ethanporcaro/eric-fulltext-meta huggingface dataset:
A Federal Performance Partnership for Early Childhood
Author: Stevens, Katharine B.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Federal Programs,Partnerships in Education,Early Childhood Education,Child Care,Young Children,Low Income Groups,Financial Support,Disadvantaged Youth,Poverty,Welfare Services,Family Programs

The early experiences of babies and young children have a profound, lasting impact on the rest of their lives. Too many low-income children today are entering kindergarten so far behind that they can never catch up. High-quality childcare, which helps the country's youngest, most disadvantaged children get a good start while enabling their parents to work, holds great untapped potential to increase low-income children's chances for success. By promoting the complementary aims of healthy child development on the one hand and adult responsibility and self-sufficiency on the other, childcare provides a powerful strategy for breaking the cycle of inter generational poverty and advancing opportunity for two generations simultaneously. Since 1909, the federal government has played a crucial leadership role in the nation's efforts to protect and advance the well-being of young children. The policy making legacy of the past 80 years however has left a haphazard collection of fragmented and uncoordinated programs. Today, almost all federal early childhood funds are spent on three major funding programs: Head start, Child Care Development Fund, and childcare expenditures from Temporary Assistance for Needy Families (TANF). While these programs fund low-income children's participation in early care and education, they are disconnected and lack coherent purpose. At the state and local levels, integrating these funding streams with growing city-and state-funded early childhood initiatives is difficult at best, and often impossible. Increasingly, the most successful state efforts to address the needs of low-income children and their families are carried out &quot;despite&quot; rather than because of the federal government. Recognizing this, Washington D.C. has launched multiple efforts to help states better integrate fragmented federal programs, and advance state leadership in early childhood.
Motivation, Integrativeness, Organizational Influence, Anxiety, and English Achievement: Evidence from a Military University
Author: Jodai, Hojat
Date: 2013-00-00
Type: Journal Articles
Subjects: Motivation,Anxiety,Military Schools,Military Personnel,Universities,Males,Path Analysis,Correlation,Predictor Variables,English (Second Language),Second Language Learning,College Students,Foreign Countries

This study investigated the effect of motivational factors on English achievement in an intensive English course. The participants consisted of 164 Iranian male military staff, aged from 20 to 30. The participants filled a translated and adapted version of the mini-Attitude Motivation Test Battery (a=0.70). Factor analysis of the questionnaire yielded four principal variables namely, motivation, integrativeness, organizational influence, and anxiety. Descriptive statistics indicated that the military staff were highly motivated in learning English and had low English learning Anxiety. It also suggested that the military organization was not so much supportive in learners' studying English. Furthermore, path analysis indicated that integrativeness predicted the motivation to learn English positively, and that motivation was a positive predictor of English achievement, whereas organizational influence was a negative predictor of English achievement. This study confirmed that motivation is the single most influential factor of language learning achievement, all other things being equal. The wider concluding argument of this paper is that motivation and its constructs are context dependent and therefore, any language learning context has its own unique motivational model. Finally, based on the context of language learning a path analytic model of L2 motivation was proposed.
The Preschool and Primary School Educational Games: A Teachers&apos; Perspective
Author: Güler, Dursun
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,Educational Games,Teacher Attitudes,Teaching Methods,Instructional Effectiveness,Learning Processes,Teacher Characteristics,Foreign Countries,Gender Differences,Age Differences,Teaching Experience,Educational Background

This paper examines preschool and primary school educational games from teachers' perspective. Research group was composed by Amasya centre and related preschools and primary schools working teachers aged between 20 and 40, official and on payment (temporary). In total, 214 preschool and primary school teachers have been interviewed. The handouts have been delivered in the meeting &quot;Preschool education games from teacher's point of view evaluation questionnaire&quot; and have been adapted to the topic under study. The handouts have been analysed as frequency and percentage from the delivered. After the evaluation of the handouts of preschool and primary school use of games as educational asset an average of 99.1% of teachers think that it is effective. An average 99.1% of teachers believe that teaching through games has been effective and durable and 88.7% of them proved it. As a result, learning through games offers the children an effective and durable input, proved crucial in the learning process.
Information and Communication Technology in Education and Rehabilitation of Children with Developmental Disabilities
Author: Bublic, Mateja
Date: 2018-05-00
Type: Journal Articles
Subjects: Developmental Disabilities,Rehabilitation,Educational Needs,Educational Technology,Technology Uses in Education,Physical Disabilities,Chronic Illness,Foreign Countries

