ethanporcaro/eric-fulltext-meta huggingface dataset:
Marketing and Student Recruitment Practices at Four-Year and Two-Year Institutions, 2011. Noel-Levitz Report on Undergraduate Trends in Enrollment Management
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Student Recruitment,Marketing,Enrollment Management,Private Colleges,Public Colleges,Community Colleges,Best Practices,Planning,Leadership,Online Surveys,School Surveys

What's working in student recruitment and marketing at the undergraduate level? To find out, Noel-Levitz conducted a 97-item, Web-based poll in April of 2011 as part of the firm's continuing series of benchmark polls for higher education. Among the findings: (1) The "top 10" most effective practices in 2011--across public and private, two-year and four-year campuses--included many widely-used practices such as open houses and campus visit days as well as a few practices that were used by less than half of respondents; (2) Interaction with enrolled students, online applications, and initiatives to address students' concerns about costs were all included among the top practices across institution types; (3) Up to 55 percent of respondents from four-year private and public institutions and up to 67 percent of  respondents from two-year public institutions reported using practices that most respondents in their sector judged to be "minimally effective"; (4) Purchasing student names was found to be a widespread practice in higher education, especially  among four-year institutions, but the number of names purchased and the timing and number of contacts made with purchased names varied considerably among sectors and among institutions within each sector; (5) Mobile apps ranked among the least-used practices across institution types, despite the fact that nearly two-thirds of respondents from four-year institutions (63 to 64 percent) rated them "very  effective" or "somewhat effective"; (6) Student-to-student contact programs--programs that keep enrolled students in touch with prospective students--were found to be used by a majority of four-year private and public institutions (73 and 61  percent, respectively) but only by a minority of two-year public institutions (27 percent), with a wide variety of practice in the frequency of such contacts; and (7) Only about half or less of respondents reported having a strategic, multi-year enrollment plan that they felt good about, only about half had a process for evaluating marketing and recruitment strategies that they felt good about, and only about one-fifth of campuses had a standing campuswide committee for marketing and recruitment planning that they felt good about. Appended are: (1) Complete findings by institution type; (2) Responding institutions; and (3) About Noel-Levitz.
The Attitudes of Second-Year College Students: A National Pilot Study on the Challenges Students Face as They Transition to Their Second Year of Postsecondary Education. 2011 Pilot Study/Research Report
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Student Attitudes,Student Motivation,Academic Aspiration,Academic Persistence,Coping,Learner Engagement,Help Seeking,Satisfaction,Study Habits,Academic Advising,Career Counseling,Student Employment,Financial Problems,Financial Support,Student Financial Aid,Interpersonal Relationship,Private Colleges,Public Colleges,Two Year Colleges,Student Surveys,National Surveys

This inaugural report describes the self-reported attitudes and motivations of students nationally during the first term of their second year of college. Based on a 78-item motivational assessment administered to students in the 2010 fall term, the report highlights the educational experiences of second-year students as they transition from their first-year of college. The second year of college is frequently described as a critical period of transition, adjustment, and potential confusion for students who often leave the safety and security of a very structured and directed first-year program. As students begin their second year, they search for purpose and meaning in the selection of a major, new friendships, a career of interest, and financial solutions for their educational and living expenses and debt, leaving many to feel disconnected and overwhelmed with their new reality. To address these dynamics, second-year student success initiatives typically feature opportunities that focus on academic concerns, leadership, majors, careers, community service, finances, and social relationships. This report offers a window into four areas of challenge for second-year students as they transition from the first to second year of college: academics, advising, finances, and social and personal relationships. Findings from this study of student attitudes and motivations include: (1) More than 95 percent of the 8,600 second-year students who participated in this study indicated a strong commitment to finishing college; (2) Student receptivity to institutional help from first year to second year increased most in the areas of advising and career counseling; (3) Student finances were a challenge for second-year students, with only 51 percent indicating they had the financial resources they need to finish college; and (4) Issues around friendships and social relationships were evident among 25 to 35 percent of second-year students. For example, 27 percent of these students were unable to affirm that "It has been easy for me to make friends in college." Appended are: (1) Additional comments from Noel-Levitz regarding the findings; and (2) Additional findings. (Contains 4 tables.) [For related report, "Addendum: Transfer Students--The Attitudes of Second-Year College Students. Research Report," see ED536425.]
Addendum by Race/Ethnicity: National Freshman Attitudes Report, 2011. National Research Study
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Student Surveys,National Surveys,Academic Aspiration,Educational Attitudes,Student Interests,Study Habits,Academic Ability,Career Choice,Family Relationship,Financial Problems,Security (Psychology),Interpersonal Competence,Help Seeking,Career Counseling,Student Attitudes,Student Motivation,Student Behavior,Learner Engagement,Counseling,College Transfer Students,African American Students,American Indian Students,Asian American Students,Hispanic American Students,White Students,Student Characteristics

