ethanporcaro/eric-fulltext-meta huggingface dataset:
Bond-Order and Magnetic Behavior of Diatomic Species without Molecular Orbital Theory
Author: Das, Arijit
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Molecular Structure,Inorganic Chemistry,Teaching Methods,Context Effect,Scientific Concepts,Concept Formation,College Science,Prediction,Magnets

In this chapter text-based learning approaches have been highlighted by innovative and time economic way to enhance the interest of students who belong to the paranoia zone in Electronic Structure of Atoms and Molecules beneath Inorganic Chemistry of chemical science. In this pedagogical survey, I have tried to hub two (02) time economic pedagogies by including seven (07) new formulae in the field of chemical education. This chapter explores the results and gives implications for context-based teaching, learning and assessment.
Rapid Calculation of the Number of [Pi]-Bonds, [Sigma]-Bonds, Single and Triple Bonds in Aliphatic Unsaturated Open Chain and Cycloalkynes
Author: Das, Arijit
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,College Science,Computation,Scientific Concepts,Concept Formation,Prediction

Prediction of number of [Pi]-bonds, [sigma]-bonds, single and triple bonds of aliphatic unsaturated open-chain and cycloalkynes is a vitally important tool for students of chemistry at undergraduate and graduate level for solving different kinds of problems regarding different chemical reactions. In this manuscript, we try to present a simple and innovative method for easy calculation of number of [Pi]-bonds, [sigma]-bonds, single and triple bonds with the help of completely 8 (eight) new formulae.
A Rapid and Innovative Method for the Identification of Aromatic and Anti-Aromatic Nature of Organic Compounds
Author: Das, Arijit
Date: 2013-00-00
Type: Journal Articles
Subjects: College Science,Molecular Structure,Scientific Concepts,Concept Formation,Prediction,Organic Chemistry,Teaching Methods,Undergraduate Study,Graduate Study

Prediction of aromatic and anti-aromatic behavior of organic compounds is a vitally important tool for students of chemistry at graduate and post-graduate level for solving different kinds of problems regarding reactivity, stability and acidic properties etc. In this manuscript we try to present a simple and innovative method for easy identification of aromatic and anti-aromatic behavior of organic compounds from their non-aromatic nature excluding Huckel's rule of aromaticity.
Knocking at the College Door. Projections of High School Graduates. [10th Edition]
Author: Bransberger, Peace
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: High School Graduates,Graduation Rate,Public Schools,Geographic Regions,Private Schools,Birth Rate,Differences,Regional Characteristics,Student Diversity,Race,Ethnicity,COVID-19,Pandemics,Educational Trends

At the core of the Western Interstate Commission for Higher Education's (WICHE's) mission to ensure access and excellence in higher education for all citizens of the West, WICHE's 10th edition of &quot;Knocking at the College Door&quot; provides detailed data and projections of the number of high school graduates for the nation, four geographical regions, and the states, including public high school graduates by race/ethnicity. Although these projections do not account for the impact of the COVID-19 pandemic on K-12 enrollments and graduations -- because data for the high school graduating Class of 2020 have not yet been reported by states -- they still show important trends and are an essential benchmark for monitoring and understanding the impact that the pandemic has on different groups of students. The data also provide an important measure of how the improvement in graduation rates is offsetting some -- but not all -- of the expected declines in the number of graduates due to declining birth rates. Additionally, the projections show continuing trends of diversification among public high school graduates, with students of color expected to make up an even greater share of the graduating class in the future. Six key findings emerged from this edition of &quot;Knocking at the College Door&quot;: (1) Nationally, the number of high school graduates is expected to peak in the mid-2020s before entering a period of modest decline through the end of the projections in 2037; (2) These projections show an increase in the number of graduates of about 10 percent over the previous projections; (3) COVID-19 introduces significant uncertainty into the projections; (4) Increased diversification of the graduating classes is a projected trend; (5) Private school enrollments have been more volatile than previously projected but have shown strong growth in recent years; and (6) Significant state and regional variation are important features of these projections. [For the 9th edition of this report, see ED573115.]
It&apos;s Incumbent on U.S.: Leveraging Federal Policy to Maximize Investment in Incumbent Worker Training and Businesses&apos; Pipeline Development
Author: Brown, Katie
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Job Skills,Skill Development,Job Training,Public Policy,Labor Force Development,Labor Legislation,Federal Legislation,COVID-19,Pandemics,Partnerships in Education,School Business Relationship,Economic Development,Agency Cooperation,Tax Credits,On the Job Training,Workplace Learning

