ethanporcaro/eric-fulltext-meta huggingface dataset:
From Data Crisis to Data-Centric. The AIR Professional File, Spring 2019. Article 145
Author: Anderson, Rebekah
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Institutional Research,Data Use,Decision Making,Private Colleges,Management Systems,Governance,Administrative Organization,Organizational Change,Trust (Psychology),Advisory Committees

The main purpose of institutional research (IR) is to provide objective, systematic, and thorough data that support an institution's enrollment goals, planning, policy formation, and decision making. Traditionally, institutions gathered data on their activities, students and staff, programs, management, and operations. University staff then analyzed and interpreted those data to inform decision making down the road. In the case of our institution, there was only limited and non-cohesive data when a reorganization of the personnel and department structure occurred. The purpose of this paper is to explain the strategies and institutional shift University of Western States (UWS) used to facilitate strategic and data-driven decision making; how UWS improved the data, technology operations, and data management to cultivate an environment of data stewards; and how UWS turned these data into valuable information to use for strategic decision support.
Applications of Social Network Analysis in Institutional Research. Professional File. Article 136, Spring 2015
Author: Wang, Ning
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Social Networks,Network Analysis,Institutional Research,Majors (Students),STEM Education,Higher Education,College Students,College Faculty,Science Education,Technology Education,Engineering Education,Mathematics Education,Biology

Social network analysis (SNA), with its distinct perspective on studying relations and its exceptional capability to visualize data, should be embraced by institutional researchers as a promising new research methodology complementary to inferential and exploratory statistics. This article introduces SNA through discussion of three analytical studies on topics highly relevant to institutional research (IR): (1) double-majors, (2) gatekeeping courses, and (3) STEM pipeline leaking. The unique approach of SNA in exploring, analyzing, and presenting data has great potential for advancing IR's analytical capacity. [For the other article in this issue, &quot;Two Heads Are Better than One: A Collaboration between Institutional Research and Faculty for A More Meaningful Analysis of the STEM Faculty Experience. Professional File. Article 137, Spring 2015,&quot; see ED594976.]
Two Heads Are Better than One: A Collaboration between Institutional Research and Faculty for a More Meaningful Analysis of the STEM Faculty Experience. Professional File. Article 137, Spring 2015
Author: Carpenter-Hubin, Julie
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Teacher Collaboration,Institutional Research,College Faculty,STEM Education,Teacher Attitudes,Teaching Experience,Committees

Institutional researchers come to their field from a variety of educational and work experiences. Regardless of their expertise, however, it is difficult--if not impossible--for a single researcher, or even a large team of researchers, to know and understand all the nuanced differences among the many disciplines found in a comprehensive university. This paper discusses the collaboration between institutional researchers and faculty to evaluate the faculty experience in science and engineering. Rather than discussing the outcome of that evaluation, this paper focuses on the value of the collaborative process. [For the other article in this issue, &quot;Applications of Social Network Analysis in Institutional Research. Professional File. Article 136, Spring 2015,&quot; see ED594974.]
The Condition of Education 2019. NCES 2019-144
Author: McFarland, Joel
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Preschool Education,Kindergarten,Elementary Secondary Education,Family Characteristics,Enrollment,Public Schools,Private Schools,Charter Schools,English Language Learners,Students with Disabilities,Low Income Students,School Safety,Crime,Public School Teachers,Principals,Teacher Characteristics,Administrator Characteristics,National Competency Tests,Reading Achievement,Mathematics Achievement,Science Achievement,Graduation Rate,Dropout Rate,High School Students,Educational Finance,Income,Expenditures,Undergraduate Students,Institutional Characteristics,College Faculty,Academic Degrees,Graduate Students,School Holding Power,Educational Certificates,Student Costs,Student Loan Programs,Student Financial Aid,Educational Attainment,Young Adults,Out of School Youth,Unemployment,Education Work Relationship,Employment,Foreign Countries,Achievement Tests,International Assessment,Grade 4,Reading Tests,Mathematics Tests,Science Tests,Secondary School Students,Grade 8,Grade 12,Nontraditional Students,Two Year College Students,Socioeconomic Status,Access to Computers,Internet,Computer Use