Included in this addendum are the findings for the Noel-Levitz 2011 National Freshman Attitudes Report by race/ethnicity for incoming students. These data show the percentage of students within each group that agreed with each item. Demographic breakdown of the respondents is presented on pages 7 and 8. [For related report, "National Freshman Attitudes Report, 2011. Special Focus: Attitudes That May Limit Academic Engagement. Sixth Annual National Research Study," see ED536415.]
National Forum: How Schools and Parents Can Work Together to Address Bullying
Author: Australian Government Department of Education, Employment and Workplace Relations
Date: 2012-07-31
Type: Reports - Descriptive
Subjects: Youth,Child Welfare,Bullying,Foreign Countries,Parent Participation,Intervention,Parent Teacher Cooperation,Principals,Parents,Family Involvement,School Safety,Well Being,Family Environment,Teacher Role,Parent Role,Student Role,Educational Environment,Seminars,Questionnaires

On 31 July 2012 the Minister for School Education, Early Childhood and Youth, Peter Garrett convened the &quot;National Forum: How schools and parents can work together to address bullying&quot; at Parliament House. The Forum brought together principals, parents groups, young people, as well as experts in education, child welfare, psychology and marketing to discuss the important role of the school--family partnership to address the complex societal issue of bullying. The focus of the day was on seeking positive and effective solutions to ensure the safety and well-being of Australian school students. The participants explored the roles of teachers, students and parents with a focus on: (1) the home; (2) the school; and (3) direct partnerships. Attached are: (1) Summary of questionnaire responses; (2) Synopsis of Twitter and Facebook feedback by topic; and (3) References and further research and information on the school--family partnership and bullying. (Contains 1 footnote.)
How Students Rate the Quality Service Climate on Campus. National Research Report, 2011
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Student Attitudes,School Attitudes,Satisfaction,College Environment,Public Colleges,Private Colleges,Two Year Colleges,Community Colleges,Technical Institutes,Student Surveys,National Surveys

How satisfied are students with the service they receive--and how important is it to them? This report documents significant strides that colleges and universities have made in recent years to improve service quality and their overall campus climate, yet also finds that campuses still have room for improvement. A few highlights: (1) While progress is evident, students continue to observe gaps in many specific areas, with varying issues on four-year public and private, two-year, and career/private campuses; (2) One specific challenge students identify--"concern for the individual"--is particularly widespread across institution types; and (3) Five-year trend data show the importance of continuously working to improve service quality. The report begins by identifying specific strengths and challenges by institution type. In a subsequent section, the report provides trend data from 2006-2011 to show the changes in student expectations and satisfaction over a longer period.
Addendum: Transfer Students--The Attitudes of Second-Year College Students. Research Report
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Outcomes of Education,College Transfer Students,Research Reports,Student Attitudes,Surveys,Community Colleges,Academic Ability,Self Concept,Dual Enrollment,High School Students,Learner Engagement,Academic Advising,Student Characteristics,Academic Aspiration,Majors (Students),Statistical Data

Included in this addendum are the findings from the "Research Report: The Attitudes of Second-Year College Students" by transfer status. These data show the percentage of students within each group that agreed with each item. A total of 1,293 students from the original data set of 8,613 indicated transfer status. A demographic breakdown of the respondents is presented on page 7. (Contains 4 tables.) [For related report, "The Attitudes of Second-Year College Students: A National Pilot Study on the Challenges Students Face as They Transition to Their Second Year of Postsecondary Education. 2011 Pilot Study/Research Report," see ED536419.]
Effective Communication with Young People
Author: Shanahan, Patrick
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Public Agencies,Communication Strategies,Organizational Communication,Interpersonal Communication,Young Adults,Adolescents,Indigenous Populations,Rural Population,Influence of Technology,Influences,Information Sources,Computer Mediated Communication,Telecommunications,Citizen Participation,Interviews,Stakeholders,Synchronous Communication,Electronic Mail,Social Networks,Expectation

