ethanporcaro/eric-fulltext-meta huggingface dataset:
Junior College Students&apos; Usage of Social Networking Sites for Their Personal and Academic Work
Author: Inchiparamban, Sandychris
Date: 2016-07-00
Type: Reports - Research
Subjects: Foreign Countries,Two Year College Students,Social Media,Computer Mediated Communication,Gender Differences,Web Sites,Individual Development,Technology Uses in Education

The world indeed is a small place. This goes perfectly with the fact that communication today has brought people very close. One way of communication is the use of social networking sites. Statistics indicate that it is the youth who use these sites to a great extent. The present study aims to study the use of social networking sites among junior college students for their personal and academic work and compare the use of these sites on the basis of gender. The sample was selected using random sampling techniques. The sample included 202 males and 278 females studying in junior colleges in Greater Mumbai. The tool used for this study was a questionnaire constructed to measure the use of social networking sites for personal and academic work and the data obtained was subjected to statistical analysis (descriptive analysis and t-test). Findings suggest that male students used social networking sites more than female students for both personal and academic work. Further, findings also indicate that Facebook and YouTube were the most preferred social networking sites for personal work while Google and Wikipedia were preferred for academic work. An important finding was the increasing use of the mobile messaging application, WhatsApp, for both personal and academic work.
PhD Thesis Writing Process: A Systematic Approach--How to Write Your Introduction
Author: Faryadi, Qais
Date: 2018-11-20
Type: Journal Articles
Subjects: Graduate Students,Doctoral Dissertations,Writing (Composition),Writing Processes,Social Sciences,Guidelines,Writing Strategies,Text Structure

Thesis writing is a skill that every PhD candidate must acquire to convey his or her research findings clearly. The main objective of this paper is to facilitate the thesis writing process so that PhD candidates understand what a PhD thesis is and can write their thesis correctly and scientifically. The methodology used in this research was descriptive as it discusses and describes the various parts of thesis writing process and explains how to do it in a very simple and understanding language. As thus, this article outlines the various steps of thesis writing to guide the PhD candidate so that the task of PhD thesis writing becomes manageable and less daunting. This research is a useful roadmap especially for students of the social sciences studies. Further, in this paper, research procedure and thesis writing strategies are explained in a simple manner. This paper adopts a how-to approach when discussing a variety of relevant topics, such as thesis introduction, types of introductions, introduction statements, problem statement, research questions, hypothesis and contributions of the study. This paper has 5 parts: Introduction, Literature Review, Methodology, Results and Conclusion. The introduction chapter is discussed in this paper. I will discuss the rest as a series in the future.
Effects of Using Dynamic Geometry Activities on Eighth Grade Students&apos; Achievement Levels and Estimation Performances in Triangles
Author: Özçakir, Bilal
Date: 2015-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Mathematics Activities,Grade 8,Mathematics Achievement,Computation,Foreign Countries,Experimental Groups,Middle School Students,Pretests Posttests,Control Groups,Geometric Concepts

In this study, we administrated dynamic geometry activities which provide students opportunities to explore and estimate geometric figures to connect measurement estimation with geometry. The aim of the study is to investigate effects of using dynamic geometry activities on eighth graders' achievement levels and estimation performances in triangles. The study was designed a quantitative research design. A pretest-posttest experimental study was employed to investigate using dynamic geometry activities on eighth grade students' achievement level and estimation performance in triangles. Participants were 63 eighth graders. The participants' ages vary between 13 and 14 years. Since the school is a public school, it contains students at nearly every socio-economic level. Experimental group consists of 32 students and comparison group consists of 31 students. Dynamic geometry supported instruction and traditional instruction methods were used in experimental and comparison groups, respectively. The results revealed that teaching triangles with instruction supported by dynamic geometry activities increased eighth graders' performance in triangles. In addition, the instruction supported by dynamic geometry activities had significant effects on eighth graders' estimation performances in triangles. Using dynamic geometry activities provides students experiences about conceptual bases of the relations in triangles. Therefore, students who take a dynamic geometry instruction make better estimations than those who did not take.
Induction to Teaching Program in Turkey: Attainments of Novice Teachers
Author: Aktas, Bilge Çam
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Beginning Teacher Induction,Mentors,Principals,Teacher Competencies,Inservice Teacher Education,Program Effectiveness,Teacher Attitudes,Administrator Attitudes,Elementary Secondary Education

