Legislation,Grants

Only about one-third of children attending school in the United States can read proficiently at fourth grade, according to the National Assessment of Educational Progress, known as &quot;the nation's report card.&quot; If that is not dismaying enough, consider the outcomes for the nation's most vulnerable students. The first eight years of children's experiences, from birth through third grade (B-3rd), lay the critical foundation of cognitive, social, and emotional skills on which the entirety of their future learning rests. How can state policymakers lessen the achievement gap and improve literacy outcomes for all children? This report examines the state of early education policy in all 50 states and Washington, DC and offers a framework for moving forward. Most of the policies in this scan center on PreK-3rd grade, but given the importance of what happens before pre-K, the authors include a few areas where states can and should establish policies to better support children's literacy and overall learning and development from birth. States were placed into the categories of &quot;Crawling,&quot; &quot;Toddling,&quot; or &quot;Walking&quot; based on their progress toward achieving 65 policy indicators across seven individual policy areas and across all of them together. The majority of states, 34 and Washington, DC, are &quot;Toddling,&quot; meaning they are meeting some indicators but clearly lacking on others. Only five states are &quot;Walking&quot;: New York, Oklahoma, West Virginia, Connecticut, and Wisconsin. Finally, the report identifies the 11 states that have the most work to do--Kansas, Kentucky, Arizona, North Dakota, Utah, Nevada, Idaho, Wyoming, South Dakota, New Hampshire, and Montana--as &quot;Crawling.&quot; The majority of states in this category do not have public pre-K programs and do not require districts to provide full-day kindergarten. Two appendices are included: (1) Other Structures, Processes, and Policies That Matter; and (2) More Details about State Policy Indicators. [This paper is accompanied by a data visualization tool on New America's policy analysis platform, atlas.newamerica.org. These two components combined make up New America's complete &quot;From Crawling to Walking&quot; project.]
Pluralism on the Prairie: Helping Minnesota's Dual Language Learners Leap Forward
Author: Williams, Conor P.
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Bilingual Students,Migrant Children,Migrant Education,Educational Change,Educational Policy,Educational Practices,Student Diversity,Student Improvement,State Legislation,Change Agents,Policy Formation,Program Implementation,Program Effectiveness,School Statistics,Partnerships in Education,Family Involvement,Academic Achievement

One in six school-age Minnesotans has at least one immigrant parent and one in five Minnesotans under five years old is a child of immigrants. This trend is part of a significant shift in the state's racial and ethnic makeup over the past 25 years. This report looks at Minnesota's redesign of policies and practices to better support the education of this significant population. The author identifies key lessons for states eager to follow Minnesota's path--while also avoiding some of its pitfalls. The state's primary reform on behalf of these children--the Learning for English Academic Proficiency and Success Act (The LEAPS Act)--created state policies that focus on supporting dual language learners' academic success. LEAPS aims to improve how schools identify these students and how teachers target them with high-quality language services. However, the mere existence of policies that prioritize dual language learners (DLLs) is no guarantee they will be carried out. In the past two years, initial moves have been made to implement the law, but some observers, advocates, and policymakers note that significant actions have not been taken to match initial enthusiasm around the act. The report identifies obstacles to full and effective implementation. These obstacles can be grouped into the following three categories: (1) LEAPS' many new priorities have yet to be backed with sufficient resources; (2) The law's design has slowed the pace of LEAPS' implementation; and (3) The Minnesota Department of Education has limited capacity to oversee and support districts' work implementing the law. This report is the second installment in the DLL National Work Group's series of papers exploring how states are changing their PreK-12 education policies for students learning English at school. Key LEAPS Act Provisions are appended. [For the first report in the series, &quot;From Blueprint to Building: Lifting the Torch for Multilingual Students in New York State,&quot; see ED570872.]
The Promise and Peril of Predictive Analytics in Higher Education: A Landscape Analysis
Author: Ekowo, Manuela
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Policy,Prediction,School Holding Power,College Students,Enrollment,At Risk Students,Disproportionate Representation,Dropouts,Graduation Rate

Predictive analytics in higher education is a hot-button topic among educators and administrators as institutions strive to better serve students by becoming more data-informed. In this paper, the authors describe how predictive analytics are used in higher education to identify students who need extra support, steer students in courses they will do well in, and provide digital tools that can customize the learning process for individual students. The paper also outlines the ethical concerns involved in using data to make predictions and its impact on underrepresented students. The paper also addresses the increasing challenges with keeping data private. Often data about students are shared within the institution and with outside vendors to create predictive models for early-alert and recommender systems. This sharing of data allows students and faculty to remain anonymous, but this may be harder to do with the large data sets that predictive modeling often requires. The following are appended: (1) Predictive Analytics in Other Social Services; and (2) Interview List.
A Critical Mass: Creating Comprehensive Services for Dual Language Learners in Harrisonburg
Author: Garcia, Amaya
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Agricultural Laborers,Refugees,Land Settlement,Immigrants,Second Language Learning,English (Second Language),Immersion Programs,Spanish,Bilingualism,Best Practices,Teaching Methods,Social Support Groups,Social Integration,Partnerships in Education,Early Childhood Education,Access to Education,Teacher Education,Institutional Cooperation,Policy Formation,Educational Policy,Family School Relationship

