ethanporcaro/eric-fulltext-meta huggingface dataset:
The Continued Student Loan Crisis for Black Borrowers
Author: Miller, Ben
Date: 2019-12-02
Type: Reports - Evaluative
Subjects: Student Loan Programs,Educational Finance,African American Students,College Students,Loan Default,Racial Differences,Ethnicity,Loan Repayment,Postsecondary Education,White Students,Hispanic American Students,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Nonprofit Organizations,Bachelors Degrees,Income,Associate Degrees,Educational Certificates

In 2017, the U.S. Department of Education released groundbreaking data showing that half of Black or African American borrowers who first entered college in the 2003-04 academic year defaulted on their student loans within 12 years. New federal data released this fall show that these numbers have not improved: Black or African American borrowers who started college in 2011-12, almost a decade later, have continued to face high default rates. The data come from the latest update to the Beginning Postsecondary Students Longitudinal Study (BPS). This study tracks students who first entered college in the 2011-12 academic year for six years, through 2017. The data add a significant new element to policymakers and researchers' understanding of student loan repayment. This is the first time a U.S. Department of Education longitudinal study tracked undergraduate students who began college after 2007, when Congress started creating more generous income-driven repayment (IDR) plans. Thus far, IDR is the main solution that policymakers have devised to help struggling borrowers. These plans reduce monthly payments by capping them at a set share of income. The BPS data show that roughly one-fifth of borrowers in repayment at the end of the six-year tracking period were using IDR. While differences in the overall usage of IDR by race are small, one-third of Black or African American borrowers in repayment in 2017 with a bachelor's degree were using IDR, a much higher rate than other borrowers with the same level of education. Continued high default rates, despite the use of IDR, suggest either that outcomes would be much worse without it or that there must be other solutions to better serve borrowers most at risk of default. Unfortunately, the data cannot indicate which hypothesis is correct. This report provides a closer look at what the new data can tell about default and repayment, especially for Black borrowers.
Novel Job Scheduling Tool for University Technology Transfer
Author: Hamilton, Clovia
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Transfer,Scheduling,Higher Education,College Administration,Administrators,Computer Software,Educational Technology,Computer Simulation

Technology commercialization managers are often faced with (1) training inventors on intellectual property (IP) laws and IP policies, (2) evaluating invention disclosures for patentability and marketability, (3) drafting and implementing invention marketing plans, and (4) working closely with patent counsel on patent prosecution. This study begins with the fact that expediency is important because the amount of time taken to evaluate invention disclosures and file patent applications often conflicts with inventors' desire to publish their findings. Yet, very few technology transfer managers use project management job scheduling tools to minimize processing time. Next, this study describes the development of a novel job scheduling tool for university technology transfer using simulated annealing in R programming. A description of experimentation follows and the test results follow. Next, the discussion provides that the primary implication for technology managers is that the tasks involved in technology transfer can be scheduled quite easily and speedily with this proposed job scheduling tool. A limitation to the study is that a hypothetical set of TTO staff job tasks was scheduled. Also, faculty inventors' tasks are not included. Thus, future research should include further experimentation in actual university technology transfer offices using the job tasks that their specialists need to schedule in real time.
Caution Ahead: Five Years Later. Assessing Progress and Challenges for New York City&apos;s Aging Infrastructure
Author: Shaviro, Charles
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Urban Areas,Urban Universities,Urban Schools,Transportation,Utilities,Sanitation,Maintenance,Public Libraries,Financial Support,Public Schools,Sustainability,Facility Improvement,Conservation (Environment),Public Housing

In March 2014, the Center for an Urban Future documented an array of challenges and vulnerabilities resulting from the New York City's aging infrastructure in their &quot;Caution Ahead&quot; report (see ED555648). And it identified a minimum investment of $47.3 billion over the next five years to bring the city's core infrastructure to a state of good repair. The current study provides a five-year update to the Center's assessment of New York City's aging infrastructure vulnerabilities. It concludes that Mayor Bill de Blasio administration's record infrastructure investments have resulted in real progress in several areas, but also finds that capital needs across many city agencies have grown significantly--and not just in high-profile areas like the subways and New York City Housing Authority (NYCHA). The Center's new analysis shows that some of the problems that were documented five years ago have only gotten worse, and that the new stressors like climate change have only added to the overall price tag to bring the city's core infrastructure to a state of good repair.
An Investigation on Learning Climate at Sport High Schools
Author: Sentürk, Halil Evren
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,High Schools,High School Students,Athletics,Teacher Attitudes,Student Attitudes,High School Teachers,Physical Education Teachers,Intellectual Disciplines,Negative Attitudes

