ethanporcaro/eric-fulltext-meta huggingface dataset:
School Readiness Outcomes for Preschool Children at Risk: A Randomized Trial of a Parent Engagement Intervention and the Role of Parental Depression. CYFS Working Paper No. 2012-5
Author: Clarke, Brandy L.
Date: 2012-11-00
Type: Reports - Research
Subjects: Academic Failure,School Readiness,Intervention,Parent Child Relationship,Literacy,Depression (Psychology),Control Groups,Preschool Children,Parenting Styles,Poverty,Child Development,Emotional Development,Interpersonal Competence,Program Effectiveness,Program Evaluation,Predictor Variables,Observation,Interrater Reliability

Children in poverty are at greater risk of academic failure due to impoverished living conditions and a lack of parental nurturance. Mothers' engagement in children's learning can be undermined by maternal depression, placing children at risk for cognitive and motor delays. With intervention, parents experiencing poverty and depression can establish enriching environments and warm, responsive parent-child relationships conducive for children's optimal development. Getting Ready is a relationally-based parent engagement intervention promoting school readiness for children birth to five living in poverty. Getting Ready is founded on triadic strategies and a collaborative (conjoint) consultation model that promote parental &quot;competence&quot; and &quot;confidence&quot; in parenting practices (i.e., warmth and sensitivity, encouragement of autonomy, and support for learning and literacy). Teachers reported Getting Ready promotes children's social and emotional competencies (i.e., increased attachment/initiative, and decreased anxiety/withdrawal; Sheridan et al., 2010) and language and literacy skills (Sheridan et al., in press) relative to a control group; direct observations of children's behavioral change have not been examined. The purpose of this study is to determine effects of Getting Ready on preschool children's school readiness assessed through direct observations of children's behavior. (Contains 4 tables.) [This paper was presented originally by the authors at the 2011 annual meeting of the National Association of School Psychologists.]
Financial Aid at California Community Colleges: Pell Grants and Fee Waivers in 2003-04. MPR Research Brief
Author: Berkner, Lutz
Date: 2008-05-02
Type: Reports - Research
Subjects: Student Financial Aid,Federal Aid,Community Colleges,Grants,Two Year College Students,Enrollment,Fees

In 2003-04 over half a million students attending the 109 California community colleges received about one billion dollars in financial aid to help meet their college expenses. Nearly all of the aided students received Board of Governors Fee Waivers to cover their enrollment fees. Less than one-half of the aided students also received federal Pell grants to help cover other education expenses, such as books and supplies, food, housing, and transportation costs, while enrolled. The purpose of this research brief is to describe some important aspects of financial aid use by community college students in California, with a focus on Pell grants, BOG fee waivers, and federal aid (FAFSA) applications. Examining students' FAFSA submissions is especially important because the financial difference to students between applying and not applying for federal aid can be enormous. In 2003-04, students who applied for federal aid and were awarded Pell grants received an average of almost $3,700 in &quot;total&quot; financial aid. In contrast, students who received only BOG fee waivers were given an average of about $320 in total aid. (Contains 8 figures and 5 footnotes.)
A Needs Assessment of the Accessibility of Distance Education in the California Community College System. Part II: Costs and Promising Practices Associated with Making Distance Education Courses Accessible
Author: Farr, Beverly
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: Needs Assessment,Community Colleges,Distance Education,Online Courses,Costs,Disabilities,Educational Technology,Teaching Methods,Internet,Video Technology,Two Year Colleges,Higher Education,Assistive Technology,Surveys

As the number of online distance education (DE) courses mushrooms in the California community college system, the need to address the accessibility of these courses becomes more and more urgent. With this in mind, the California Community College System Office (CCCSO) retained MPR Associates, Inc. to complete a needs assessment to help determine the current status of DE courses system wide, examine promising practices for making online DE courses accessible, and determine the costs to make them accessible. In an effort to release data and results as soon as possible, it was agreed that the report would be released in two parts. This report begins to outline the cost of making online courses accessible to all students. Part I of the needs assessment, released in August 2008, reported administrator and faculty views on the accessibility of distance education and specifically on the costs of making online courses accessible. Part II of the report, detailed here, estimates the specific costs of (1) addressing each 508 standard and other accessibility and navigability issues; and (2) providing training and support for alternate media personnel, faculty, and students to ensure courses are being made accessible. During these difficult economic times, it may not be possible for the state to provide the ideal level of funding, but the state can use the cost estimates to determine how it will address the issue--reallocating funds to where they are most needed, streamlining certain services to take advantage of economies of scale, or implementing very low-cost strategies such as building awareness among faculty about the importance both of attending trainings and making at least basic features of courses accessible. Some have pointed out that making a course accessible during development is less expensive than returning to fix it later, and the state could help contain costs by directing attention to that as well. (Contains 3 tables and 4 footnotes.) [For the Part I of this report, see ED537847.]
A Structural Model Proposal for Turkish Faculties of Education Regarding ICT Integration Indicators
Author: Akbulut, Yavuz
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Technology Integration,Electronic Learning,Policy,Student Surveys,Factor Structure,Models