The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data. The 2019 Condition of Education report presents 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Also included in the report are 2 Spotlight indicators that provide more in-depth analyses on selected topics. [For &quot;The Condition of Education 2018. NCES 2018-144,&quot; see ED583502.]
Elevating Support for Texas Rural and Small Schools. Texas Rural Schools Task Force Report
Author: Texas Comprehensive Center (TXCC) at American Institutes for Research (AIR)
Date: 2017-03-31
Type: Reports - Evaluative
Subjects: Rural Schools,Small Schools,Teacher Recruitment,Teacher Persistence,Vocational Education,Grants,Contracts,School Administration,State Aid,Elementary Secondary Education

The Rural Schools Task Force (RSTF) was formed at the request of Commissioner of Education, Mike Morath, to identify current challenges and best practices for rural school districts statewide and develop recommendations for the Texas Education Agency (TEA) that would support rural schools and districts in overcoming obstacles and meeting the needs of Texas rural students. The Task Force identified four priority issues: teacher recruitment, teacher retention, House Bill 5/career and technical education (CTE) support, and grants and contracts. The recommendations for these issues, as well as some general recommendations, provide substantial leverage for supporting the pressing needs of rural schools and districts.
Grow Your Own Teachers Initiatives Resources
Author: Texas Comprehensive Center (TXCC) at American Institutes for Research (AIR)
Date: 2018-01-00
Type: Reference Materials - Bibliographies
Subjects: Teacher Recruitment,Program Effectiveness,Career Choice,Teaching (Occupation),Faculty Mobility,Minority Group Teachers,Rural Schools,Teacher Motivation,Intervention,College School Cooperation,High Schools,Teacher Education Programs

This compilation of short summaries of Grow Your Own (GYO) teacher resources, prepared for the Texas Education Agency (TEA) by the Texas Comprehensive Center (TXCC) at American Institutes for Research (AIR), is organized around research questions developed by TEA to inform the Texas GYO teacher strategy. This is meant to be a living document and not a systematic or comprehensive review of the GYO teacher literature; TXCC will continue to add to this document as new resources are identified.
The Arts in Schools of Choice. Policy Brief
Author: Dell'Erba, Mary
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Art Education,School Choice,Charter Schools,Magnet Schools,Private Schools,Home Schooling,Open Enrollment,Educational Policy,Public Schools,At Risk Students,Student Needs,State Policy,Admission (School)

Since the Every Student Succeeds Act became law, states have taken advantage of opportunities to engage the arts more broadly in education policy -- from including the arts in STEM education to using the arts as a strategy to meet the needs of underserved youth. At the same time, many states' policy agendas address school choice, with ongoing discussion by champions and critics alike. However, many states have yet to consider the policy landscape for the intersection of arts education and school choice. Schools of choice include charter, magnet, open enrollment, private and home-schools; and policies such as education savings accounts, scholarship tax credits and vouchers allow parents to use public dollars to pay for private school options. Regardless of whether a student attends a traditional public school or school of choice, access to a high-quality education remains a priority for policymakers, school and district leaders, and parents. Arts education has a demonstrated impact on student achievement and social outcomes, and these outcomes are particularly significant for students from historically underserved communities. While researchers have not widely explored the connection between arts education and school choice policies, increased understanding of this intersection and potential opportunities to engage the arts may allow policymakers to better support at-risk students, who have been shown to experience increased benefits from arts participation. This Policy Brief highlights how states currently address schools of choice within policy, including those that intersect with arts education, and explores further opportunities to engage the arts in statewide policies and practices.
Symposium Four: New Practices. Proceedings from the Ed-ICT International Network: Disabled Students, ICT, Post-Compulsory Education &amp; Employment: In Search of New Solutions (Hagen, Germany, October 16-17, 2018)
Author: Fisseler, Björn
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Postsecondary Education,Technology Uses in Education,Educational Technology,Assistive Technology,Influence of Technology,Accessibility (for Disabled),Models,Change Strategies,Access to Computers,Access to Information,Educational Practices,Foreign Countries,Students with Disabilities,Student Adjustment,College Students,Stakeholders,Transitional Programs

Transitioning to and from post-compulsory education often poses problems on students, especially students with disabilities. The fourth Ed-ICT symposium at the FernUniversität in Hagen aimed at discussing new practices, identifying problems and challenges during transition processes, and developing innovative solutions for both individuals and institutions. A variety of experts has been invited to ensure representation among the key stakeholders such as transition specialists, technology specialists, service providers, faculty, researchers and people with disabilities. Together these experts worked on questions like: How can technology help people with disabilities with transitions in the education system? What are typical problems that people with disabilities experience with technology and the accessibility of technology during transitions? Who are the different stakeholders involved, and do we need other or different stakeholders? What role does technology play in the different settings of the education system? This research report documents the contributions and results of the two-day symposium. [Internal research funding was provided by the FernUniversität in Hagen, Germany. For the 2017 proceedings, see ED580147.]
An Update to Compiled ORF Norms. Technical Report No. 1702
Author: Hasbrouck, Jan
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Curriculum Based Assessment,Oral Reading,Reading Fluency,Test Norms,Reading Tests,Elementary School Students

