ethanporcaro/eric-fulltext-meta huggingface dataset:
University of South Florida System Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-03-03
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,Graduate Students

This Accountability Report shows the status and progression of the University of South Florida System (USF) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on USF's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report. [For &quot;University of South Florida System Annual Accountability Report, 2013-14,&quot; see ED565382.]
Florida International University Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,Graduate Students,Public Colleges

This Accountability Report shows the status and progression of the Florida International University (FIU) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on FIU's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report. [For &quot;Florida International University Annual Accountability Report, 2013-14,&quot; see ED565375.]
Florida Polytechnic University Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-02-29
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,Graduate Students,Public Colleges

This Accountability Report shows the status and progression of Florida Polytechnic University (Florida Poly) from one year to the next. The Executive Summary is divided into the following sections: (1) Key Achievements; and (2) Narrative. Data tables on Florida Poly's financial resources, personnel, enrollment, undergraduate education, and graduate education make up the remainder of the report. [For &quot;Florida Polytechnic University Annual Accountability Report, 2013-14,&quot; see ED565379.]
Merging Motor and Cognitive Development: There&apos;s so Much to Learn While Being Physically Active!
Author: Cheung, W. Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Motor Development,Cognitive Development,Preschool Children,Thinking Skills,Psychomotor Skills,Preschool Education,Basic Skills,Fundamental Concepts,Integrated Activities,Group Activities,Individual Characteristics,Interpersonal Communication,Preschool Teachers,Classroom Environment

Children develop many school readiness skills such as motor and cognitive skills during the preschool years. The development of these skills requires repeated opportunities to practice. Many preschool teachers may not be aware that motor development provides a foundation for cognitive development, and they may be unsure how they can support motor and cognitive development simultaneously for children in inclusive classes. The purpose of this article is to highlight motor and cognitive skills that develop during the preschool years, followed by ideas on how to merge Fundamental Motor Skills (FMS) and Basic Relational Concepts during large and small groups activities. Readers will learn new ways to implement lessons in their classroom that facilitate motor and cognitive development so that children can gain basic conceptual knowledge while also gaining important motor skills.
Cyberbullying Sensitivity and Awareness among Entry-Level University Students
Author: Ata, Ridvan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Student Attitudes,Undergraduate Students,Internet,Social Media,Knowledge Level,Information Technology,Media Literacy

With increased usage of the Internet and social media, cyberbullying among young people has recently come to the fore worldwide, and Turkey has seen no exception to this. The numbers of young people subjected to bullying on digital platforms increases daily, which has a significant impact on their lives. It is therefore vital to raise awareness about cyberbullying, both in terms of taking precautions against its threats and to foster behavioural changes that may lead to reduced exposure to cyberbullying. The purpose of this study is to investigate entry level university students' past and present experiences of cyberbullying, specifically within digital social environments. A survey method was adopted, with participation of entry level undergraduate students from various departments of a public university in Turkey during the 2015-2016 academic year. The 'Cyberbullying Sensitivity Scale', developed by Tanrikulu, Kinay, and Aricak (2013), was the instrument applied. Findings from the study aim to shed light on the current status of sensitivity and awareness about cyberbullying, with important implications for the introduction and fostering of healthier and more informed use of information and communication technologies.
Family Perspective on Home Visiting Program
Author: Ziyanak, Sebahattin
Date: 2015-00-00
Type: Journal Articles
Subjects: Family Attitudes,Home Visits,Family School Relationship,Parent Teacher Cooperation,Teacher Student Relationship,Parent Attitudes,Secondary School Students,Grade 7,Grade 8,Grade 9,Grade 10,Charter Schools,Low Income Students,Hispanic American Students,African American Students,Attitude Measures,Test Reliability,Test Validity,Family Involvement,At Risk Students

This study focused on a lately constructed survey instrument that was intended to test the family perspective on a home visiting program and school. The four areas investigated were parent-teacher communications, student-teacher interactions, the parent's perception of the school and the parents' understanding of the home visiting program. The participants were selected from parents/guardians of 7th, 8th, 9th and 10th grade students at a Charter school in a southwestern major city in Texas, the United States of America. Twenty-two questions were asked to evaluate parent's viewpoint with the four designated areas of interaction and communication of among school-parent-teacher. The findings showed that 73.5% of the students' families living were in low income. The outcomes for reliability were promising ([alpha] = 0.909). Yet, the factor analysis outcomes of a rotated four-factor solution were insufficient to assess validity. This might be related to a small sample size (n = 45).
Development of a Novel Tool for Assessing Coverage of Implementation Factors in Health Promotion Program Resources
Author: Bejarano, Carolina M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Program Evaluation,Health Promotion,Physical Activity Level,Definitions,Health Education,Program Implementation,Educational Resources,Correlation,Interrater Reliability,Program Development,Public Health,Coding