The experts of the education and rehabilitation profile recognize the need for new ways and technologies for education and rehabilitation of children with developmental disabilities. The accelerated development of ICT not only encourages technology experts, but puts them in front of the final stage, and necessitates the necessary adaptation to work. Its application in Slovenia, Croatia, Bosnia and Herzegovina and Serbia in the education and rehabilitation of children with motor disabilities and chronic diseases, methods of work, and also the inclusion of children are the topics of this paper. We demonstrated the application and needs of children in education and rehabilitation processes, their education on the application of new ICT, and the existence and development of critical thinking. The direction of the development of new technologies rests on the fact that the new technology, originally developed for the wider market, takes on the important role of integrating intelligent systems and robotics into the much-needed technology for children and adults with motor disabilities and chronic diseases of vital importance. [This article was presented at 9th International Congress on New Trends in Education--ICONTE, 10-12 May, 2018, Antalya-Turkey.]
Evaluation of Functional Abilities of Elderly People
Author: Selimovic, Sanja
Date: 2018-05-00
Type: Journal Articles
Subjects: Cognitive Ability,Older Adults,Evaluation,Stress Variables,Institutionalized Persons,Residential Institutions,Time

The number of elderly people is increasing in all countries. There is strong need to educate people who care for elderly people. In proposed paper we present how to teach evaluation of functional abilities of elderly people using case study. The evaluation is an important indicator in the process of somatopedic diagnosis and creation of program activities for the purpose of improving health and maintaining functional abilities of the elderly persons, as well as for the development of physical activities programme. Keeping in mind the diversity of causes that precipitate the decline of functional abilities, as well as stress that can have a negative impact on physical and mental health due to change of residence, i.e. that it is the predictor of poor adjustment, the aim of the study was to determine whether the duration of stay in institutional accommodation has an impact on current functional abilities of elderly persons. [This article was presented at 9th International Congress on New Trends in Education--ICONTE, 10-12 May, 2018, Antalya-Turkey.]
Transfer-Out Reporting on the IPEDS Graduation Rate Survey: A First Look at Trends and Methods
Author: Medwick, Allan Joseph
Date: 2009-08-00
Type: Reports - Research
Subjects: Graduation Rate,College Transfer Students,Longitudinal Studies,Postsecondary Education,Computation,School Surveys,Institutional Mission,Data,Information Systems,State Programs,Institutional Characteristics,School Size,Comparative Analysis,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools

This study examines the different processes that institutional researchers use to calculate the number of transfers-out for the Integrated Postsecondary Education Data System (IPEDS) Graduation Rate Survey (GRS), with a particular focus on how the process is influenced by institutional mission and data availability. Policy makers and the public have been very interested in what colleges are doing to improve degree attainment for over seventy years (e.g., McNeeley, 1937). In the 1970s, research on dropping out, stopping out, and transferring began to increase (e.g., Astin, 1975; Cope &amp; Hannah, 1975; Tinto, 1975). Pantages &amp; Creedon reported that only five out of ten students who enter college in the United States will eventually graduate from the same college and that, &quot;Of the five students who dropped out of the college altogether, four will reenroll at a different college, and of those four reenrollees, only two will graduate&quot; (1978, p. 49). In 1989, a study of graduation rates by the National Institute of Independent Colleges and Universities found that just 42.7% of students at 4-year public institutions and 54.2% of students at private institutions graduated within six years (Porter, 1989). Given the wide-spread interest in improving degree attainment, understanding what happens to a student after he or she leaves an institution is essential; unfortunately, very little is known about the different processes that institutional researchers use to track transfers-out of an institution. This study provides an important first look at what the data in IPEDS can tell us about transfers-out. Comparing the total number of transfers-out from IPEDS with the 1995-96 Beginning Postsecondary Students (BPS) Survey suggests that transfers-out are significantly underreported on the IPEDS Graduation Rate Survey. Key findings include: (1) Institutions in the lowest total cohort graduation rate quintile are more likely than institutions in the highest quintile to report the number of transfers-out; (2) While the percentage of institutions reporting the number of transfers-out declined between 2002 and 2007 (41% to 35%), the percentage of the adjusted cohort enrolled in institutions reporting the number of transfers-out has remained steady (~49%); (3) Institutions located in states with state and/or system student unit record systems are more likely to report the number of transfers-out; and (4) Larger institutions are more likely to report the number of transfers-out than smaller institutions. [This report is an AIR/NCES Data Policy Fellowship Report.]
Carl Perkins IV State Report: Post-Secondary Schools and Students, 2009-2010
Author: Wyoming Department of Education
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Legislation,Federal Legislation,Technical Education,Accountability,Skill Development,Postsecondary Education,Employment Level,Nontraditional Students,Job Training,Occupations,Workplace Learning,Eligibility,Gender Differences,Instructional Program Divisions,Racial Differences,Ethnicity,Student Characteristics,Credentials,Student Placement,Job Skills,Educational Attainment,College Students,College Transfer Students