The pandemic has caused a major economic shift for businesses and workers. Countless companies have had to quickly upskill their workers, equipping them with the skills they need to pivot to digital or remote services. As a result, the importance of efficiently and effectively training and onboarding workers with the right skills for the job has become an increasingly critical. National Skills Coalition's latest report, &quot;It's Incumbent on U.S.: Leveraging federal policy to maximize investment in incumbent worker training and business' pipeline development,&quot; offers recommendations to Congress on how to address this pressing issue including: (1) Creating a new Federal Incumbent Worker Training Fund under the Workforce Innovation and Opportunity Act (WIOA) to provide dedicated resources to states to fund partnerships between employers, education and training providers, and other stakeholders; (2) Creating new &quot;21st Century Extension Partnerships,&quot; aligning workforce and economic development strategies. These partnerships should provide technical assistance to small and medium-sized employers, coordinate funded training for businesses in the same industry, and efficiently encourage companies to adopt latest industry methods and technologies; and (3) Leveraging changes to the tax code to empower private investment in worker training for both new hires and the upskilling of existing workers.
Using Network Analysis for Rapid, Transparent, and Rigorous Thematic Analysis: A Case Study of Online Distance Learning
Author: Kristanto, Yosep Dwi
Date: 2020-12-00
Type: Journal Articles
Subjects: Network Analysis,Networks,Electronic Learning,Online Courses,Distance Education,Case Studies,Student Attitudes,College Students,Mathematics Education,Foreign Countries,COVID-19,Pandemics,Data Analysis,Learning Experience,Qualitative Research

In thematic analysis, themes construction can be performed manually by the researcher or automatically by a computer. Both methods have strengths and weaknesses. This article introduces a strategy that involves the role of both researcher and computer to construct themes from qualitative data in a rapid, transparent, and rigorous manner. The strategy uses network analysis and is demonstrated by employing a case study on students' perceptions of online distance learning they experienced during the COVID-19 pandemic. The themes-construction strategy consists of four systematic phases, namely (1) determining unit of analysis and coding; (2) constructing the code co-occurrence matrix; (3) conducting network analysis; and (4) generating, reviewing, and reporting the themes. The strategy is successfully demonstrated in generating themes from the data with modularity value Q = 0.34. The application of network analysis in this strategy allows researchers to automatically generate themes from qualitative data using mathematical algorithms, represent these themes visually using network graph, and interpret the themes to answer the research questions.
Culturally Relevant Practice: Implementation among Historically Black Colleges and Universities
Author: Owens, L.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Black Colleges,Culturally Relevant Education,African American Students,Success,Equal Education,Educational Needs,African American Organizations,Professional Associations,Educational Practices,Evaluation Methods,Higher Education,Feminism,Experience,Partnerships in Education,Stakeholders,Caring,Racial Bias,Social Justice

Since 1837, Historically Black Colleges and Universities (HBCUs) have secured a reputation for providing students, especially Black students, with a holistic college experience. An experience that embraces culture and leads to self-discovery, life-long personal and professional relationships, and most importantly, career opportunities. Today, HBCUs represent 3% of colleges and universities, educate almost 10% of all Black college students and produce 17% of Black bachelor's degrees. However, HBCUs and organizations like UNCF, created to serve such institutions and Black students more broadly, are often overlooked as designers or producers of effective student success programming for Black students. This report answers two key questions: (1) Why is UNCF especially equipped to support HBCUs and institutions focused on increasing Black student success? (2) Why is UNCF an expert in equity? Additionally, this publication makes the case for uplifting organizational research and practices using principles of Black feminist thought (Collins, 1991) and a practical framework for application offered in the concept of culturally relevant pedagogy (Ladson-Billings, 1995).
Glossary of Key Terms in Educational Research
Author: Noori, Abdullah
Date: 2021-02-03
Type: Reference Materials - Vocabularies/Classifications
Subjects: Educational Research,Glossaries,Definitions,Research Methodology

The purpose of this Glossary of Terms is to help novice researchers in understanding basic research terminologies in educational research. It provides definitions of many of the terms used in the guidebooks to conducting qualitative, quantitative, and mixed methods of research. The terms are arranged in alphabetical order.
Implementation of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation
Author: Peisner-Feinberg, Ellen
Date: 2020-12-00
Type: Reports - Research
Subjects: Preschool Education,School Readiness,Program Effectiveness,Equal Education,Access to Education,At Risk Students,Program Implementation,Kindergarten,Administrator Attitudes,Family Involvement,Family School Relationship,School Role,Geographic Regions,Rural Urban Differences,Age Differences,Teacher Competencies,Teacher Certification,Enrollment,Information Dissemination,Language Usage,Native Language,English Language Learners,Student Recruitment,Students with Disabilities,Preschool Curriculum,Student Evaluation,Parent Attitudes,Social Support Groups,Transitional Programs,Mentors,Data Collection,Barriers,Institutional Characteristics

Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4-year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Implementation Study was designed to examine local variations in the statewide implementation of PA PKC in relation to the program regulations and early learning standards. The study entailed surveys with three groups of families (current PA PKC families, former PA PKC families in kindergarten, comparison families in kindergarten), surveys and interviews with PA PKC administrators, and PA PKC administrative data. This process evaluation focused on issues related to the extent of variability in implementation of PA PKC, effectiveness of family engagement, adequacy of supports for continuous quality improvement, and implementation challenges in supporting children's school readiness. The Implementation Study addressed four primary questions: (1) How much local variation exists in the implementation of PA PKC program regulations and standards?; (2) As key stakeholders, how effectively are families engaged in and supported by PA PKC? How does PA PKC view their role in supporting family engagement?; (3) To what extent is adequate support provided by local PA PKC programs and by the Office of Child Development and Early Learning (OCDEL) for continuous quality improvement?; and (4) To what extent are key factors (geographic region and urbanicity/rurality, program size, percent 3-year-olds, provider type, teacher credentials) associated with greater or lesser implementation challenges? What are recommended suggestions for improvement? [This report was prepared by the University of North Carolina at Chapel Hill, School of Education. Additional funding was provided by the BUILD Foundation.]
Kindergarten Impacts of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation
Author: Peisner-Feinberg, Ellen
Date: 2020-12-00
Type: Reports - Research
Subjects: Preschool Education,School Readiness,Program Effectiveness,Equal Education,Access to Education,At Risk Students,Program Implementation,Kindergarten,Administrator Attitudes,Family Involvement,Family School Relationship,School Role,Geographic Regions,Rural Urban Differences,Age Differences,Teacher Competencies,Teacher Certification,Enrollment,Information Dissemination,English Language Learners,Student Recruitment,Preschool Curriculum,Student Evaluation,Parent Attitudes,Social Support Groups,Transitional Programs,Mentors,Data Collection,Academic Achievement,Interpersonal Competence,Executive Function,Preschool Children,Mathematics Achievement,Language Skills,Reading Skills,Reading Achievement,Literacy,Low Income Students,Teacher Attitudes

Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4- year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Impact Study examined the effects of participation in PA PKC on children's early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no early childhood education (ECE) experience in the 2 years prior to kindergarten. Two primary research questions (1 and 2) guided the study to examine the effects of participation in PA PKC. A third research question (3) examined potential moderators, or factors that might have an influence on any effects found for program participation: (1) Do children who attended PA PKC have higher levels of academic and social skills in kindergarten than children with no prior preschool experience?; (2) Are kindergarten skills different for children who attended PA PKC for 1 year (enrolling at age 4) or 2 years (enrolling at age 3)?; and (3) Are there differences in the effects of PA PKC based on various program characteristics -- percent of 3-year-olds served, region of the state, or level of urbanicity/rurality? In sum, the results of this evaluation demonstrate positive benefits on language and math skills in kindergarten for children who attended PA PKC compared to similar children with no prior ECE experience in the 2 years before kindergarten. Thus, it would appear that PA PKC is well suited to promote key school readiness skills known to predict later reading and academic success. [This report was prepared by the University of North Carolina at Chapel Hill, School of Education. Additional funding was provided by the BUILD Foundation.]
Building Trust for Inter-Organizational Data Sharing: The Case of the MLDE. MLDE Issue Brief
Author: McKay, Heather
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Trust (Psychology),Longitudinal Studies,State Universities,State Agencies,State Departments of Education,Educational Cooperation,Data Analysis,Higher Education,Labor,Kindergarten,Elementary Secondary Education,Career Development,Educational Attainment,Educational Policy,Program Development,Administrator Attitudes,Program Descriptions,Information Sources,Governance,Sustainability,Quality Assurance,Cooperation

