ethanporcaro/eric-fulltext-meta huggingface dataset:
The Reality of College Readiness, 2012. Maryland
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Maryland. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Louisiana
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Louisiana. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Kentucky
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Kentucky. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Maine
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Maine. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
2003-05 High Demand Enrollment Grants Report: Competitive Grants to Link Higher Education and Economic Development
Author: Washington Higher Education Coordinating Board
Date: 2006-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Grants,State Aid,Educational Finance,Economic Development,Enrollment,Public Colleges,Demand Occupations,College Programs,Full Time Equivalency,College Students

The Higher Education Coordinating Board (HECB) received two appropriations totaling $11.8 million in the 2003-05 state operating budget to award competitive grants to increase enrollment in high-demand fields. Grants were available to Washington's public four-year colleges and universities during the 2003-04 and 2004-05 academic years. This report summarizes the 31 projects that received funding. Appended are: (1) 2003-05 High Demand Grants awarded by the Higher Education Coordinating Board: FTE Awarded Compared with FTE increases as reported by OFM; (2) 2004 HECB High-Demand Enrollment Review Committee; (3) Final 2004 Request For Proposals Expansion of Enrollment Opportunities in High Demand Fields; (4) Final 2003 Request For Proposals Expansion of Enrollment Opportunities in High-demand Fields.
Funding Issues in U.S. Community Colleges: Findings from a 2008 Survey of the National Council of State Directors of Community Colleges
Author: Katsinas, Stephen G.
Date: 2009-04-00
Type: Reports - Research
Subjects: Community Colleges,Economic Climate,Economic Impact,Financial Support,Tuition,Public Education,Grants,Enrollment,Student Financial Aid,Tax Rates

The purpose of this report was to summarize the impact the economic recession had on funding, access, and overall support for U. S. community colleges in 2008. Mortgage foreclosures, reduction in stock values, and an enormous credit crunch were headlines of economic news in the final quarter of 2007 and throughout 2008.  A survey conducted by the Education Policy Center at the University of Alabama, was sent to 51 members of the National Council of State Directors of Community Colleges (NCSDCC). A special section related to tuition and student aid was included. It is important to note that 27 of the 49 respondents completed the survey prior to the collapse of the Wall Street investment houses and aggressive intervention into the capital markets by Secretary Henry Paulson in mid-September 2008. A primary concern of respondents was the weakening of state funds for all public education; among community colleges rural community colleges experienced the greatest financial strain. Vocational, technical, and occupational programs of study experienced significant weakening as well. Other &quot;hot topics&quot; included high gas prices, capped enrollment, and capacity to meet current and projected needs of potential student enrollment. Dramatic tuition increases and decreases in state revenue created an economic gap for community colleges that the respondents described as &quot;troubling&quot; Federal assistance related to Pell Grants and Supplemental Educational Opportunity Grants (SEOG), changes in the federal tax code, and increasing the federal match for the state portion of Medicaid would produce an immediate and positive impact on access and funding for community colleges. Local Tax Appropriation Funding Status of Community Colleges is appended. (Contains 14 tables.)
Snapshots of a Culture: How Do American and Turkish Elementary Students Represent Their Cultural Identities Using Technology as a Means of Expression and Communication?
Author: Simsek, Ali
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Multimedia Materials,Computer Uses in Education,Elementary School Students,Grade 5,Comparative Analysis,Cross Cultural Studies,Cross Cultural Training,Cultural Awareness,Cultural Education,Pretests Posttests,Student Surveys,Program Effectiveness,Misconceptions,Information Sources,Student Attitudes,Social Bias,Intercultural Communication,Private Schools

The purpose of this study was to investigate how elementary students can learn about the culture of another country and how technology can play a role in this process. The sample of the study included 135 fifth grade students from the United States and Turkey. Initial knowledge and information sources of students were assessed at the beginning of the study. Then, they exchanged multimedia presentations which they prepared to make their peers more knowledgeable about their own country. After studying the presentation about the other country, the students responded to a post-survey assessing their knowledge gains. Results showed that the Turkish students had much more initial knowledge about the American culture compared to knowledge of the American students about Turkey. Both groups had certain prejudices or misperceptions about each other. Media, school, and family were main sources of information, while books and friends played a small role. Studying multimedia-based presentations and discussing its content as a group was highly effective to learn about the culture of another country. By exchanging intercultural information through technology, students became less prejudiced and more understanding of each others' respective cultures. (Contains 9 tables.)
New Literacies for Digital Citizenship
Author: Simsek, Eylem
Date: 2013-00-00
Type: Journal Articles
Subjects: Functional Literacy,Mass Media,Web Sites,Electronic Publishing,Citizenship,Democracy,Technological Literacy,Multiple Literacies,Influence of Technology,Media Literacy,Web 2.0 Technologies,Social Networks,Computer Mediated Communication,Computer Use,Definitions,Theories,Democratic Values