Harrisonburg, Virginia, a community nestled in the fertile hills of the Shenandoah Valley, is emblematic of the demographic changes taking shape in the U.S. for some years now. The town's agricultural industry has attracted a large number of immigrant workers from Central America. In addition, Harrisonburg's refugee resettlement center has drawn many other international families to the area. &quot;A Critical Mass: Creating Comprehensive Services for Dual Language Learners (DLL) in Harrisonburg&quot; explores Harrisonburg City Public Schools' comprehensive system of instructional programs, social-emotional supports, and family engagement strategies targeted to meet the needs of its DLL students. This reports describes how Harrisonburg has implemented multiple initiatives that align with what the research says are best practices for DLLs, including creating Spanish-English dual immersion programs to help DLLs become bilingual and biliterate. The district also has differentiated services for DLL students who are new to the U.S. to help foster their integration and accelerate their English language acquisition. This report shares several lessons for other localities seeking to enhance and reform services for their DLLs that include: (1) Investing to expand DLL access to early childhood education programs; (2) Creating welcome centers, hiring liaisons, and building partnerships to increase family engagement in schools; (3) Differentiating programs to meet the diverse needs of DLLs; (4) Preparing all teachers to work effectively with DLLs; (5) Exploring strategies to increase collaboration among schools; and (6) Incorporating DLL needs at the outset of all policy formulation and reformulation.
Starting Young: Massachusetts Birth-3rd Grade Policies That Support Children's Literacy Development
Author: Cook, Shayna
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Literacy,Educational Policy,State Policy,State Programs,Emergent Literacy,Change Strategies,Demography,Alignment (Education),Developmental Programs,Screening Tests,Home Visits,Quality Assurance,Educational Strategies,Bilingual Students,School Schedules,Credentials,Teacher Qualifications,Teacher Education Programs,Academic Achievement,School Effectiveness

Massachusetts is one of a handful of states that is often recognized as a leader in public education, and for good reason. The Commonwealth consistently outperforms most states on national reading and math tests and often leads the pack in education innovations. &quot;Starting Young: Massachusetts Birth-3rd Grade Policies that Support Children's Literacy Development,&quot; a report from the Early &amp; Elementary Education Policy team at New America, examines state policies and local initiatives that aim to give children a strong start and offers recommendations to help ensure more students are moving up the learning staircase. Massachusetts has taken important steps, but to have a larger sustainable impact on children's literacy development, more is needed. The report also provides a list of interviews and notes.
Examination of Effects of Regular Sports Training on Individual Skills in Trainable Children with Autism
Author: Akyüz, Murat
Date: 2016-09-00
Type: Journal Articles
Subjects: Males,Autism,Athletics,Training,Adolescent Development,Psychomotor Skills,Physical Education,Pretests Posttests,Program Effectiveness,Physical Development,Performance Tests,Adolescents,Foreign Countries,Statistical Analysis

Purpose: The aim of this study is to examine the effects of regular sport training implemented at Integrated Disabled Athlete Department on autistic children's adolescence development of individual abilities as motor proficiencies. Method: The subject group of this study is composed of 12 boys with autism who practiced physical education programs in running speed and agility, balance, coordination, and strength for 13 weeks. They were trained for one hour a day and for three days a week. In order to analyse the result of that training program, both preliminary and post-test techniques and particularly Bruininks-Oseretsky Test of Motor (2nd ed.) (BOT-2) were implemented. Results: The result of preliminary and post-tests showed that there is a significant difference between motor levels (running speed and agility, balance, coordination, and strength). This result was interpreted that physical education has positive effects on the subjects. Conclusions: Regular sports training provided to children with autism were found to promote the development of physical properties.
Starting from Scratch: A New Federal and State Partnership in Higher Education
Author: McCarthy, Mary Alice
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Partnerships in Education,Federal Legislation,State Policy,Finance Reform,Federal Aid,Funding Formulas,Program Proposals,Program Implementation,Accountability,Costs,Change Strategies,Educational Policy,Financial Policy,Government Role,College Role,Paying for College,Access to Education

Imagine students attending colleges and universities around the country having their financial needs met without the use of federal loans, Pell Grants, and higher education tax credits. In &quot;Starting from Scratch: A New Federal and State Partnership in Higher Education,&quot; New America's Higher Education Policy Program shares its vision for redesigning the federal and state financing of higher education. For too many families, paying for college has become an obstacle to financial stability, rather than the pathway to opportunity. Presidential platforms promise free or debt-free college, but these plans are built atop the existing, broken system of financing higher education. The Higher Education Policy Program's plan would scrap this foundation, and create a new federal and state partnership that would produce more affordable, socioeconomically diverse college campuses--rewarding schools that keep tuition affordable for low-income students with more funding, not less. &quot;We can't solve the nation's student loan crisis by tinkering around the edges. The only way to halt the explosion of borrowing is to stop lending so much money, by replacing debt with a federal-state financial partnership that actually works. State governments have been getting a free ride for decades, with students and families bearing the consequences. Any plan that sustains the current system is a plan for financial misery that students don't deserve,&quot; said Kevin Carey, Education Policy Program Director and one of the report's authors. The proposal would achieve this by: Changing the allocation of federal higher education funding from a voucher program to a formula-funded grant program, eliminating federal loans, Pell Grants, and tuition tax credits altogether; Lowering the overall costs for students to eliminate unmet need for living expenses such as room and board, transportation, and child care costs as well as tuition; Holding colleges accountable for student outcomes; and Halting state disinvestment by encouraging states to invest in both public and private higher education. The Higher Education Policy Program's plan also includes a set of outcomes-based accountability metrics designed to ensure that public dollars are well targeted and meet the needs of students for a high-quality, affordable education that leads to success after college. The report includes an appendix: &quot;Calculating the Costs of Our Proposal.&quot;