The Australian Government established the Office for Youth (the Office) in September 2008 in an effort to engage with the young people of Australia. The Office will work with other government agencies to help young people reach their full potential; make effective transitions to adulthood as they continue to learn, start work, make decisions that support a healthy lifestyle, live independently and form families and relationships of their own; and participate in the broader Australian society. This report is one of a number of resources being produced to help the Australian Government develop its agenda for young people and to support and assist agencies to achieve outcomes for young people. It investigates effective communication methods for young people, particularly in relation to how government can best communicate with them about the challenges and opportunities they face. The intended audience for this report is primarily Australian Government agencies who are planning communication activities aimed at young people aged between 12 and 24 years. Appended are: (1) Discussion/interview guide; and (2) List of organisations included in the research. [This project was made possible with funding from the Australian Government Office for Youth and the Vocational Education and Training Branch in the Department of Education, Employment and Workplace Relations (DEEWR) and the Australian Government Department of Agriculture, Fisheries and Forestry (DAFF).]
&quot;Is No Child Left Behind Effective For All Students?&quot; Parents Don't Think So
Author: Randolph, Kelli
Date: 2012-10-22
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Improvement,Parent Student Relationship,Parent Attitudes,Educational Indicators,Federal Programs,Educational Finance,Instructional Effectiveness

Since its ratification (NCLB) has received both praise and criticism from educators and parents. The No Child Left Behind Act is a reauthorization of the Elementary and Secondary Education Act that was passed in 1965. The purpose of this article is to discuss the pros &amp; cons of &quot;No Child Left Behind&quot; and the core requirements for its implementation. The law states that if schools don't not make AYP for three years in a row, they must provide free tutoring and supplemental educational services. Educators and parents feel that the No Child Left Behind Act has many unsolved issues and parents have expressed concerns as to whether or not their children are not truly learning or &quot;taught to the tests.&quot; School districts also share in this frustration due to inadequate funding. Congress has not provided the funds needed to implement the necessary services mandated by the law and therefore has created an added burden on the states.
Predicting Intercultural Sensitivity Using Demographic Variables among College of Agriculture Undergraduate Students
Author: Fabregas Janeiro, Maria G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Agriculture,Agricultural Colleges,Undergraduate Students,Prediction,Agricultural Education,Employers,Universities,Educational Opportunities,Study Abroad,Measures (Individuals),College Students,Online Courses,Student Attitudes,Correlation,Majors (Students),Individual Characteristics

Employers seek interculturally sensitive professionals who can successfully navigate among a variety of cultures and serve as ambassadors to promote commerce internationally. To facilitate the development of interculturally sensitive citizens, universities offer students a variety of opportunities, such as studying abroad and internationally designated courses (I-courses), with the assumption that by experiencing another culture, participants will deepen their levels of interculturally sensitivity. These assumptions are rarely tested empirically. The purpose of the study was to determine if agriculture students' level of intercultural sensitivity differed in terms of the type of intercultural experience selected (studying abroad experience or I-course) and various demographic variables. The findings indicated that 98.01% of the students were operating at the lowest levels of intercultural sensitivity (ethnocentric stage), as measured by a standardized and validated instrument. In conclusion, agriculture undergraduate college students' level of intercultural sensitivity did not differ in terms of the type of intercultural experience selected (studying abroad vs. I-course) or various demographic variables including college year. Implications suggest that neither the time spent in college (from freshman to senior years) nor experiences (studying abroad or I-courses) increased levels of intercultural sensitivity among population studied. Due to the importance of developing intercultural sensitivity among the student body, it is recommended that colleges of agriculture implement a multi-pronged approach to developing intercultural sensitivity among undergraduates, including empirically tested experiences that are known to increase cultural competency. Future research should focus on identifying variables that predict changes in intercultural sensitivity, so that program planners can achieve their goal of developing intercultural competence among the student body. (Contains 4 tables.)
Method and Tool to Achieve Necessary Level of Comprehension
Author: Vitkovskis, Romans
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Instructional Materials,Comprehension,Creative Thinking,Teaching Models,Learning Processes,Secondary Education,Mathematics Achievement,Science Achievement