Purpose: This study presents a novel methodology/process for assessing inclusion of theoretically-based implementation factors within available adoption-ready health promotion programs. Methods: Classroom-based physical activity (CBPA) programs were used as an example to describe the process. Our team selected an implementation science framework and reviewed relevant CBPA literature to guide the development of a list of CBPA-specific implementation factors and definitions, mapped to the Consolidated Framework for Implementation Science (CFIR). CBPA programs were identified from Internet searches and a coding guide was developed to facilitate the coding of program resources. Most implementation factors were coded by two independent coders (0= not addressed, 1=addressed minimally, 2=addressed more than minimally). Inter-rater agreement was calculated using percent agreement and intraclass correlation coefficients. Results: The coding guide included 51 CBPA-specific factors. Twenty-five of the 28 implementation factors coded by two coders had good-to-excellent and moderate inter-rater agreement, respectively. Dichotomizing these codes as 0 (not addressed) or 1 (addressed) resulted in all 28 having at least moderate agreement. This methodology/process could be applied to other types of health promotion programs and organizational settings. Implications: The repository that was created can guide the selection and supplementation of programs based on users' individual needs. Consideration of real-world implementation factors in the development and dissemination of health promotion programs is likely needed for such programs to have an increased impact on public health.
The Relationship and Effect between Lifelong Learning Tendencies and Social Entrepreneurship Characteristics of Prospective Teachers
Author: Sezen-Gultekin, Gozde
Date: 2016-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Entrepreneurship,Preservice Teachers,Preservice Teacher Education,Student Characteristics,Creativity,Personal Autonomy,Risk,College Students,Foreign Countries

Lifelong learning and entrepreneurship concepts are proposed in a similar way by large-scale organizations such as the EU and OECD. In an information and technology-driven economy, &quot;innovation, flexibility, entrepreneurship and creativity&quot; is a necessity for lifelong learning commitment. The aim of this research is to determine the relation between prospective teachers' lifelong learning tendency and social entrepreneurship characteristics, and the effect of social entrepreneurship on lifelong learning tendency. Within the scope of the study, Lifelong Learning Tendencies Scale and Prospective Teachers' Social Entrepreneurship Characteristics Scale was applied to the students. As a result of the analysis, it was determined that there is a relationship between lifelong learning tendencies and social entrepreneurship characteristics of the Faculty of Education students. According to the study findings, it was found a positive and meaningful relationship in 0.74 level between their lifelong learning tendencies and social entrepreneurship characteristics. [This article was presented at the International Conference on Lifelong Learning and Leadership for All (ICLEL-15), in Olomouc on October 29-31, 2015.]
The Effect of Using the Station Rotation Model on Preparatory Students&apos; Writing Performance
Author: Nagy, Nagy Mohammed Abdelhakam Hassan
Date: 2018-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Writing Instruction,Secondary School Students,Writing Achievement,Instructional Effectiveness,Blended Learning,Learning Centers (Classroom)

The present study investigated the effect of the station rotation model on developing preparatory students' writing performance. The study included twenty-five-1st preparatory stage students enrolled in a preparatory school in New Cairo, Cairo, Egypt. The study adopted the quasi- experimental design. Twenty-five participants were randomly selected and assigned to one group who received instruction through the station rotation model. Data were collected and analyzed using quantitative and qualitative instruments. A pre post writing test, an analytical writing scoring rubric, a writing performance reflective checklist, and writing samples were used. Findings illustrated that participants showed stronger writing performance in the area of relevance of ideas, reflection, organization, accuracy, and fluency. Findings also showed significantly higher levels of vocabulary acquisition. The improvement of students' writing as illustrated by multiple measures suggested that the station rotation model is an effective one for enhancing preparatory students' writing performance.
Multimedia Resources and Their Incidence in the English Speaking Skill
Author: Cárdenas Gómez, Jonathan Javier
Date: 2019-07-10
Type: Reports - Research
Subjects: Educational Technology,Multimedia Materials,English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Speech Communication,Skill Development,Learning Motivation,Teaching Methods,General Education,Private Schools,Foreign Countries,Technology Uses in Education