The Carl D. Perkins Vocational and Technical Education Act of 2006 (Perkins IV) is the principal source of federal funding to states for the improvement of secondary and postsecondary career and technical education programs. States are provided with funds for distribution to local educational agencies (LEAs) and postsecondary institutions for enhancing academic and technical knowledge and skills individuals need to prepare for further education or careers in current or emerging employment sectors. A number of important themes have resulted from the recent reauthorization of the Carl D. Perkins Career and Technical Education Improvement Act, including accountability for results and program improvement at all levels, an increased level of communication and coordination within the Career &amp; Technical Education (CTE) system, better integration of academic and technical skill development, and a comprehensive effort for secondary and post-secondary institutions to align their programs with needs and demands of business and industry. One of the most prominent changes is the requirement for each state to develop new &quot;programs of study,&quot; a unified program of academic and technical content connecting high school and postsecondary CTE programs leading to credentials or certificates recognized by industry. This report presents data collected during the 2009-2010 school year from Wyoming post-secondary schools under the guidelines set forth by the Perkins IV Act. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning.
Carl Perkins IV State Report: Secondary Schools and Students, 2009-2010
Author: Wyoming Department of Education
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Secondary Schools,Secondary School Students,Vocational Education,Federal Legislation,Educational Legislation,High School Students,College Readiness,Career Readiness,Accountability,Reading Achievement,Mathematics Achievement,Skill Development,Graduation Rate,Postsecondary Education,Employment Level,Nontraditional Students,Job Training,Occupations,Workplace Learning,Eligibility,Gender Differences,Instructional Program Divisions,Racial Differences,Ethnicity,Student Characteristics,Placement

The Carl Perkins Act provides federal support for rigorous career and technical education (CTE) programs that provide students with knowledge and skills to keep the United States competitive. States are provided with funds which are in turn distributed to eligible recipients, such as local educational agencies (LEAs) and postsecondary institutions, to develop more fully the academic, and career and technical education knowledge and skills of secondary and postsecondary education students who elect to enroll in career and technical education programs. In keeping with the evolving trends in career and technical education, the Perkins Act was revised in 2006. One of the notable provisions of the Carl D. Perkins Career and Technical Education Improvement Act (Perkins IV) is the call for &quot;programs of study.&quot; The law requires states to offer high school students a new kind of career and technical education that helps prepare them for both college and career, not just for success in entry-level occupations. In addition to the programs of study, the Perkins Act of 2006 has several other features that have significantly impacted state and local recipients of Perkins funds. This includes, but is not limited to: (1) an increased emphasis on local accountability; (2) changes to federal performance measures and definitions of student populations; (3) development and recognition of CTE Programs of Study; (4) an emphasis on increasing coordination between the different programs within CTE as well as integration with academics; and (5) focusing CTE so that students are being prepared for future employment in high-demand, high-skill, and/or high-wage jobs. This report presents data collected during the 2009-2010 school year from Wyoming high schools under the guidelines set forth under the second year of Perkins IV. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning.
Continuity and Changes in Classroom Age Composition and Achievement in Head Start
Author: Ansari, Arya
Date: 2018-03-26
Type: Reports - Research
Subjects: Academic Achievement,Mixed Age Grouping,Preschool Education,Preschool Children,Disadvantaged Youth,Early Intervention,Surveys,Preschool Teachers,Change,Looping (Teachers)