Latvian Education Foundation presents methods and tools to reach comprehension and develop creative thinking. The Web page www.goerudio.com contains wordings of conceptions and patterns under training standards, as well as appropriate models/examples created by students and teachers, which interprets mentioned conceptions and patterns by use of various daily well-known or in other way absorbed conceptions and patterns. The Web operates according to accumulative principles. The important issue is that models/examples are created by students and are more close to their understanding, views, and customs that increase interest and psychologically are closer than ones created by teacher. Accordingly, it leads to continuous update of the study tool that allows fastening and improving comprehension--essential in learning process. Teacher gets opportunity to discuss these models, thus, not only to create new models, but also to encourage students to creative thinking within specific topics. The whole above approach together gives understanding, and hence, interest, participation, and motivation to acquire the material. Users have wide opportunities to evaluate models by voting, and to follow the growth of viewing popularity. Which also allows us to measure the level of interest of students. Models frequently show the scope of problems in concrete subject. (Contains 1 table and 2 figures.)
Retirement Planning and Counseling: Issues and Challenges for Teachers in Public Schools in the Sekondi Circuit
Author: Wilson, Kwesi Nkum
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public School Teachers,Teacher Retirement,Investment,Retirement Benefits,Planning,Retirement,Counseling,Older Adults,Money Management,Time Management,Sampling,Gender Differences

The purpose of the study was to explore retirement planning, challenges, and counseling among teachers of public schools in the Sekondi Circuit in the Western Region, Ghana. A sample of 50 teachers was selected through convenience sampling. Only teachers who expressed interest in participating in the study were sampled. The main instrument for collecting the data was questionnaire, which had a reliability co-efficient of r = 0.81 (Pearson's Product-Momentum Correlation). Descriptive and inferential statistical tools were used in analyzing the data collected. The results of the study indicated that the major retirement counseling that teachers in the Sekondi Circuit receive is the discussion on conditions of service and the retirement benefits based on Social Security Pension Scheme. It was also found that poor attitude towards savings, lack of knowledge in investment decisions, ignorance of what to do with pension money, and difficulty in time management were the main challenges faced by teachers in the Sekondi Circuit in their retirement planning. Furthermore, it was found that apart from the Social Security Pension Scheme, teachers in the circuit do not have any other ways of securing their future when they retire from active service. It was recommended among others that the education directorate should counsel all the teachers they recruit once they offer them appointments. Finally, there is a need to strengthen the Counseling Units of the Ghana Education Service, so as to counsel and guide teachers in their retirement preparation and planning. (Contains 5 tables.)
Engendering Constructivist Learning in Tertiary Teaching
Author: Giridharan, Beena
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Values,Learning Processes,Constructivism (Learning),Higher Education,Educational Philosophy,Guidelines,Comparative Analysis

In constructivist teaching, it is expected that students are able to apply skills and knowledge acquired from their course of study to the various situations that they encounter over the course of their professional lives. Constructivist classrooms engage learners actively in the learning process. Learners actively take knowledge, connect it to previously assimilated knowledge and make it theirs by constructing their own interpretation (Cheek, 1992). Formulating one's teaching philosophy requires the reflecting on personal beliefs and pedagogies about teaching and learning, and reviewing and evaluating teaching approaches, and visions for teaching. It necessitates aligning personal values with students' learning needs and setting out clear objectives for teaching. In the constructivist model, students are urged to be actively involved in their own process of learning, on the assumption that individuals construct knowledge instead of receiving it from others. The way in which knowledge is conceived and acquired, the types of knowledge, skills, and activities emphasized, the role of the learner and the teacher, how goals are established: All of these factors are expressed differently from the constructivist perspective (Christie & Stone, 1999). This paper proposes a framework for applying constructivist practices in a social peer learning environment while analyzing its strengths and limitations. (Contains 1 table and 1 figure.)
Searching for New Directions: Developing MA Action Research Project as a Tool for Teaching
Author: Lee, Young Ah
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Inservice Teacher Education,Classroom Techniques,Teacher Effectiveness,Teacher Educators,Teacher Researchers,Reflective Teaching,Research Methodology,Semi Structured Interviews,Faculty Development,Masters Degrees,Primary Education,Kindergarten,Rural Schools,Urban Schools,Experienced Teachers

Action research has been recognized as a useful professional development tool for teaching, but for inservice teachers, conducting action research can be challenging. Their learning about action research can be influenced by social situations--whether in an MA (Master of Arts) program or other professional development. The purpose of this longitudinal case study is to examine how the participants' understandings about action research changed over time in a MA program, the participants' understandings about action research, and the outcomes of doing this research. Various data were collected from semi-structured interviews, informal conversations, e-mail messages, and the participants' final action research paper and follow-up interviews. We discovered both strengths and weaknesses of the program on learning and continuously using action research as teaching tools through the participants' perceptions and consequences of action research. The study concludes with suggestions on how MA inservice teacher education programs can incorporate action research that can be a meaningful professional development tool and develop ways to ensure the quality of research.