This paper describes the origins of the widely used curriculum--based measure of oral reading fluency (ORF) and how the creation and use of ORF norms has evolved over time. Norms for ORF can be used to help educators make decisions about which students might need intervention in reading and to help monitor students' progress once instruction has begun. ORF norms were originally developed at the school or district levels using only local data obtained from specific curriculum materials or assessments. Two previous compilations of norms not linked to any specific school, district, curriculum, or assessment have been published in the professional literature. Using data from three widely­-used commercially available ORF assessments (DIBELS 6th Edition©, DIBELS Next©, and easyCBM©), a new set of compiled ORF norms for grades 1­-6 are presented here along with an analysis of how they differ from the norms created in 2006.
The Effects of Comprehension-Test Expectancies on Metacomprehension Accuracy
Author: Griffin, Thomas D.
Date: 2019-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Metacognition,Tests,Expectation,Accuracy,Memory,Undergraduate Students,Performance Factors,Self Evaluation (Individuals)

A set of four experiments assessed the effects of establishing a comprehension-test expectancy (in contrast to a memory-test expectancy) on relative metacomprehension accuracy. Typically readers show poor relative metacomprehension accuracy while learning from text (i.e., they are unable to discriminate topics they have understood well from topics they have understood poorly). In the first experiment, both readers who were given no test expectancy and those who were given a memory-test expectancy made judgments that were more predictive of performance on memory tests than inference tests. However, readers who were given a comprehension-test expectancy made judgments that were more predictive of inference-test performance. This effect was replicated and extended in two additional experiments that showed an effect of comprehension-test expectancy even when no example test items were provided, and when the expectancy was established only after reading. A fourth experiment showed that establishing a comprehension-test expectancy still had an effect on accuracy even when metacomprehension accuracy was already being improved via a self-explanation activity. The results show robust and reliable benefits to metacomprehension accuracy from a comprehension-test expectancy that serves as portable knowledge that learners can apply to monitoring future learning from text. [This article was published in &quot;Journal of Experimental Psychology: Learning, Memory, and Cognition&quot; v45 n6 p1066-1092 2019 (EJ1215512).]
Wyoming Community College System Annual Enrollment Report. Academic Year 2015-2016
Author: Wyoming Community College Commission
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Community Colleges,Two Year College Students,Geographic Location,Full Time Students,Part Time Students,Full Time Equivalency,Age Differences,Gender Differences,Counties,College Credits,Intellectual Disciplines,Teacher Student Ratio,Noncredit Courses

This report provides an annual look at the summer 2015, fall 2015 and spring 2016 terms' enrollment in categories such as enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC) and the Data Governance/Institutional Research Council members representing the seven community colleges.
Technology in and out of the Classroom: A Mixed Method Study on Elementary Student Relationships with Technology
Author: Gessner, Kathryn E.
Date: 2019-05-01
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Parent Attitudes,Teacher Attitudes,Technology Integration,Behavior Problems,Student Behavior,Computer Use,Elementary School Students,Elementary School Teachers,Access to Computers,Ownership

Students are becoming more exposed to technology at wide volume sooner than ever before. Elementary schools are finding ways to implement technology throughout the school day and students are using technological devices inside and outside of the classroom. It is important to study both the relationship students are forming with technology and the relationship between home and school technology use as technology is transforming into a necessity in the modern world. Students need to be forming a healthy relationship with technology from the start in order maintain these healthy habits into adulthood. In a mixed method study consisting of a parent survey and teacher interviews, the question of 'to what extent is the increased use of technology in elementary schools increasing student use at home' is addressed. Background research was studied covering 3 subsections: how technology is used in the classroom, behavioral problems, and how technology is used outside of the classroom. The variety of sources illustrated how technology is allowing children to take their learning into their own hands but also serves as a distraction that is correlated with behavioral issues. A mixed method study allowed for data to be collected from a child's main influencers at this stage in their development, their parents and teachers. When examining both sets of data, it was seen that there is often a disconnect between how parents are teachers are promoting technology use. Parents are more likely to place restrictions on technology while teachers find ways to expand its use in the classroom; this can cause confusion for the student as their two main influencers are not interacting cohesively. It was found that a gap was missing in this field of study as many research focuses solely on school technology use or home technology use, not how they affect one another.
Student Perceptions of Online Learning: Discussion Board Assignments
Author: Forman, Tracia M.
Date: 2018-11-18
Type: Reports - Research
Subjects: Student Attitudes,Online Courses,Educational Technology,Technology Uses in Education,Interaction,Peer Relationship,Teacher Student Relationship,Computer Mediated Communication,Discussion (Teaching Technique),Graduate Students,Nursing Education,Integrated Learning Systems