The meaning of citizenship has usually been associated with the power of individuals in the process of social decision-making. Throughout the history, effective citizenship has required functional literacy skills as the fundamental factor for attending societal life. In the past, the 3Rs (writing, reading, and arithmetic) were considered to be enough for a normal citizen because people could communicate satisfactorily based on these skills in public spheres. They could also benefit through traditional literacy skills from the mainstream communication channels like newspaper, radio, and television. Depending on the linear characteristic of the mass media, participation of citizens was limited in the social arena. However, new communication technologies have changed the nature and scope of citizenship. New kinds of literacies have emerged regarding the new media such as Internet, Web, Twitter, blogs, YouTube, Facebook, mobile technologies and so forth. Today's citizens are expected to attend social processes anytime and anywhere. Thus, they are required to have mastery in new literacies which allow them to use all kinds of emerging technologies to share their views and make their voices heard. In fact, this comes as a requisite for real democracy because digital citizenship is largely based on contemporary literacy skills in which the technology plays an important role. This paper elaborates various kinds of new literacies and discusses their relationships with the current practices of digital citizenship from a technological perspective. (Contains 1 figure.)
Learning Strategies of Successful and Unsuccessful University Students
Author: Simsek, Ali
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Learning Strategies,Likert Scales,Grade Point Average,Measures (Individuals),Academic Achievement,Instructional Design,Intellectual Disciplines,Identification,Repetition,Context Effect,Information Management,Concept Mapping,Metacognition,Motivation,Relationship,Student Characteristics,Cognitive Style,Program Effectiveness

The purpose of this study was to assess the most commonly used learning strategies of undergraduate students and how these strategies were related to their academic performance. Toward this purpose, a 60 item Likert scale was administered to a sample of 278 undergraduate students. The students were selected based on their cumulative grand-point-average as the most successful and the least successful five senior-year students from each majoring area in the faculties of arts, engineering, science, communication, and sports. The Cronbach's Alpha reliability coefficient of the scale was 0,93. Results showed that successful students used more, varied, and better learning strategies than unsuccessful students. Female students were more effective in selecting and using appropriate strategies than male students. There were a variety of differences among fields of study; students of fine arts used the strategies least, while students of sports used them the most. The most preferred group of strategies was metacognitive strategies, whereas the least preferred group was organization strategies. The same pattern was found for the level of success, gender, and field of study. The results overall imply that certain strategies contribute to student performance more than other strategies, and majority of university students are aware of this situation. (Contains 5 tables.)
The Relationship between Computer Anxiety and Computer Self-Efficacy
Author: Simsek, Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Computer Attitudes,Correlation,Females,Self Efficacy,Secondary School Students,Secondary School Teachers,Anxiety,Males,Elementary School Students,Elementary School Teachers,Private Schools,Gender Differences,Age Differences,Computer Use,Computer Literacy,Computer Mediated Communication,Student Attitudes,Statistical Analysis,Comparative Analysis,Predictor Variables

This study examined the relationship between computer anxiety and computer self-efficacy of students and teachers in elementary and secondary schools. The sample included a total of 845 subjects from two private school systems in Turkey. The Oetting's Computer Anxiety Scale was used to measure computer anxiety whereas the Murphy's Computer Self-Efficacy Scale was used to measure computer self-efficacy of subjects. The results demonstrated that elementary students were less-anxious than secondary students; males had lower anxiety scores than females; and the difference between anxiety scores of students and teachers was not significant. However, students had higher self-efficacy scores than their teachers; elementary students were more self-efficient than secondary students; and males had higher computer self-efficacy scores than females. The correlation between the variables of computer anxiety and computer self-efficacy was moderate, negative, and significant. (Contains 3 tables.)
A Comparison of Four Item-Selection Methods for Severely Constrained CATs
Author: He, Wei
Date: 2013-00-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Adaptive Testing,Test Items,Item Banks,Selection,Methods,Accuracy,Comparative Analysis