Sport High Schools that activate in Turkey and where students who are skilled at sports have their secondary education are found to be suitable place to study on. In this study, it is aimed to study perception of teachers working and students studying in these institutions regarding learning climate. 342 teachers and 557 students that participated in the study voluntarily are considered to be the best universe taking part in the study in daily basis. In terms of data collection tool, Camur's &quot;Learning Climate Scale&quot; with its Turkish adaptation in the year 2006 is used by considering its sub-dimensions. The participants are reached through sharing prepared research form in on-line social media sport high school groups. In order to find out learning climate perception of both teachers and students, determining statistics is used where, t-test and one-way variance analysis is used for comparing independent samples based on demographic features, and in order to find the relationships in the study, Pearson r relationship analysis is applied. In the end of the analyses made, it is found out that physical education and sports teachers have negative impression about learning climate in sport high schools (n=120, mean=3,304). Teachers of other fields working at sport high schools displayed highly negative impression (n=222, mean=2,828). Students studying at these institutions on the other hand displayed lesser levels of negative impression when compared to teachers (n=557, mean=3,637). As a result, when sport high schools are investigated based on learning climate, it is concluded that; both teachers and students do not meet at an appropriate education environment due to current status in those schools.
Transforming Education through the Arts and Media (TEAM): Final Evaluation Report
Author: Dretzke, Beverly J.
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Art Education,Interdisciplinary Approach,Program Effectiveness,Artists,Student Behavior,Skill Development,Grade 7,Grade 8,Learner Engagement,Student Motivation,Academic Achievement,Teacher Attitudes,Technology Uses in Education,College School Cooperation,Teaching Methods,Film Production,Electronic Publishing,Web Sites,Video Games,Photography,Technological Literacy,Media Literacy,Video Technology,Computer Literacy

Transforming Education Through the Arts and Media (TEAM) is an arts integration program based on the concept of the 21st century transliterate learner who acquires knowledge and interacts across a range of tools, platforms, and media. Over a period of four years, TEAM was implemented in seventh- and eighth-grade classrooms by the Center for Community Arts Partnerships (CCAP) at Columbia College Chicago in collaboration with Chicago Public Schools (CPS). The purpose of this report is to present TEAM's successes and challenges and to share insights regarding strategies to ensure that teachers will continue to utilize media arts integration on their own when they are no longer collaborating with teaching artist partners. Pre- and post-residency surveys were administered each year to teachers to gather information on how they used media arts and technology in their classrooms, their capacity to integrate media arts and technology, their perceptions of their students' growth in media arts skills, and their perceptions of the teacher-teaching artist collaboration. Pre- and post-residency surveys were also administered to students.
Developing of Experimental Competence of Laos Pupils in Secondary School Science Classroom
Author: Nguyen, Van Bien
Date: 2019-09-00
Type: Journal Articles
Subjects: Secondary School Students,Early Adolescents,Science Experiments,Foreign Countries,Hands on Science,Science Process Skills,Heat,Physics,Instructional Effectiveness,Competency Based Education,Student Evaluation,Curriculum Development,Science Instruction,Skill Development

How to help teachers to design teaching plan for raising student's competency at secondary school in Laos is now of great concern. On the other hand, teachers teach sciences almost by lecturing theoretical only. They rarely explain the problems based on actual phenomena that occur in pupils' daily life nor do experiment during the class. Thus, one of the vital concerns for Lao's science education is that the summative and formative assessment for science learning are both only focused on evaluating the pupils' knowledge. To develop experimental competence, we developed and evaluated a practical science course &quot;Heat and temperature&quot; with hands on activities and realistic application, using action research approach. For measuring experimental competence, the framework for practical assessment from some previous researchers was adapted and used. In this paper, we describe the process and experiences of how to develop the course with comprehensive worksheets and hands on equipment. We also interpret the way to gather evidence of experimental competence during the course. As a result, the course with hands-on activities and realistic application can significantly develop the following indicators of experimental competence: &quot;Make logical reasoning to find out what to investigate&quot;, &quot;Identify which physics quantity should be measured or which phenomena should be observed&quot;, &quot;Describe experimental design&quot;, &quot;Collect experimental data&quot;, &quot;Interpret experimental data&quot;.
Homeschooling and Educational Freedom: Why School Choice Is Good for Homeschoolers. Briefing Paper Number 124
Author: McDonald, Kerry
Date: 2019-09-04
Type: Reports - Research
Subjects: Home Schooling,School Choice,Geographic Location,Racial Differences,Ethnicity,Educational Trends,Elementary Secondary Education,Tax Credits,Scholarships,Money Management

