ethanporcaro/eric-fulltext-meta huggingface dataset:
Theses &quot;Discussion&quot; Sections: A Structural Move Analysis
Author: Nodoushan, Mohammad Ali Salmani
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Degrees,Masters Theses,Comparative Analysis,Journal Articles,Computational Linguistics,Content Analysis,Coding,Applied Linguistics,Academic Discourse,Writing Instruction,Graduates,Second Language Instruction,English (Second Language),Rhetoric,Writing Processes,Writing Skills,Discussion,Structural Analysis (Linguistics)

The current study aimed at finding the probable differences between the move structure of Iranian MA graduates' thesis discussion subgenres and those of their non-Iranian counterparts, on the one hand, and those of journal paper authors, on the other. It also aimed at identifying the moves that are considered obligatory, conventional, or optional by Iranian MA graduates. 46 (N = 46) masters thesis &quot;discussion&quot; sections taken randomly from a  pool of 93 discussions written in English by Iranian EFL students comprised the corpus for this study. The &quot;AntMover&quot; software as well as two human coders identified and coded the moves found in the corpus. The resulting move frequencies were compared to those of Rasmeenin's (2006) study as well as Yang and Allison's (2003) framework using a set of Mann-Whitney U tests as well as One-Sample t-Tests. Results indicated that there is a significant difference in the move frequency of the discussion sub-genre of MA theses written by Iranian versus non-Iranian EFL students. There was also a significant difference in the move frequency of the discussion sub-genre of MA theses written by Iranian EFL students and the discussion sub-genre of journal papers published in internationally recognized applied-linguistic journals. Obligatory, conventional, and optional moves were also identified.  It was concluded that academic writing teachers need to focus on move structures and make their students move-sensitive. Sample Analysis is appended. (Contains 5 tables and 1 footnote.)
Incidences of Public Education Spending in Developing Countries
Author: Yuki, Takako
Date: 2003-09-00
Type: Journal Articles
Subjects: Higher Education,Incidence,Economically Disadvantaged,Educational Finance,Public Education,Developing Nations,Expenditures,Elementary Education,Cross Cultural Studies,Educational Policy,Meta Analysis,Measurement Techniques,Equal Education,Comparative Education,International Education

This paper quantitatively analyzes the incidence of public education spending on the poor in developing countries by using the results of standard benefit-incidence studies and additional national data. Although there is considerable variation across studies, it is found that public education spending generally does not favor the poor, but it does favor them at a lower level of education. The poorest quintile (20% of the population), on average, receives 16.3% of total public education spending while the richest quintile receives 25.9%. In primary education, the poorest quintile receives 22.4% of public spending but only 5.5% in higher education. The cross-country analysis of variations in the incidence of public education spending implies that increased spending on education will be associated with increased share for the poor given that it is not devoted to spending on higher education. (Contains 3 tables and 15 notes.)
Creativity and Education
Author: Shaheen, Robina
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Policy,Creativity,Curriculum Implementation,Educational Trends,Role of Education,International Education,Elementary School Curriculum

This paper starts with a brief background of the link between creativity and education, including the beginning of the most recent interest in the two. There is a short summary of the reasons for this renewed interest. This is followed by a discussion into the dissatisfactions over current education and its changing role in the light of increasing importance being accorded to creativity. Lastly, evidence in educational policy documents from around the world is presented to show the steps being taken for implementation of creativity in education.
2008-09 Baccalaureate and beyond Longitudinal Study (B&amp;B:08/09). First Look. NCES 2011-236
Author: Cataldi, Emily Forrest
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Longitudinal Studies,Data Analysis,College Graduates,Enrollment,School Demography,Sex,Race,Ethnicity,Time to Degree,Paying for College,Student Loan Programs,Debt (Financial),Loan Repayment,Outcomes of Education,Graduate Study,Employment Experience,Income,Teaching (Occupation),Teacher Education,Elementary Secondary Education