This study compares the four existing procedures handling the item selection in severely constrained computerized adaptive tests (CAT). These procedures include weighted deviation model (WDM), weighted penalty model (WPM), maximum priority index (MPI), and shadow test approach (STA). Severely constrained CAT refer to those adaptive tests seeking to meet a complex set of content constraints simultaneously, acknowledging that an item usually carries multiple attributes that are inclusive to each other.  In addition, two modified versions of the MPI procedure are introduced to deal with the situation in which the priority indices for all eligible items are zero. Given the item pool characteristic and the adaptive model within which this study is conducted, the results indicate that the shadow test approach, among all candidate methods, works the best in terms of measurement accuracy and constraint management, except that it makes the poorest use of items. All heuristic approaches do not differ significantly from each other in terms of measurement accuracy and constraint management at the lower bound level. However, the WPM method appears to perform considerably better in overall constraint management than both WDM and MPI methods. Regarding the two modified MPI procedures, the M2_MPI (i.e., the one assuming "move at its own pace" for each constraint) appears to perform better than the M1_MPI (i.e., the one assuming "move at the same pace" for all constraints) in overall constraint management. Regarding the three variations of WPM procedure, the WPM_fixed (1), i.e., the one adopting different weights to calculate content and item information penalty values, works better than other two variations. Limitations and further research directions are also discussed. (An appendix contains 4 tables and 7 figures.)
The Legal Status of the County Superintendent. Bulletin, 1932, No. 7
Author: Newsom, N. William
Date: 1932-00-00
Type: Historical Materials
Subjects: Legal Responsibility,School Administration,Rural Areas,War,Criticism,Superintendents,Educational Research,Supervision,Administrator Role,Counties,Trend Analysis,Personnel Selection,Salaries,Administrator Qualifications

The educational literature dealing with school administration reveals much criticism of the office of the county superintendency and its personnel in many States. The allegations contained in the criticism are important. They are concerned with conditions and factors regarded as essential to the proper administration and supervision of education in rural communities. Since the position of county superintendent is created and governed by law, the criticisms relate principally to the laws affecting that position. The main purpose of this publication is to present the legal status of the county superintendent in those States which have such officials. This involves three problems: (1) To show the early development of the office of the county superintendency; (2) to ascertain and show trends in the legal prescriptions relative to the county superintendency in the different States over a period of years; and (3) to set up bases for the evaluation of the present legal status of the county superintendent. This study is limited to a study of constitutional and statutory provisions relating to the county superintendent in force at three different periods during the past 50 years, namely, 1880, 1905, and 1930. These dates are selected for the reason that they are regarded as sufficient to show reliable trends. The year 1880 was chosen because it was considered that it would show the prescriptions at a time sufficiently removed from the results of the Civil War as not to be affected greatly thereby. This  bulletin contains the following chapters: (1) Early development; (2) Legal status of the county superintendent in the several States in 1880, 1905, and 1930; and (3) Qualifications, salaries, and method of selection of county superintendent in the several States in 1880, 1905, and 1930. Sources other than statutory authority are appended. Individual chapters contain tables and footnotes. [Best copy available has been provided.]
Safety Education: Helps for Schools in Constructing a Course of Study. Bulletin, 1932, No. 8
Author: Fox, Florence C.
Date: 1932-00-00
Type: Historical Materials
Subjects: Educational History,Curriculum Development,Safety Education,Traffic Safety,Citizenship Education,Child Health,Child Safety,Accidents,Educational Objectives,Educational Principles,Learning Activities,Units of Study,Course Descriptions,Program Administration,Teaching Methods,Instructional Materials,Reading Lists,Drama,Bibliographies,Interdisciplinary Approach,Urban Schools,Elementary Secondary Education,Public Schools

The Department of Commerce in its highway safety conference made this pronouncement: "The problem of safety is closely linked with health, thrift, and many other elements which taken together make up the great problem of developing a finer citizenship. Educational leaders of the country are now endeavoring to weld together the essential elements of a more fundamental and far-reaching course in citizenship for the public schools than any that exist at the present time." In accordance with this idea the plan of this bulletin has been carried out. It offers a constructive program for the use of superintendents who desire to formulate a course of study in safety that shall create in the child's mind, not a sense of fear and dread, but an attitude of prudence and caution toward the hazards that he meets in his daily life, together with an appreciation of the safeguards with which a friendly neighborhood attempts to insure his safety and welfare. This bulletin contains the following: (1) Letter of transmittal; (2) Introduction; (3) The organisation of committee and their work; (4) Determining objectives in safety education; (5) The selection and organisation of activities for developing habits of safety; (6) The administration of safety programs; (7) Bibliography on safety education; and (8) List of city courses of study in safety. A bibliography is included. (Contains 3 tables.) Individual sections contain footnotes. [Best copy available has been provided.]