Over the past 50 years, homeschooling has grown from a fringe act to a widely accepted education model reflective of a diverse American population. Many parents choose homeschooling to avoid the constraints of the conventional classroom and to embrace education in a broader, often more pluralistic way. According to the National Center for Education Statistics, the U.S. homeschooling population more than doubled between 1999 and 2012, from 850,000 to 1.8 million children, or 3.4 percent of the K-12 student population. Federal data show that the homeschooling population dipped slightly between 2012 and 2016, but state-level data reveal that some states with robust education choice programs saw rising numbers of homeschoolers during that time. This paper offers an overview of homeschooling trends and a glimpse at the current homeschooling population while arguing that educational freedom creates momentum for families to seek alternatives to conventional mass schooling.
Promise in Infant-Toddler Care and Education. Occasional Paper Series 42
Author: Boldt, Gail, Ed.
Date: 2019-10-00
Type: Collected Works - General
Subjects: Educational Quality,Infants,Toddlers,Early Childhood Education,Child Care,Young Children,Caregivers,Parents,Educational Policy,Caring,Context Effect,Teaching Methods,Autism,Pervasive Developmental Disorders,Equal Education,Community Colleges,Foreign Countries,Access to Education,Higher Education,Partnerships in Education,Caregiver Attitudes,Professional Development

Much of the policy-and practice-focused research on infant-toddler care and education has been concerned with the issue of program quality. That is, what elements constitute a quality program for infants and toddlers that ensures their ongoing developmental success? Researchers have sought to identify the structural and process indicators necessary for young children to receive the kinds of responsive interactions that contribute to positive developmental outcomes. Paradoxically, while a lot is known about what constitutes high-quality care and education for infants and toddlers, most policies ignore the research by regulating a bare minimum of requirements for programs. This situation has resulted in significant variation in what infant-toddler programming looks like, where it is located, and who gets access to high-quality programs. This special themed issue of the &quot;Occasional Paper Series&quot; seeks to highlight and challenge assumptions about infant-toddler care and education. All the pieces in the issue can be grouped around two main themes: (1) the centrality of relationship-based care; and (2) the tensions between local/contextual and larger-scale systems-level approaches. The papers call to everyone in the early education field to advocate forcefully for infant-toddler education, for the communities in which it takes place, and for the workforce that facilitates children's development and family members' ability to work outside the home. This collection offers a vision of new pathways and resources that the field might utilize to address the under-resourcing and inadequate attention given to policy and practice addressing the zero to three space.
Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities
Author: Brock, Matthew E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Feedback (Response),Video Technology,Evidence Based Practice,Paraprofessional School Personnel,Students with Disabilities,Severe Disabilities,Elementary Education,Training,Program Implementation,Fidelity,Cues,Prompting,Positive Reinforcement,Delay of Gratification,Staff Development,Coaching (Performance),Program Effectiveness

Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. [This is the online first version of an article published in &quot;Focus on Autism and Other Developmental Disabilities.&quot;]
The Wabanakis of Maine and the Maritimes: A Resource Book by and about Penobscot, Passamaquoddy, Maliseet, Micmac and Abenaki Indians with Extensive Resources for All Educational Levels, Including Sample Lesson Plans. 2nd Edition
Author: American Friends Service Committee (AFSC)
Date: 2001-00-00
Type: Guides - Classroom - Teacher
Subjects: American Indians,American Indian History,American Indian Education,Tribes,American Indian Culture,Lesson Plans,History Instruction,Reading Materials,American Indian Reservations,Canada Natives,Cultural Activities,Curriculum,Elementary Secondary Education,Instructional Materials,Reservation American Indians,United States History,Racial Bias,Leadership,Civil Rights,Religion,Land Settlement