A recent survey study with 2515 pre-service teachers suggested an underlying structure to shelter ICT integration indicators. Eleven indicators were extracted, which were Teaching-Learning Methods, E-learning, E-interaction, Learning Communities, Infrastructure, Access, Ease of Use, Technical Assistance, Policy, Special Education and Health. In addition, the study provided interrelationships among variables which could lead to an ICT integration model for teacher training institutions. The current study administered the survey to 255 pre-service teachers to confirm the suggested factor structure. Based on the relationships among constructs that were provided in the previous study, second-order analyses were conducted revealing a potential pathway to an ICT integration model. The model indicated that the Policy of the institutions was at the center predicting Infrastructure, Special Education, Health and Teaching-Learning Methods. Infrastructure predicted Access, Ease of Use and Technical Assistance; whereas Teaching-Learning Methods predicted E-interaction, E-learning and Learning Communities. Implications and recommendations for further research are provided. An appendix presents &quot;Sample items within each factor of the scale.&quot; (Contains 3 tables, 2 figures, and 1 footnote.)
Teaching Graduate Students through Experiential Learning Not Stress
Author: Calpito, Kimvy V.
Date: 2012-12-11
Type: Reports - Descriptive
Subjects: Experiential Learning,Educational Quality,Teaching Methods,Learning Theories,Graduate Students,Performance Factors,Stress Variables,Integrated Curriculum,Stress Management,Aptitude Treatment Interaction,College Environment,School Culture,Change Strategies,Coping

Graduate students handle many outside factors while attempting to complete their degree.  Examples of factors consist of "age, career state, personal life circumstances, reasons for pursuing an education, and finances" (Cooke, Sims, & Peyrefitte, 1995, p. 677). Stressful factors tend to lead into increased attrition rates at higher education institutions. Therefore, a supportive environment and quality education need to be provided to graduate students in order provide a community and knowledge that is considered valuable and useful in future situations. David Kolb's experiential learning theory encourages that "each person has the ability to articulate the desired learning outcomes; the mix of learning activities that work best; the range of print, visual, experiential, and human resources that would be useful" (Chickering, 2006, p. 9, Kolb & Kolb, 2009). Rather than primarily learning through traditional lectures and/or stressful academic workloads, graduate students can benefit learning from curriculum that is integrated with experiential learning.
Oregon Pre-Engineering Learning Outcomes Study: Final Report
Author: Conley, David T.
Date: 2007-08-31
Type: Reports - Research
Subjects: Educational Policy,Outcomes of Education,Engineering Technology,Academic Standards,State Standards,Alignment (Education),Achievement Gap,Articulation (Education),Engineering Education,Science Course Improvement Projects,Change Strategies,Educational Strategies,Best Practices,Educational Practices,Educational Improvement,Introductory Courses,Delphi Technique,Outcome Measures

The Oregon Pre-engineering Learning Outcomes Project was conducted by the Educational Policy Improvement Center (EPIC) with grant funding from the Engineering and Technology Industry Council (ETIC). The study sought to improve student preparation and success in pre-engineering programs through the development of the Oregon Pre-engineering Learning Outcomes, a comprehensive set of standards reflecting student learning, key cognitive strategies, and teaching practices essential to student success in the first two years of postsecondary studies in engineering programs at Oregon community colleges and Oregon University System (OUS) institutions. The learning outcomes are the first research-based standards of their kind developed for the state of Oregon. This study applied the learning outcomes to virtually all 100- and 200- level core-engineering courses to learn what is taught in courses statewide and to highlight alignment and gaps among institutions' programs. These results are intended to assist the OUS in complying with recent legislation that mandates creation of a system of seamless credit transfer based on a common, statewide framework of learning expectations. Appended are: (1) The Oregon Pre-engineering Learning Outcomes; (2) Ratings Results--General Engineering Courses; (3) Ratings Results--Chemistry Courses; (4) Ratings Results--Physics Courses; (5) Ratings Results--Mathematics Courses; (6) Ratings Results--Computer Science Courses; (7) Sources; and (8) Final Budget. (Contains 7 tables.) [This paper was prepared for Engineering Technology and Industry Council (ETIC).]
Massachusetts Regional Alignment Workshops: Final Report
Author: Conley, David T.
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Educational Policy,Elementary Secondary Education,Workshops,Technical Assistance,College Readiness,State Policy,Program Descriptions,Program Development,Policy Formation,Partnerships in Education,Educational Planning,High Schools,Higher Education,Alignment (Education),Program Evaluation,Guidelines,Worksheets