Using data from the Family and Child Experiences Survey 2009 Cohort (n = 1,073), this study considered the implications of mixed-age education for young children's academic achievement when they experienced continuity and/or changes in classroom age composition across two years in Head Start (at age 3 and age 4). Results from these analyses revealed that children in classrooms with a greater number of younger children during their second year in Head Start exhibited fewer gains in mathematics and language and literacy. Additionally, children who transitioned from being in classrooms with largely older classmates during year one to classrooms with largely same-age peers during year two exhibited greater gains in academics than children who experienced two years of mixed-age classrooms. Stability in children's teachers, one of the hallmarks of mixed-age programming, was not associated with children's academic achievement nor did it attenuate the negative consequences of mixed-age classrooms. [This is the in press version of an article published in &quot;Journal of Applied Developmental Psychology.&quot;]
Features of Campus Data Systems and Reporting to IPEDS. An AIR/NCES Data Policy Fellowship Report
Author: Grove, Crissie M.
Date: 2009-07-00
Type: Reports - Research
Subjects: Postsecondary Education,Data Collection,Information Utilization,Computer Software,Management Information Systems,Accuracy,Stakeholders,National Surveys,Institutional Research,Institutional Characteristics,Access to Information,Reports

As demand for information on postsecondary education has increased, institutions have had to adapt information systems to accurately report data. Institutions currently respond to multiple constituencies including national media outlets, higher education associations, state regulatory authorities, and federal agencies. The purpose of this study is to examine the information/data systems postsecondary institutions use to report accurate data and how these systems increase or decrease the burden of reporting data. Specifically this study examines how information systems assist institutions in reporting data to the Integrated Postsecondary Education Data System (IPEDS), the primary source of data on colleges, universities, and technical/vocational postsecondary institutions collected by the federal government. The survey of IPEDS keyholders and interviews revealed the following findings: - Institutions rely upon a range of campus data systems. The most common systems are Banner, Datatel, Jenzabar, and Peoplesoft. - While four commercially available products were most commonly used, there was no clearly dominant system, and institutions instead seemed to use campus data systems based upon their own reasons. - The majority of respondents indicated generally positive feelings toward their campus data systems and reporting to IPEDS. They also tended to see their role as IPEDS keyholder as important, but also noted the high volume of work. None of these perceptions were related to characteristics of the respondent or institution. - There was a tendency for individuals specifically in the role of IR professional to view their systems and IPEDS responsibilities more positively. - Despite the availability of ready-made reports (such as IPEDS reports) in campus data systems, most keyholders do not use these reports to gather the data needed for IPEDS. Interviews were conducted to determine why the reports are not used. Many of the interviewees mentioned that they have developed their own reports to collect the data needed for IPEDS to be sure the correct data are being gathered. Interview results also demonstrated that despite the data systems' ready-made reports that promise reporting to IPEDS with ease, the reports are often difficult to use and require numerous steps. Reports built by the keyholder are trusted and known to gather the correct data needed for IPEDS.
Tuition and Fee Differentiation at Degree Granting Postsecondary Education Institutions. An AIR/NCES Data Policy Fellowship Report
Author: Simone, Sean Anthony
Date: 2010-05-00
Type: Reports - Research
Subjects: Tuition,Fees,Postsecondary Education,Educational Finance,Paying for College,Credits,Graduate Students,Undergraduate Students,Instructional Program Divisions,In State Students,Out of State Students,Armed Forces,Honors Curriculum,Distance Education,Evening Programs,Weekend Programs,Part Time Students,Full Time Students,Nontraditional Students,Educational Practices

This paper presents the results of a survey study to understand the differentiation of tuition and fee charges at postsecondary education institutions. The purpose of this study is to understand the extent to which postsecondary institutions set charges that differ depending on academic program, student status, residency, student service in the armed forces, and instructional delivery method. Specifically, this study seeks to understand how the differentiation of tuition and fee pricing in postsecondary education may impact data reporting to surveys in the Integrated Postsecondary Education Data System (IPEDS) as well as other related survey programs. A web-based survey was designed and piloted to measure the level of tuition differentiation at degree-granting postsecondary education institutions. The survey was sent to data reporting coordinators at 1,507 institutions. Five hundred institutions responded to the survey yielding a 33% response rate. Despite charging differential tuition and fees based upon a number of factors, the analysis indicates that published tuition and fee information reported to IPEDS and other surveys are accurate for the majority of first-time full-time students in postsecondary education. While not comprehensive, data from surveys such as the IPEDS Institutional Characteristic survey are robust and represent charges to most first-time full-time undergraduate students entering postsecondary institutions.