In this era of educational technology, the English language is more than ever the world language, and the speaking skill is considered the most important skill that students need to master, because its main goal is communication. However, to acquire this skill is not easy, and may present difficulties, especially for students of English as a second language. Teaching this skill plays then a crucial role, and modern techniques and methods are prevailed. The use of technology and multimedia resources come to replace traditional methods to grab students' attention, increase their motivation in the classroom and to succeed in classroom goals. The present research work analyzes the incidence of multimedia resources in the English speaking skill, focusing on students of basic general education (EGB) at a private school in Guayaquil, which experience lack of technological resources to help teachers and students in the process of language teaching and learning, particularly in the development of the speaking skill. The elaboration of a multimedia resources guide is proposed to assist teachers and help students improve their speaking skill.
New College of Florida Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-03-05
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students

This Accountability Report shows the status and progression of New College of Florida (New College) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on New College's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report. [For &quot;New College of Florida Annual Accountability Report, 2013-14,&quot; see ED565376.]
University of Florida Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-03-10
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,State Universities

This Accountability Report shows the status and progression of the University of Florida (UF) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on UF's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report. [For &quot;University of Florida Annual Accountability Report, 2013-14,&quot; see ED565386.]
University of Central Florida Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-02-24
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,State Universities

This Accountability Report shows the status and progression of University of Central Florida (UCF) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on UCF's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report. [For &quot;University of Central Florida Annual Accountability Report, 2013-14,&quot; see ED565380.]
University of North Florida Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-03-08
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,State Universities

This Accountability Report shows the status and progression of University of North Florida (UNF) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on UNF's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report.
Effects of Acute Physical Activity on NIH Toolbox-Measured Cognitive Functions among Children in Authentic Education Settings
Author: Calvert, H. G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Cognitive Ability,Intervention,Program Effectiveness,Interaction,Middle School Students,Time

Introduction: Identifying a dose of physical activity (PA) that can improve cognitive function in children has important implications for school-day PA recommendations. Researchers and educators have interest in this link as it relates to both health and academic performance. This study examined the dose-response relationship between PA and improvement in cognition in a sample of fifth and sixth grade students. Methods: Participants (n=156) from eight classes each completed two of four different cognitive assessments on an iPad, both before and after exposure to one of four randomized, 10-min PA conditions (sedentary, light, moderate, and vigorous). Conditions were standardized through use of videos to lead movement, and participants wore accelerometers to confirm fidelity to PA condition. The four cognitive assessments were selected from the NIH Toolbox Cognition Battery, and included Dimensional Change Card Sort, Flanker, Pattern Comparison, and Picture Sequence Memory tests. Hierarchical linear regression models were used to estimate the effects of condition on each test using an intention to treat analysis. Results: Fidelity to PA condition was acceptable for sedentary and light conditions, but became less precise for moderate and vigorous conditions. No significant time by condition interaction was observed for any of the cognitive assessment scores. Conclusions: Results did not substantiate a dose-response link between PA intensity and selected measures of cognitive function. More research is needed to investigate the potentially nuanced effects of short bouts of PA on cognitive functioning in children.
Florida Agricultural and Mechanical University Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2015-01-14
Type: Numerical/Quantitative Data
Subjects: Agricultural Education,Accountability,Educational Finance,School Personnel,Enrollment,Undergraduate Study,Graduate Study,Research,Economic Development,Research and Development,Racial Differences,Ethnicity,Student Characteristics,Bachelors Degrees,Masters Degrees,Doctoral Programs,College Faculty,Tenure,Nontenured Faculty,Institutional Characteristics,Graduation Rate,Intellectual Disciplines,Expenditures,Certification,Financial Support,Employment Level,College Graduates,Wages,Awards,Productivity,Program Effectiveness,STEM Education,Scholarship,Commercialization,Cooperation,Community Involvement,School Business Relationship,Labor Force Development,Costs,Income,Budgets,Tuition,Military Personnel

This Accountability Report shows the status and progression of Florida Agricultural and Mechanical University (FAMU) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Key Achievements; and (3) Narrative. Data tables on FAMU's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report.
Florida State University Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2015-01-12
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,State Universities,Student Characteristics,Racial Differences,Ethnicity,Employment Level,Wages,Tuition,Fees,Awards,Productivity,Intellectual Disciplines,Teacher Characteristics,Teacher Student Ratio,Certification

This Accountability Report shows the status and progression of Florida State University (FSU) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Key Achievements; and (3) Narrative. Data tables on FSU's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report.