This &quot;First Look&quot; presents findings from the 2008-09 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/09), which describes the enrollment and employment experiences, 1 year after they graduated, of a national sample of college graduates who completed a bachelor's degree in the 2007-08 academic year. The tables in this report provide a sampling of the data available on graduates who earned their first bachelor's degree in 2007-08, presenting information on their undergraduate enrollment, including time to degree and education financing; postbaccalaureate enrollment and employment, particularly employment in teaching; and student loan repayment 1 year after completing college. B&amp;B:08 is the third in a series of studies of bachelor's degree recipients that have previously covered 1992-93 graduates through 2003 (B&amp;B:93) and 1999-2000 graduates through 2001 (B&amp;B:2000). This report is organized as follows. The first section presents key findings from the set of detailed tables that follow. Tables 1-2 provide information on the demographic and undergraduate enrollment characteristics of 2007-08 bachelor's degree recipients. Tables 3-4 examine some of the resources--time taken and money borrowed--that graduates used to complete their bachelor's degrees. Tables 5-8 address postbaccalaureate activities and outcomes: education, employment, income, and participation in or preparation for K-12 teaching. B&amp;B:08/09 Technical Notes and Methodology are appended. (Contains 17 tables, 3 exhibits and 13 footnotes.)
Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers
Author: Jayanthi, Madhavi
Date: 2008-00-00
Type: Guides - Classroom - Teacher
Subjects: Learning Problems,Elementary Secondary Education,Learning Disabilities,Mathematics Instruction,Teaching Methods,Guides,Problem Solving,Protocol Analysis,Feedback (Response),Mathematics Skills,Visual Aids,Heuristics,Formative Evaluation,Peer Teaching

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from "The Final Report of The National Mathematics Advisory Panel" as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. [To access "The Final Report of The National Mathematics Advisory Panel" see (ED500486) This publication was created by Instructional Research Group.]
Bringing Literacy Strategies into Content Instruction: Professional Learning for Secondary-Level Teachers
Author: Kosanovich, Marcia L.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Evidence,Adult Basic Education,Adult Learning,Adult Students,Educational Change,Literacy,Technical Assistance,Educational Policy,Teaching Methods,Educational Strategies,Secondary Education,Elementary Secondary Education,Grade 4,Grade 5,Grade 12,Outcomes of Education

This document provides research-based guidance on academic literacy instruction in the content areas, specifically focusing on the effective use of text in content areas. It reviews the research evidence about content-area literacy instruction for adolescents and suggests ways teachers can use content-area texts to enable students to understand the vocabulary and concepts they contain. This document also provides a brief synopsis of working with adult learners and the most promising professional development practices identified in research. Intended for use by literacy specialists and other technical assistance providers in their work with states to improve educational policy and practice in adolescent literacy, it describes ways to assist states, districts, and schools in helping teachers develop the kinds of pedagogical skills needed to implement instructional practices that have been shown to improve student literacy outcomes.
Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008
Author: Mery, Pamela
Date: 2008-00-00
Type: Reports - Research
Subjects: Community Colleges,Transfer Rates (College),Focus Groups,Case Studies,School Counselors,College Transfer Students,Two Year Colleges,Interviews,Student Attitudes,Teacher Attitudes,College Faculty,Administrator Attitudes,High Schools,Qualitative Research,Special Programs,Institutional Cooperation,Institutional Characteristics,School Culture