This guide provides information and instructional materials on the history and culture of the Wabanakis of Maine and the Maritime Provinces (Canada). The Wabanakis include the Penobscot, Passamaquoddy, Maliseet, Micmac and Abenaki peoples. The book is divided into four major sections. The first section provides background information on the history and culture of the Wabanaki peoples and the changes that occurred before and after European contact. The second section includes the following lesson plan groupings: How We Look at Others; Mi'kmaq; Time and Place; Legends; Wabanaki Life 500 Years Ago; Wabanaki and European Interaction: 1600-1800; An Invisible People: 1880-1950; and Contemporary Life. Each lesson plan includes suggested grade level, objectives, words to know, background materials, background notes, materials to use in class, and procedures. This section also includes additional instructional materials to supplement lesson plans. The third section includes reading materials on Wabanaki legends; stories from or about different periods in history; interviews with 30 Wabanaki people from New England and the Maritimes reflecting their family life, educational experiences, culture, and traditional values; and children's essays depicting Wabanaki life. The fourth section includes fact sheets containing information on Wabanaki territories; material culture; political, social, and spiritual life; and colonial life before the Revolutionary War. This section also includes information on Wabanaki games, doll making, designs, songs, language, projects with natural materials, finger weaving, constructing a wigwam, and recipes. The book also includes a list of additional resources: periodicals; Native governments, organizations, associations and institutions; museums; and reservation communities. Contains a bibliography with 104 references, photographs, illustrations, and an index. [This revised edition was prepared for and published by the Wabanaki Program of the American Friends Service Committee. It replaces ED393621.]
Gifted Students&apos; Self-Efficacy of Educational Technology for Technology and Design
Author: Bayra, Engin
Date: 2020-02-00
Type: Journal Articles
Subjects: Academically Gifted,Self Efficacy,Educational Technology,Technology Uses in Education,Arts Centers,Science Teaching Centers,Gender Differences,Institutional Characteristics,Age Differences,Parent Background,Educational Attainment,Family Income,Technological Literacy,Problem Solving,Design,Foreign Countries

The main purpose of this study is to determine the gifted students' self-efficacy of educational technology for technology and design. It is also aimed to find out whether there is a statistically significant difference in terms of the gender, the special talent area, the type of school, the grade level, the education level and income rate of families, and the preference of using information and communication technologies. In this study quantitative method was preferred and descriptive screening model was used since it was aimed to determine the students' self-efficacy. The research was conducted with 1.376 pupils who were students in twelve Science and Art Centers in different regions of Turkey. As a data collection tool, &quot;The Self-Efficacy of Educational Technologies for Technology and Design Scale&quot; developed by Author (2019) was used. The scale was prepared in 5-point Likert type and consisted of 4 sub-factors with 20 items. It was found that the four-factor structure explained 52.45% of the total variance for the concept to be measured. Cronbach's Alpha internal consistency coefficient value of the scale was a =0.89. According to the Confirmatory Factor Analysis (CFA) results, the items of the scale were grouped under the title of sub-factors as &quot;Technology and Design&quot;, &quot;Problem Solving&quot;, &quot;Appropriate Tool Selection and the Use of Technology&quot;. The scale was found to be highly compatible in terms of current compliance values. According to the results of the research, it was found that the gifted students' self-efficacy of educational technology for technology and design was at &quot;Good&quot; (x-bar=3.86 / x-bar=77.26). In addition, while there was no significant difference in terms of the gifted students' self-efficacy of educational technologies for technology and design according to the gender variable, statistically significant difference was found according to the special talent area, the type of school, the grade level, the education level and income rate of their families, and the preference of using information and communication technologies. According to the results of the research, it is observed that gifted students were at &quot;Good&quot; level in terms of the results of the sub factors &quot;the Use of Technology&quot;, &quot;the Problem Solving Skills and the Appropriate Tool Selection and the Technology and Design&quot;. By the way it can be said that the individualized education program and individual talent recognition program that special talented individuals follow in Science and Art Centers generally meet the efficiency gains.
Conceptions of Experiments in Teaching Mathematics and Teaching Physics in Vietnam
Author: Nguyen, Van Bien
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Science Instruction,Physics,College Students,Experiments,Teaching Methods,Instructional Program Divisions,College Science,College Mathematics,Student Attitudes

This article presents a part of the Inter-Tetra project. This study firstly reviews the literature on conceptions of experiments in didactics of math and didactics of physics to design questionnaires to survey the conceptions of experiments in teaching physics and teaching math in Vietnam. Thereafter, the survey has been conducted among the math and physics pedagogical students in the Hanoi National University of Education (HNUE). The results of the survey have revealed the similarities and differences of the concepts of an experiment in teaching math and physics. In addition, this study also discusses the causes and consequence of the similar and dissimilar concepts of experiments.