With the purpose of examining and identifying the attainments of novice teachers from in-class, in-school, and out-of-school activities during the process of being a novice teacher, in accordance with the views of novice teachers, mentor teachers, and administrators; this research is a qualitative research with a phenomenological design. The data of the study were collected through semi-structured interviews with 40 novice teachers, 43 mentor teachers and 5 school administrators. Content analysis was done in the analysis of the data. As a result of the research, it can be said that there are attainments related to teaching-learning process and non-scheduled activities within the scope of in-class applications; attainments related to work and operations of schools, and duties and responsibilities of the school administration within the scope of in-school activities; and as for out-of-school activities, attainments such as familiarization with relevant institutions, organizations and people, acknowledgement of the city culture, and sharing of knowledge and experiences with experienced people stand out as themes.
System and School-Level Resources for Transforming and Optimising Inclusive Education in Early Childhood Settings: What Ghana Can Learn
Author: Ackah-Jnr, Francis R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Early Childhood Education,Educational Resources,Educational Practices,Preschool Teachers,Equal Education,Leadership Responsibility,Educational Finance,Instructional Materials,Faculty Development,Teacher Education,Teacher Motivation,Teacher Collaboration,Peer Influence,Preschool Children,Parent Role

Resourcing inclusive education is increasingly becoming a critical issue for education systems and schools. It is identified that providing adequate and sustainable resources help to transform and optimise implementation of inclusive education. This paper thus examines system and school-level resources considered essential for practising inclusive early childhood education. The extant literature reveals successful inclusive education in early childhood settings requires multifaceted and integrated resource architecture, and the paper argues further that the availability of such resources 'smooth-drive' inclusive practice and is defined largely by 'effective' system and school leadership. In order to promote quality inclusive education and enhance the work of teachers, early childhood settings and schools need to be resourced adequately. Resourcing inclusive education should be considered an investment to develop and build the capacity of early childhood settings and to empower teachers, and overall to augment system and school-level leadership. The review has implications for IECE globally and for Ghana.
Bayesian Aggregation of Average Data: An Application in Drug Development
Author: Weber, Sebastian
Date: 2018-00-00
Type: Journal Articles
Subjects: Bayesian Statistics,Data Analysis,Drug Therapy,Pharmacology,Visual Impairments,Meta Analysis,Simulation,Computation

Throughout the different phases of a drug development program, randomized trials are used to establish the tolerability, safety and efficacy of a candidate drug. At each stage one aims to optimize the design of future studies by extrapolation from the available evidence at the time. This includes collected trial data and relevant external data. However, relevant external data are typically available as averages only, for example, from trials on alternative treatments reported in the literature. Here we report on such an example from a drug development for wet age-related macular degeneration. This disease is the leading cause of severe vision loss in the elderly. While current treatment options are efficacious, they are also a substantial burden for the patient. Hence, new treatments are under development which need to be compared against existing treatments. The general statistical problem this leads to is &quot;meta-analysis,&quot; which addresses the question of how we can combine data sets collected under different conditions. Bayesian methods have long been used to achieve partial pooling. Here we consider the challenge when the model of interest is complex (hierarchical and nonlinear) and one data set is given as raw data while the second data set is given as averages only. In such a situation, common meta-analytic methods can only be applied when the model is sufficiently simple for analytic approaches. When the model is too complex, for example, nonlinear, an analytic approach is not possible. We provide a Bayesian solution by using simulation to approximately reconstruct the likelihood of the external summary and allowing the parameters in the model to vary under the different conditions. We first evaluate our approach using fake data simulations and then report results for the drug development program that motivated this research.
Report of the Division 46 Task Force on the Sexualization of Popular Music
Author: American Psychological Association
Date: 2018-00-00
Type: Reports - Research
Subjects: Sexuality,Popular Culture,Music,Advisory Committees,Trend Analysis,Professional Associations,Guidelines,Gender Differences,Social Class,Age Differences,Media Literacy,Racial Differences,Industry,Correlation,Females,Health Behavior,Violence,Public Policy