In Spring 2007, the State Chancellor's Office of the California Community Colleges  awarded the Transfer Leadership Center (TLC) study to investigate two-to-four year transfer practices and strategies. As part of the study's qualitative component, research teams from the Center for Student Success of the Research &amp; Planning Group of the California Community Colleges conducted site visits to seven community colleges with higher-than-expected transfer rates. The site visits included extensive interviews and focus groups conducted with students, college counselors, faculty, administrators, classified staff, representatives from special programs, and high school counselors. This paper presents findings from site visits to De Anza College. Appended are: (1) De Anza Study Participants; (2) Documents Reviewed for De Anza Case Study Analysis; (3) De Anza College Descriptors; (4) De Anza College Transfer Indicators; and (5) De Anza's Agreements with Four-Year Colleges and Representative Visits. (Contains 1 footnote.) [For related reports, see the following: (1) &quot;Transfer Issues and Effective Practices: A Review of the Literature&quot; (ED521887); (2) &quot;A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008&quot; (ED521877); (3) &quot;Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges&quot; (ED521885); (4) &quot;Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521884); (5) &quot;Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521889); (6) &quot;Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521880); (7) &quot;Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521878); (8) &quot;Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521876); and (9) &quot;Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521879).]
Transfer Issues and Effective Practices: A Review of the Literature
Author: Serban, Andreea
Date: 2008-02-00
Type: Information Analyses
Subjects: Community Colleges,College Programs,Case Studies,Transfer Students,Student Characteristics,Transfer Policy,Two Year College Students,Articulation (Education),Enrollment,Student Behavior,Disproportionate Representation

Transfer has been a central mission in American community colleges since their inception. Understanding the success of the transfer mission as it relates to student academic preparation; institutional and organizational structures, strategies and practices; intersegmental programs; and state policies has been a continuing quest over the several past decades. This document presents the findings of an extensive review of literature on transfer issues and practices spanning over 100 references. The main purpose for this project is to identify practices that enhance the successful transfer of students from community colleges to four-year institutions. Included in this summary are highlights of the most salient findings of the literature review. They are grouped under several major categories: (1) Community college programs and strategies that affect transfer; (2) Intersegmental strategies and policies for transfer and the role of the state; and (3) Transfer outcomes by student characteristics and behaviors. Appended are: (1) Articulation and Transfer Resources; and (2) California Articulation and Transfer Statewide Partnerships/Initiatives. [For related reports, see the following: (1) &quot;A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008&quot; (ED521877); (2) &quot;Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges&quot; (ED521885); (3) &quot;Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521886); (4) &quot;Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521884); (5) &quot;Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521889); (6) &quot;Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521880); (7) &quot;Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521878); (8) &quot;Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521876); and (9) &quot;Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008&quot; (ED521879).]
Adolescent Literacy Resources: An Annotated Bibliography. Second Edition 2009
Author: Center on Instruction
Date: 2009-00-00
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Technical Assistance,Reading Instruction,Literacy,Elementary Secondary Education,Content Area Reading,Reading Difficulties,Special Needs Students,Intervention,Adolescents,Reading Materials,Resources

This annotated bibliography updated from a 2007 edition, is intended as a resource for technical assistance providers as they work with states on adolescent literacy. This revision includes current research and documents of practical use in guiding improvements in grades 4-12 reading instruction in the content areas and in interventions for struggling readers. It is organized into four categories aligned with information provided in adolescent literacy guidance documents previously developed by the Center on Instruction: Policy and Leadership, Assessment for Instruction, Academic Literacy in the Content Areas, and Interventions for Struggling Readers.
Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research
Author: Gersten, Russell
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching Methods,Learning Problems,Elementary Secondary Education,Learning Disabilities,Mathematics Instruction,Meta Analysis,Tests,Professional Development,Intervention,Pretests Posttests

This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this field. Appended are: (1) Design Variables of Studies Included in Math Meta-analysis; (2) Post-tests, Maintenance Tests and Transfer Tests of Studies Included in the Meta-analysis; and (3) Worked Example. (Contains 15 tables, 3 figures and 1 footnote.) [This publication was created by Instructional Research Group. For the "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers", see ED521882.]
The High School Senior Class of 2003-04: Steps toward Postsecondary Enrollment. Issue Tables. NCES 2010-203
Author: Chen, Xianglei
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: High Schools,College Entrance Examinations,High School Seniors,College Attendance,College Preparation,Student Financial Aid,Tables (Data),College Applicants,Statistical Data,Family Income,Student Characteristics,Institutional Characteristics,Expectation