The Multistate Longitudinal Data Exchange (MLDE) facilitates data sharing between states from K-12 education, higher education, and labor agencies. Its goal is to provide practitioners, policymakers, and researchers with a comprehensive data source to understand educational and career trajectories, including how these trajectories can cross state lines, to improve policies and programs serving students and provide better consumer information. The exchange, begun as a pilot in 2010, is a collaboration between the Western Interstate Commission for Higher Education (WICHE) and state agencies that house education and work data in multiple states and has been largely funded by the Bill &amp; Melinda Gates Foundation. The Education &amp; Employment Research Center (EERC) at Rutgers, The State University of New Jersey, has conducted research and evaluation on the inaugural years of the MLDE. This brief examines the process of building trust within the context of the development and implementation of the MLDE. The brief is based on research and evaluation activities conducted by Rutgers' Education &amp; Employment Research Center (EERC) over the past five years, which included 40 interviews with state leaders and the Western Interstate Commission for Higher Education (WICHE) staff, observations of user group meetings, surveys, and MLDE document analysis. This EERC brief is one of a five-brief series that explores the development of the MLDE and details the lessons learned about building and using longitudinal multistate data systems for policy and practice.
Building a Multistate Governance System. MLDE Issue Brief
Author: McKay, Heather
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Interstate Programs,Governance,Information Systems,Longitudinal Studies,Exchange Programs,Governing Boards,Program Administration,Sustainability,Elementary Secondary Education,Higher Education,Agencies,Labor

The Multistate Longitudinal Data Exchange (MLDE) facilitates data sharing between states from K-12 education, higher education, and labor agencies. Its goal is to provide practitioners, policymakers, and researchers with a comprehensive data source to understand educational and career trajectories, including how these trajectories can cross state lines, to improve policies and programs serving students and provide better consumer information. The exchange, begun as a pilot in 2010, is a collaboration between the Western Interstate Commission for Higher Education (WICHE) and state agencies that house education and work data in multiple states and has been largely funded by the Bill &amp; Melinda Gates Foundation. The Education &amp; Employment Research Center (EERC) at Rutgers, The State University of New Jersey, has conducted research and evaluation on the inaugural years of the MLDE. This brief explores that process and the stages of developing a governance system for a multistate state-data exchange project, the Multistate Longitudinal Data Exchange (MLDE). The MLDE is designed to help states and regions develop a more holistic view of education and employment pathways, which in turn helps to inform practitioners, policymakers, and researchers. This EERC brief is one of a five-brief series that explores the development of the MLDE and details the lessons learned about building and using longitudinal multistate data systems for policy and practice.
Skills for an Inclusive Economic Recovery: An Agenda for President Biden and Congress
Author: National Skills Coalition
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Economic Change,Economic Climate,Job Skills,Job Training,COVID-19,Pandemics,Dislocated Workers,Retraining,Job Development,Economic Development,Partnerships in Education,Electronic Learning,Career Education,Accountability,Federal Programs,Family Programs,Welfare Services

America faces the most devastating economic crisis since the Great Depression, and National Skills Coalition (NSC) stands with the working people and local businesses who have been most impacted by the pandemic's economic fallout. Equitable opportunities for working people and local businesses to participate in and benefit from a rebound and possible expansion of our economy are not fated; they are determined by decisions made in Washington, D.C. NSC's member businesses, labor-management partnerships, community organizations, community colleges, education and workforce experts are calling on the President and Congress to be a partner in building an inclusive economic recovery that addresses the disproportionate impact of the economic crisis on workers of color, immigrants, and workers with a high school diploma or less; the essential role of small businesses who hire locally and invest in their people but need policymakers to be their partner; and the moral and economic imperative to dismantle the structural racism within workforce education and training systems that hold back workers, businesses, and the economy. In this report, NSC has put forward this vision as well as a set of principles and policy goals that should drive the nation's skills policy response. In this eight-part federal agenda NSC offers a set of specific legislative responses -- each supported by over 70 percent of voters -- that the President and Congress can enact immediately to help realize this vision.
To Retain or Not Retain: A Review of Literature Related to Kindergarten Retention
Author: Robertson, Rachel M.
Date: 2021-03-04
Type: Information Analyses
Subjects: Kindergarten,Young Children,Grade Repetition,Educational Benefits,Preschool Teachers,Teacher Attitudes,At Risk Students,Academic Standards,High Stakes Tests,Program Effectiveness,School Readiness

Will students who have not mastered kindergarten skills benefit from another year of kindergarten before going into grade one? It has been suggested that there is no other topic in education that has such a wide difference of opinion as those researchers who do not advocate retention and those who are convinced that a child should be given another year to grow and mature. This paper reviews some literature illustrating divergent views regarding kindergarten retention. Studies suggest that there is no reliable proof that grade retention is beneficial. Some researchers have concluded that allowing a child to repeat kindergarten provides a stronger foundation for essential skills needed for future grades, while others argue that retention has many negative consequences. Researchers cite studies which support their own particular point of view. This topic continues to be an important topic of discussion for educators and policymakers. With so many disagreements among researchers, educators can agree that kindergarten is crucial to the development of a child's education and that is essential to carefully consider the decision to retain or to promote children in kindergarten.