In 2016 the American Psychological Association (APA) Division 46 Society for Media Psychology &amp; Technology established the Task Force on the Sexualization of Popular Music. The Task Force was deemed a need considering current trends in popular music consumption, the increased sexualization of popular music, and the potential consequences of such exposure. One of the goals of the Task Force is to (a) expand the review of current research in the area of music influences, (b) review current guidelines pertaining to music regulation, production, and airing, (c) summarize the history of music guidelines and research on the sexualization of popular music, (d) identify ethnic/racial, gender, biological sex, social class, and age differences, strengths, and vulnerabilities to sexualization relative to exposure to popular music, and (e) provide recommendations for popular music media education and literacy as well as policy and music industry recommendations. After reviewing more than 250 articles and peer-reviewed research on the topic, the Task Force concluded that increased exposure to sexualized popular music is associated with gender ideals and identity development, objectification and sexualization of women, sexual attitudes and sexual behaviors, and sexual and gendered violence. Additionally, the Task Force provides recommendations regarding future research in the area of sexualized popular music, education systems, popular music media literacy, public policy and public awareness, as well as the music industry. [This report was produced by Division 46 (Society for Media Psychology &amp; Technology) of the American Psychological Association.]
Potential for Bias Inflation with Grouped Data: A Comparison of Estimators and a Sensitivity Analysis Strategy
Author: Scott, Marc A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistical Bias,Computation,Comparative Analysis,Hierarchical Linear Modeling,Least Squares Statistics,Achievement Tests,Secondary School Students,Foreign Countries

We are concerned with the unbiased estimation of a treatment effect in the context of non-experimental studies with grouped or multilevel data. When analyzing such data with this goal, practitioners typically include as many predictors (controls) as possible, in an attempt to satisfy ignorability of the treatment assignment. In the multilevel setting with two levels, there are two classes of potential confounders that one must consider, and attempts to satisfy ignorability conditional on just one set would lead to a different treatment effect estimator than attempts to satisfy the other (or both). The three estimators considered in this paper are so-called &quot;within,&quot; &quot;between,&quot; and OLS estimators. We generate bounds on the potential differences in bias for these competing estimators to inform model selection. Our approach relies on a parametric model for grouped data and omitted confounders and establishes a framework for sensitivity analysis in the two-level modeling context. The method relies on information obtained from parameters estimated under a variety of multilevel model specifications. We characterize the strength of the confounding and corresponding bias using easily interpretable parameters and graphical displays. We apply this approach to data from a multinational educational evaluation study. We demonstrate the extent to which different treatment effect estimators may be robust to potential unobserved individual- and group-level confounding.
Bias Amplification and Bias Unmasking
Author: Middleton, Joel A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Statistical Bias,Identification,Evaluation Methods,Measurement Techniques,Statistical Analysis,Predictor Variables,Case Studies,Models

In the analysis of causal effects in non-experimental studies, conditioning on observable covariates is one way to try to reduce unobserved confounder bias. However, a developing literature has shown that conditioning on certain covariates may increase bias, and the mechanisms underlying this phenomenon have not been fully explored. We add to the literature on bias-increasing covariates by first introducing a way to decompose omitted variable bias into three constituent parts: bias due to an unobserved confounder, bias due to &quot;excluding&quot; observed covariates, and bias due to amplification. This leads to two important findings. Although instruments have been the primary focus of the bias amplification literature to date, we identify the fact that the popular approach of adding group fixed effects can lead to bias amplification as well. This is an important finding because many practitioners think that fixed effects are a convenient way to account for any and all group-level confounding and are at worst harmless. The second finding introduces the concept of bias unmasking and shows how it can be even more insidious than bias amplification in some cases. After introducing these new results analytically, we use constructed observational placebo studies to illustrate bias amplification and bias &quot;unmasking&quot; with real data. Finally, we propose a way to add bias decomposition information to graphical displays for sensitivity analysis to help practitioners think through the potential for bias amplification and bias unmasking in actual applications.
Research Meets Practice: Findings from a Collaboration between NASFAA and the Association for the Study of Higher Education
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2016-01-00
Type: Reports - Research
Subjects: Student Financial Aid,Educational Research,Theory Practice Relationship,Research and Development,Partnerships in Education,Evidence Based Practice,Educational Policy,Access to Education,Student Costs,Student Loan Programs,Debt (Financial),Loan Repayment,Loan Default,Outcomes of Education,Higher Education,College Students

