ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of Progress toward Development of the Plan Required in § 23.1-909 for a Cooperative Online Degree Program
Author: Trent, Dietra
Date: 2016-09-30
Type: Reports - Evaluative
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Undergraduate Study,Public Colleges,Private Colleges,Cooperative Programs,Bachelors Degrees,Cost Effectiveness,Educational Legislation,State Legislation

§ 23.1-909 requires the Secretary of Education and the Director of the State Council of Higher Education for Virginia (SCHEV) to report, by October 1, 2016, their progress toward development of a plan for a &quot;combined cooperative degree program&quot; whereby any enrolled undergraduate student at any public or private nonprofit institution of higher education may complete a degree program online &quot;at a tuition cost not to exceed $4,000, or such cost that is achievable, per academic year.&quot; Enacted in 2015, this statute codified House Bill 2320, which was introduced by Delegate Ben Cline, passed unanimously by both chambers and signed by Governor Terry McAuliffe. Secretary of Education Dietra Trent and the State Council of Higher Education for Virginia (SCHEV) Director Peter Blake submitted this document as their report of progress toward fulfillment of § 23.1-909, which requires them, in consultation with the public and private two- and four-year institutions, to develop: a plan to establish and advertise a cooperative degree program whereby any undergraduate student enrolled at any two-year or four-year public or private, non-profit institution of higher education in the Commonwealth may complete, through the use of online courses at any such institution, the course credit requirements to receive a degree at a tuition cost not to exceed $4,000, or such cost that is achievable, per academic year. The following are appended: (1) § 23.1-909. Combined Cooperative Degree Program; (2) Online Bachelor-degree Programs Offered by Public Four-year Institutions; (3) Letters of Endorsement; and (4) Responses from NLCVA Members.
Tracking Structural Development through Data Modelling in Highly Able Grade 1 Students
Author: Mulligan, Joanne
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 1,Longitudinal Studies,Elementary School Students,Mathematics Instruction,Elementary School Mathematics,Foreign Countries,Mathematical Concepts,Mathematics,Intelligence Tests,Verbal Ability,Vocabulary,Science Instruction,Interdisciplinary Approach,Graphs,Males

A 3-year longitudinal study &quot;Transforming Children's Mathematical and Scientific Development&quot; integrates, through data modelling, a pedagogical approach focused on mathematical patterns and structural relationships with learning in science. As part of this study, a purposive sample of 21 highly able Grade 1 students was engaged in an innovative data modelling program. In the majority of students, representational development was observed. Their complex graphs depicting categorical and continuous data revealed a high level of structure and enabled identification of structural features critical to this development.
Signature Pedagogies for E-Learning in Higher Education and Beyond
Author: Eaton, Sarah Elaine
Date: 2017-03-00
Type: Reports - Research
Subjects: Teaching Methods,Electronic Learning,Higher Education,Online Courses,Synchronous Communication,Asynchronous Communication,Instructional Design,Instructional Effectiveness,Capacity Building,Communities of Practice,Curriculum Design,Definitions,Questioning Techniques,Computer Mediated Communication,Information Dissemination,Case Method (Teaching Technique),Active Learning,Inquiry,Formative Evaluation

Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice and understanding of the profession. Results: We show how signature pedagogies can be applied to both synchronous and asynchronous aspects of e-learning in higher education. Conclusions: Designing learning in an e-learning environment requires consideration of the differences between conventional and online learning. While educators may choose to incorporate similar learning activities (e.g., case-based learning, group discussion), the mode of learning (e.g., learning platforms, tools) and engagement in online learning may be different. Signature pedagogies should be chosen for their effectiveness at building capacity within the profession of education and for maintaining a community of inquiry. Whether they are surface, deep or implicit, implementing a signature pedagogy should be for the benefit of all learners. Recommendations: Designers of e-learning can incorporate signature pedagogies into program and course design to ensure that elements of surface, deep and implicit learning are included in design. Additional data: The report was developed as an Open Educational Resource as part of the follow-up commitment to the &quot;Technology in English&quot; event, held in November 2016, which was a collaborative effort between The White House Office of Global Engagement and the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs. [The authors are grateful to the Office of Teaching and Learning, Werklund School of Education, University of Calgary, who awarded funding for this project under the Scholarship of Teaching and Learning Grant, 2016-2017.]
Effects of National Board Certified Teachers on Student Achievement and Behavioral Outcomes: Studies Conducted in Two States. Working Paper
Author: Manzeske, David
Date: 2017-02-00
Type: Reports - Research
Subjects: Teacher Certification,Student Behavior,Attendance,Teacher Effectiveness,Mathematics Achievement,Reading Achievement,Grade 4,Grade 5,Elementary School Teachers,Elementary School Students,Comparative Analysis,Suspension,Student Characteristics,Probability