In April 2008, the Massachusetts Department of Elementary and Secondary Education (DESE) contracted with the Educational Policy Improvement Center (EPIC) to facilitate a series of regional workshops and provide technical assistance to strengthen efforts to improve college readiness for all students. This final report summarizes these activities and offers recommendations on how state policy can be designed to improve college readiness for all students. Appended are: (1) Institutions and Participants; (2) Western Region Partnerships; (3) Greater Boston Area Partnerships; (4) Northeast Region Partnerships; (5) Southeast Region Partnerships; (6) Action Plan Summaries; (7) Examples of Programs and Practices Related to College Readiness in Massachusetts; and (8) Group Work Materials. (Contains 7 tables, 1 figure and 1 footnote.)
Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness
Author: Conley, David T.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Standards,Career Readiness,College Readiness,Academic Standards,Correlation,Language Arts,English Instruction,Mathematics Instruction,College Faculty,Teacher Surveys,Difficulty Level,Demography

In June 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards[C]. The stated aim of the Common Core State Standards is to define the knowledge and skills students should achieve in order to graduate from high school ready to succeed in entry-level, credit-bearing academic college courses and in workforce training programs (Common Core State Standards Initiative, 2010a). Major questions remain to be answered about these standards, chief among them the degree to which they reflect what is necessary to be ready for college and careers. To help answer this question, the Educational Policy Improvement Center (EPIC) designed and conducted this study. It examines the degree to which the knowledge and skills contained in the Common Core State Standards are applicable to and important for postsecondary readiness. The study suggests that students who are generally proficient in the Common Core standards will likely be ready for a wide range of postsecondary courses, and the more Common Core standards in which they are proficient, the wider the range of postsecondary-level classes they will be ready to undertake. Appended are: (1) Sample Recruitment; (2) Level of Courses; (3) Demographics of the Sample; (4) Summary of ELA and Literacy Applicability Ratings; (5) Individual Ratings for the ELA and Literacy Standards; (6) Summary of Mathematics Applicability Ratings; and (7) Individual Ratings for the Mathematics Standards. Individual chapters contain footnotes. (Contains 88 tables and 56 figures.)
South Carolina Course Alignment Project: Environmental Scan
Author: Educational Policy Improvement Center (EPIC)
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: College Attendance,Alignment (Education),Educational Policy,Policy Analysis,Educational Practices,Best Practices,Audits (Verification),Articulation (Education),Academic Standards,State Standards,Student Evaluation,College Readiness,Enrollment Trends,Graduation Rate,Graduation Requirements,High School Graduates,Economic Impact,Academic Persistence,Educational Assessment,Educational Indicators

An &quot;environmental scan&quot; is designed to identify key issues of policy and practice in an area of interest so that action can be taken. By definition, an environmental scan focuses upon areas of concern. However, the results of an environmental scan are not designed to be either an indictment or endorsement of the current way of doing business since the environmental scan is undertaken to highlight issues in terms of strengths and areas of potential change. While the results of an environmental scan may be difficult to view objectively by some, particularly those most involved in the field under analysis, the intent is to present data, not to reach judgments; the goal is to provide a starting point for contrasting &quot;what is&quot; with &quot;what ought to be.&quot; Such a  process is also widely known as a &quot;discrepancy analysis.&quot; This paper presents the first phase (the &quot;what is&quot;) for a series of issues related to high school completion and college attendance in South Carolina. The results of this scan can help all involved in the South Carolina educational system, both secondary and postsecondary, to understand and reach agreement on potential actions that are necessary to improve the alignment of high school and postsecondary systems in the state. (Contains 6 tables and 2 figures.)
The AP Course Audit Syllabus Review Process: Methodological Explanation
Author: Conley, David T.
Date: 2007-04-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Compliance (Legal),Course Descriptions,Course Content,Course Evaluation,Curriculum Evaluation,Evaluation Criteria,Evaluation Methods,Audits (Verification),Research Methodology,Evaluation Research,Advanced Placement,Item Analysis,Error of Measurement,Educational Policy,Research Design