The National Association of Student Financial Aid Administrators (NASFAA) and the Association for the Study of Higher Education (ASHE) embarked on a yearlong effort to identify and examine ways to make financial aid research more relevant to financial aid practitioners. To inform their recommendations, they surveyed NASFAA members, reviewed the research literature on financial aid, and facilitated a number of focus groups across the country. This report presents the findings from the outlined work along with recommendations for how research can better inform the practice of financial aid administration. In addition to the recommendations, this study identified three main themes as a result of the feedback from, and conversations with, financial aid administrators. The themes are as follows: (1) Researchers should aim to make findings simple and digestible and make research accessible to practitioners to help communication; between research and practice flow more efficiently and effectively; (2) Researchers should conduct studies that encourage the implementation of more effective and realistic policy; and (3) Financial aid administrators are already pressed for time, so researchers should strive to share and communicate findings in a way that is mindful of these time constraints.
2012 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2012-03-01
Type: Reports - Research
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Migration,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility,Academic Persistence,State Legislation,Public Colleges,Private Colleges,Public Schools,Private Schools,Gender Differences,College Readiness,Secondary School Curriculum,Core Curriculum,Socioeconomic Status,Low Income Students,Grants,Scholarships,In State Students,Out of State Students,Federal Legislation,Educational Legislation,College Transfer Students

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving &quot;three key priorities&quot; for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. These priorities were developed by the 2003 LR 174 Higher Education Task Force and are incorporated in subdivision (3) of Nebraska Revised Statutes Section 85-1428 (2008). This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are compared to the quantitative baselines established for the LR 174 Higher Education Task Force in 2004. Overall progress and challenges facing the state include: (1) The research findings in the &quot;2012 Nebraska Higher Education Progress Report&quot; reflect modest annual changes in the state's postsecondary education system; (2) While the changes measured each year are relatively small, progress is generally in the right direction with respect to the first and second priorities recommended in 2003; (3) Estimates of net-migration -- priority three -- do not provide sufficient evidence to conclude whether Nebraska is gaining or losing more working-age adults with bachelor's and graduate degrees than it has in the past; and (4) Even though progress toward the state's higher-education goals is generally in the right direction, it is not aggressive enough to meet the state's long-term needs and goals. [For the 2011 report, see ED525044.]
2013 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2013-03-14
Type: Reports - Research
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Migration,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility,Academic Persistence,State Legislation,Public Colleges,Private Colleges,Public Schools,Private Schools,Gender Differences,College Readiness,Secondary School Curriculum,Core Curriculum,Socioeconomic Status,Low Income Students,Grants,Scholarships,In State Students,Out of State Students,Federal Legislation,Educational Legislation,College Transfer Students

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving &quot;three key priorities&quot; for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. These priorities were developed by the 2003 LR 174 Higher Education Task Force and are incorporated in subdivision (3) of Nebraska Revised Statutes Section 85-1428 (2008). This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are compared to the quantitative baselines established for the LR 174 Higher Education Task Force in 2004. Overall progress and challenges facing the state include: (1) The research findings in the &quot;2013 Nebraska Higher Education Progress Report&quot; reflect modest annual changes in the state's postsecondary education system; (2) While the changes measured each year have been relatively small, progress through 2010 was generally in the right direction with respect to the first and second priorities recommended in 2003. However, for the past two years, enrollments have declined; (3) Estimates of net-migration -- priority three -- do not provide sufficient evidence to conclude whether Nebraska is gaining or losing more working-age adults with bachelor's and graduate degrees than it has in the past; and (4) Even though progress toward most of the state's higher-education goals is generally in the right direction, it is not aggressive enough to meet the state's long-term needs and goals. [For the 2012 report, see ED590330.]