The purpose of this work was to examine the effect of classroom teachers who earn certification as a National Board Certified Teacher (NBCT) by the National Board for Professional Teaching Standards on mathematics and reading achievement and behavioral outcomes (attendance and discipline referrals) for students in Grades 4 and 5. Two studies were conducted separately to examine the effect of NBCTs in North Carolina and Kentucky, which are two states with relatively high concentrations of NBCTs. In each study, propensity score matching was used to match students of NBCTs to similar students of non-NBCTs. Within each grade and within each study, propensity score matching yielded similar student groups (those taught by NBCTs and those not taught by NBCTs) on observed characteristics such as prior-year outcomes and demographics. For each grade level, the academic and behavioral outcomes of students of NBCTs were compared with the outcomes of the matched students taught by non-NBCTs. In North Carolina, there were no statistically significant student achievement differences at either grade between students of NBCTs and students of non-NBCTs. However, Grade 5 students of NBCTs had higher attendance rates than students of non-NBCTs by 0.02 standard deviations. There were no statistically significant effects on the likelihood of a student receiving an in-school or out-of-school suspension in North Carolina. In Kentucky, Grade 5 students taught by NBCTs scored higher than students of non-NBCTs on state student achievement in mathematics and reading by 0.06 standard deviations. There were no statistically significant differences in the behavioral outcomes between the student groups at either grade level in Kentucky.
Tennessee Higher Education Adult Student Fact Book: 2014-2015
Author: Tennessee Higher Education Commission
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Adult Students,Undergraduate Students,Enrollment,Public Colleges,Private Colleges,Full Time Equivalency,Full Time Students,Part Time Students,Age,Sex,Race,Student Financial Aid,Federal Aid,Grants,College Transfer Students,Community Colleges,Remedial Instruction,School Holding Power,Graduation,Graduation Rate,Technical Institutes,Graduate Students,Majors (Students)

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional levels. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the &quot;Drive to 55.&quot; The goal of the Drive to 55 is to raise the proportion of the state's working-age population with college credentials to 55 percent by the year 2025. The success of this goal relies largely on the recruitment, retention, and completion of adults in higher education. Tennessee Reconnect, the adult-focused efforts of the Drive to 55, works to engage the over 900,000 Tennessee adults over 25 who have some college but have not completed their degree, and the 1.4 million Tennesseans over 25 with only a high school degree. Beyond meeting baseline metrics for labor market demand, state-level initiatives intend to ensure that postsecondary education is a viable option for any adult Tennessean who chooses to pursue it. This is accomplished by (1) providing research for building the policy framework; (2) coordinating community and regional initiatives; (3) developing and leveraging employer and workforce partnerships; (4) supporting and building capacity within institutions to serve adults more effectively; and (5) supporting and reaching out to adult learners. This fact book contains tables and charts with data relevant to adult student participation and adult student success. A glossary is also included.
Higher Education Enrollment: Projections 2015-2023
Author: Von Nessen, Erica M.
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Higher Education,Enrollment Trends,Enrollment Projections,Undergraduate Students,Graduate Students,Two Year Colleges,Public Colleges,Technical Institutes,Research Universities,Enrollment Influences,Statistical Analysis,Regression (Statistics)