The AP Course Audit utilizes a criterion-based professional judgment method of analysis within a nested multi-step review process. The overall goal of the methodology is to yield a final judgment on each syllabus that is ultimately valid. While reviewer consistency is an important consideration, the most important goal is to reach a final judgment on each syllabus that is accurate. The process is specifically designed to pay special attention to false negatives while simultaneously controlling for false positives. The review process employs multiple techniques and processes to help ensure that the ultimate decision reached on each individual syllabus is accurate and consistent. This is accomplished through two primary means: 1) a series of procedures to help maximize reviewer consistency, and 2) a nested review process by which each course's syllabus can be submitted up to three times and reviewed by up to seven independent reviewers (the most highly trained reviewers are used in the later cycles), with opportunities for corrective action at the end of each review cycle.
Creating College Readiness: Profiles of 38 Schools That Know How
Author: Conley, D. T.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Policy,Profiles,Charter Schools,Magnet Schools,High Schools,Private Schools,College Readiness,Models,Test Construction,Diagnostic Tests,Disproportionate Representation,School Effectiveness,Test Validity,Educational Strategies,Program Implementation,Nontraditional Education,Program Effectiveness,College Bound Students,School Visitation,Definitions,Dual Enrollment,Institutional Evaluation,Evaluation Criteria,First Generation College Students,Minority Group Students

In June 2007, the Educational Policy Improvement Center (EPIC) was awarded a grant from the Bill and Melinda Gates Foundation to develop the College Ready School Diagnostic, a web-based diagnostic instrument. The purpose of this tool is to provide individual school profiles and customized recommendations, enabling each institution to make data-driven and systematic improvements to their programming, culture, and structure to improve college readiness for all students. The college readiness model is composed of four dimensions: (1) Key Cognitive Strategies; (2) Key Content Knowledge; (3) Academic Behaviors; and (4) Contextual Skills and Awareness. Studying the programs and practices of actual high schools that have demonstrated success in preparing underrepresented students in higher education was critical to the process of examining this comprehensive model of college readiness. To better understand the specific ways in which schools create college readiness, EPIC selected and visited 38 high schools from throughout the United States that had consistently graduated college-ready students from underrepresented groups. The schools selected for site visits represented a diverse cross-section of schools to ensure the validity of the College Ready School Diagnostic across a wide range of high school types. This report provides a profile of each of the 38 site-visit schools. The profiles detail how schools have implemented strategies to promote and advance college readiness. The report is organized into six sections: 1) alternative schools, 2) charter schools, 3) comprehensive schools, 4) early college high schools, 5) magnet schools, and 6) private schools. It should be noted that these categories are not mutually exclusive; in several cases schools could have accurately been assigned to multiple sections. For the purposes of this report, each school was placed in the section that the school and EPIC researchers agreed was the best fit. Individual profiles contain notes. (Contains 3 figures.)[Contributing writers included: by Carla Bowers, Katie Cadigan, Deanna Rivera, Teresa Gray, Marina Groenewald, Jody Kirtner, Kathryn Rooney, Mary Martinez, and Adrienne van der Valk.]
A Complete Definition of College and Career Readiness
Author: Conley, David T.
Date: 2012-05-02
Type: Reports - Descriptive
Subjects: Evidence,Definitions,College Readiness,Career Readiness,Educational Research,Postsecondary Education,Measurement,Educational Indicators,College Preparation,Career Education,Student Evaluation,Evaluation Criteria,High School Students

In many circles, efforts are under way to develop definitions of college readiness, career readiness, or both. This brief contains a definition that is the culmination of 18 years of study and research on this topic. This definition, then, is based on both empirical evidence gathered via multiple research studies and on-the-ground interactions with practitioners attempting to improve programs that affect a wide range of students, particularly those who would be first in family to attend college. Postsecondary, in this definition, refers to any formal setting  in which an individual pursues additional instruction beyond high school. This might include two- or four-year degree programs, certificate or licensure programs, apprenticeships, or training programs in the military. Furthermore, this definition differs from indices or "cut scores" that use a single cut score alone or in combination with another element, such as high school grade point average, to predict college success. This definition is designed to be actionable. It describes what students should know and be able to do in general terms that can then be defined and addressed with increasing detail and measured in a variety of ways using appropriately complex measures.