Background: Online education has experienced unparalleled online expansion in recent years. Quality design and course preparation has become increasingly important with the growth of technology-enriched instruction. Purpose: The study's purpose was to increase understanding about what students perceive to be worthwhile discussion board assignments to improve both teaching strategy and instructional design for online courses. Methods: Qualitative content analysis was used to analyze student responses to three open-ended questions about discussion board assignments. Data were collected through an online survey (N = 45) during three different semesters. Results: Student participants reported the importance of sharing, peer insight, and topic relevance. Student-student and student instructor interaction within the discussion board assignment were also important. Conclusions: The results of this study indicate the importance of continued educational research regarding specific teaching strategies, facilitation techniques, teaching presence and student perceptions of meaningful discussion in asynchronous online discussion board forums.
Understanding the Bottlenecks in Methodological Adoption of Constructivism in Secondary Schools in Kenya
Author: Mwanda, Gideon
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Constructivism (Learning),Instructional Effectiveness,Biology,Science Instruction,Barriers,Secondary School Students,Secondary School Science,Conventional Instruction,Student Attitudes,Secondary School Teachers,Teacher Attitudes,Negative Attitudes

Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centered education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, post-test, attitude questionnaire, and teacher's questionnaire. The data collected was analyzed descriptively using mean and standard deviation values, while t-test and ANOVA were used to test the differences between group means at a=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. Moreover, the both positive learner and negative teacher attitudes toward the application of constructivism was found as considerable as inadequate compulsory facilities in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementing constructivist learning approach in secondary schools in Kenya.
Teacher Candidates&apos; Behaviors towards Environment and Some Factors Affecting Them
Author: Avarogullari, Muhammet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Student Behavior,Environment,Gender Differences,Positive Attitudes,Geographic Regions,Ecology,Conservation (Environment),Recycling,Leisure Time,Citizenship Responsibility,Activism

The purpose of this study is to depict the behaviors of teacher candidates with regard to the environment and to determine how gender, grade level, department and the place within they grew affect these behaviors. The study was carried out with the participation of 457 teacher candidates. Only first and fourth grade teacher candidates were participated in the study. The participants were from departments of social studies education, pre-school education, science education, Turkish education, mathematics education and primary school teaching education in a state university in Southern Turkey. The data were collected in the spring of 2017-2018 with the 'Environmental Behavior Scale' developed by Goldman, Yavetz and Pe'er and adapted to Turkish by Timur and Yilmaz (2013). The results indicate that gender is an effective factor on environmental behaviors. The environmental behaviors of female teacher candidates are significantly positive than those of male prospective students. The increase of class level positively affects the environmental behaviors as well. Finally, the teacher candidates from pre-school education department demonstrated significantly positive behaviors in at least one dimension of the scale used in this study. It has also come out that the size of the settlement area does not create significant difference on the environmental behaviors of teacher candidates.
The Possibilities of Implementing the Croatian National Education Standard in Teaching Music to Pupils with Special Educational Needs
Author: Zrilic, Smiljana
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,National Standards,Teaching Methods,Special Education,Students with Disabilities,Student Needs,Hearing Impairments,Visual Impairments,Play,Listening Skills,Elementary School Students

The work elaborates the possibilities of working with pupils with special needs in music teaching foreseen by the Croatian National Education Standard. The assumptions in realizing contemporary approach for pupils with special needs, implies, among other things, changes in terminology, introduction of various contents and types of work, teachers' competence and changes within the provisions of the law. The upbringing and education of children with special needs in regular elementary schools is the right of a child guaranteed by the Pre-school Education Act of the Republic of Croatia, and regulations linked to that act. It must be said that CNES presumes a competent teacher. Namely, guidelines are given but not clear instructions on how to realize the educational contents in working with children with special needs.