This report provides an overview of enrollment trends and enrollment projections at both the undergraduate and graduate level, by sector, for public colleges and universities in South Carolina. Using institutional enrollment data from the late 1970s through 2014, statistical models were built for each sector to determine which factors influence their enrollment and help predict future enrollment. The following are appended: (1) Public and Independent Enrollment; (2) Regression Results; and (3) Methodology Cohort Survival and Economic Projections.
Tennessee Higher Education Fact Book: 2013-2014
Author: Tennessee Higher Education Commission
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Public Colleges,Private Colleges,Technical Institutes,Community Colleges,Proprietary Schools,Full Time Equivalency,Withdrawal (Education),Two Year College Students,Undergraduate Students,Graduate Students,Sex,Race,Age,Student Financial Aid,Federal Aid,Grants,Part Time Students,Full Time Students,Majors (Students),Citizenship,College Entrance Examinations,College Transfer Students,Remedial Instruction,School Holding Power,Graduation,Academic Degrees,Graduation Rate,Job Placement,College Graduates,Scores,Licensing Examinations (Professions),Student Satisfaction,Student Surveys,Educational Finance,College Programs,Accreditation (Institutions),College Admission,Electronic Learning,College Faculty,Teacher Salaries,Tuition,Fees,Student Costs,Family Income,State Aid,Debt (Financial),Loan Default,Scholarships,Funding Formulas

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. At the center of these reforms is the need for more Tennesseans to be better educated and trained, while also acknowledging the state's diminished fiscal capacity to support higher education. The overarching goal of the 2010-15 Public Agenda for Tennessee Higher Education is to have Tennessee meet the projected national average in educational attainment by 2025. The primary state policy levers for addressing the state's educational needs include promoting: (1) productivity and efficiency through an outcomes-based funding formula; (2) quality assurance through revised performance funding standards; (3) economic and workforce development through responses to a study of labor market supply and demand; (4) efficiency and effectiveness through purposeful reporting; (5) efficiencies through mission and sector differentiation; (6) efficiencies through inter-institutional collaboration and reduced duplication; and (7) efficiencies through incentives for extramural support. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the &quot;Tennessee Higher Education Fact Book: 2012-2013,&quot; see ED560718.]
South Carolina Higher Education Statistical Abstract, 2015. 37th Edition
Author: Armour, Mim, Ed.
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Private Colleges,Enrollment,Academic Degrees,Graduation Rate,College Entrance Examinations,Scholarships,Grants,Student Financial Aid,Tuition,Fees,Student Costs,State Aid,Educational Finance,Educational Facilities,College Faculty,Tables (Data),Two Year Colleges,Technical Institutes,Research Universities

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2015 edition of the Statistical Abstract marks the 37th year of this valuable publication. This Abstract includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. The following are appended: (1) Types of Public Institutions in South Carolina by Mission; (2) S.C. Commission on Higher Education Publications, Reports, and Brochures by Division; (3) Acronyms and Terms Pertaining to Higher Education; (4) Public Colleges and Universities Board of Trustees Members; (5) Glossary; and (6) Explanation and Change in the Categories for Race/Ethnicity Reporting. [For the 2014 Statistical Abstract, &quot;South Carolina Higher Education Statistical Abstract, 2014. 36th Edition,&quot; see ED560138.]
Tennessee Higher Education Fact Book: 2014-2015
Author: Tennessee Higher Education Commission
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Public Colleges,Private Colleges,Technical Institutes,Community Colleges,Proprietary Schools,Full Time Equivalency,Withdrawal (Education),Two Year College Students,Undergraduate Students,Graduate Students,Sex,Race,Age,Student Financial Aid,Federal Aid,Grants,Part Time Students,Full Time Students,Majors (Students),Citizenship,College Entrance Examinations,College Transfer Students,Remedial Instruction,School Holding Power,Graduation,Academic Degrees,Graduation Rate,Job Placement,College Graduates,Scores,Licensing Examinations (Professions),Student Satisfaction,Student Surveys,Educational Finance,College Programs,Accreditation (Institutions),College Admission,Electronic Learning,College Faculty,Teacher Salaries,Tuition,Fees,Student Costs,Family Income,State Aid,Debt (Financial),Loan Default,Scholarships,Funding Formulas