Preparing to attend a postsecondary institution often involves many steps. In addition to academic preparation, high school students who plan to pursue postsecondary education must apply for admission to a college. For those who want to attend a 4-year institution, most also need to take a college entrance examination and obtain financial aid information. This set of Issue Tables, one of a series examining students' preparation for college, draws on data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which the senior class of 2003-04 took or planned to take these steps toward postsecondary enrollment. The following provides a summary of this set of Issue Tables. Table 1 shows the percentage of seniors who took or planned to take the College Board Preliminary Scholastic Assessment Test (PSAT), or college entrance examinations such as the College Board Scholastic Assessment Test (SAT) and American College Test (ACT). Tables 2 and 3 explore high school seniors' preparation in more detail. Tables 4 and 5 examine high school seniors' college application activities. Table 6 restricts the sample to 2004 high school seniors who applied to college as of 2006 and examines the selectivity of the postsecondary institutions to which they applied. Estimates in all tables are shown for all specified students in the high school senior class of 2004 and by a wide range of student, family, and high school characteristics. A glossary is included. (Contains 6 tables and 2 footnotes.)
Postsecondary Expectations and Plans for the High School Senior Class of 2003-04. Issue Tables. NCES 2010-170rev
Author: Chen, Xianglei
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: High Schools,High School Seniors,College Attendance,College Applicants,Tables (Data),Longitudinal Studies,Parent Aspiration,Parent Attitudes,Academic Aspiration,Educational Attainment,Student Attitudes,Two Year Colleges,Higher Education,Parent Child Relationship,Student Characteristics,Family Characteristics,Institutional Characteristics,Statistical Data

Increasing numbers of students expect to attend college after high school (U.S. Department of Education 2006). This set of Issue Tables, the second in a series examining students' preparation for college, draws on data from the Education Longitudinal Study of 2002 (ELS:02) to highlight postsecondary expectations and plans among the senior class of 2003-04. The following provides a summary of this set of Issue Tables: Tables 1 and 2 examine the highest level of education that students expected to attain and that parents expected students to attain. Tables 3 to 5 examine students' postsecondary plans. Table 6 looks at the opinions of students' parents, school staff, and friends about going to college after high school; table 7 shows how frequently students discussed going to college with their parents; and table 8 presents the number of students' friends planning to attend a 2- or 4-year college after high school. Estimates in all tables are shown for all students and by a wide range of student, family, and high school characteristics. A glossary is included. (Contains 8 tables and 2 footnotes.)
The Condition of Education 2010 in Brief. NCES 2010-029
Author: Aud, Susan, Ed.
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Statistics,Educational Indicators,Enrollment,Postsecondary Education,Enrollment Rate,Enrollment Trends,Educational Trends,Academic Persistence,Participation,Outcomes of Education,Academic Achievement,Educational Environment,Disadvantaged Schools,Poverty,Educational Attainment,Public Schools,Private Schools,Race,Ethnicity,Student Characteristics,Disabilities,Reading Achievement,Mathematics Achievement,Achievement Gap,Science Achievement,Income,Young Adults,Dropout Rate,Graduation Rate,Academic Degrees,Institutional Characteristics,School Safety,Crime,Teacher Characteristics,Principals,Administrator Characteristics,School Personnel,Teacher Student Ratio,Charter Schools,Educational Finance,Expenditures,Study Abroad,Undergraduate Study,Graduate Study,Professional Education,College Faculty,Teacher Salaries,Teacher Employment Benefits,Student Financial Aid,Student Employment,Racial Distribution,College Students,National Competency Tests

This publication contains a sample of the indicators in &quot;The Condition of Education 2010.&quot; The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. &quot;The Condition of Education&quot; includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2010 edition of &quot;The Condition&quot; contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and ACEducational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 9 figures.) [For &quot;The Condition of Education 2010. NCES 2010-028,&quot; see ED509940.]