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the &quot;Drive to 55.&quot; Calendar year 2015 will usher in a new long-range plan that will supplant the 2010-2015 Public Agenda for Tennessee Higher Education, which helped set the stage for transformational change in Tennessee higher education. Stated succinctly, this plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the &quot;Tennessee Higher Education Fact Book: 2013-2014,&quot; see ED572973.]
Tennessee Higher Education Fact Book: 2015-2016
Author: Tennessee Higher Education Commission
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Public Colleges,Private Colleges,Technical Institutes,Community Colleges,Proprietary Schools,Full Time Equivalency,Withdrawal (Education),Two Year College Students,Undergraduate Students,Graduate Students,Sex,Race,Age,Student Financial Aid,Federal Aid,Grants,Part Time Students,Full Time Students,Majors (Students),College Entrance Examinations,College Transfer Students,Remedial Instruction,School Holding Power,Graduation,Academic Degrees,Graduation Rate,Job Placement,College Graduates,Scores,Licensing Examinations (Professions),Student Satisfaction,Student Surveys,Educational Finance,College Programs,Accreditation (Institutions),College Admission,Electronic Learning,College Faculty,Teacher Salaries,Tuition,Fees,Student Costs,Family Income,State Aid,Debt (Financial),Loan Default,Scholarships,Funding Formulas,State Programs

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the &quot;Drive to 55.&quot; Calendar year 2015 ushered in a new long-range plan, the 2010-2015 Master Plan for Tennessee Higher Education, which sets the stage for continued transformational change in Tennessee higher education. Stated succinctly, this plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the &quot;Tennessee Higher Education Fact Book: 2014-2015,&quot; see ED572975.]
Helpwithmaths.com: Students' Use of Online Mathematical Resources
Author: Muir, Tracey
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Technology Uses in Education,Educational Technology,Foreign Countries,Secondary School Mathematics,Online Searching,Web Sites,Student Surveys,Likert Scales,Interviews,Student Attitudes,Help Seeking,Teacher Role,Parent Role,Peer Influence

A recent Google search for &quot;Help with maths&quot; produced 57,600,000 results, indicating that there are literally millions of online resources claiming to provide assistance with mathematics. As mathematics educators, however, we remain largely uninformed about students' use of such resources, particularly when they are self-initiated and often accessed in an out of classroom environment. This paper reports on a study that investigated the resources Grade 8 and 9 students accessed when requiring support with understanding mathematical concepts. The study found that while friends and teachers were often students' preferred options, they did access online sites, particularly in the later years of schooling. The study has implications for students and teachers including the potential for online resources to both complement and challenge the traditional role of the teacher and contemporary classroom practices.
Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching
Author: Marshman, Margaret
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Mathematics Teachers,Mathematics Instruction,Mathematical Concepts,Foreign Countries,Fractions,Teacher Effectiveness

Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student misconception before and after teaching three topics, to determine if there had been any growth in their PCK. Although the pre-service teachers had deepened their knowledge on teaching specific mathematics content, few changed their answer to the question or showed a deeper understanding of what the student had understood. This then has implications for our teaching--we need to make our thinking explicit so that pre-service teachers can see the complexity of these issues.
Student Preferences in the Design of Worked Solutions in Undergraduate Mathematics
Author: Mendiolea, David
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Student Attitudes,Problem Solving,Assignments,Fractions,Semi Structured Interviews,Undergraduate Students,Mathematical Concepts,Concept Formation,Foreign Countries

The ubiquitous practice of providing worked solutions to exercises in mathematics education has been under-researched. Little is known about what elements of a worked solution are valued by students. This exploratory study sought in-depth feedback from six undergraduate students who experienced a range of worked solutions designed to encourage engagement. Elements that were valued included detail, explanation, and choice. Elements of worked solutions with which students did not engage were extension and reflection tasks.
Insight into Subtraction from Large-Scale Assessment Data
Author: Morley, Patricia
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Subtraction,Measurement,Multiple Choice Tests,Numeracy,Foreign Countries,Grade 2,Elementary School Mathematics,Elementary School Students

The data from the national tests such as the National Assessment Program Literacy and Numeracy (NAPLAN) and its precursor Victorian Achievement Improvement Monitor (AIM) are an important resource. The 2006 Year 3 AIM assessment included two subtraction items that are similar in content, and which are presented without text or images. The detailed, novel analysis of the children's responses presented here provides insight into children's fluency and understanding of these items.