ethanporcaro/eric-fulltext-meta huggingface dataset:
New Rules: Policies to Meet Attainment Goals and Close Equity Gaps
Author: Complete College America
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Educational Policy,Educational Attainment,Educational Objectives,Student Educational Objectives,Achievement Gap,College Students,Low Income Students,Minority Group Students,Reentry Students,Adult Students,Education Work Relationship,Educational Strategies,Outcomes of Education,Educational Finance,Tuition,Educational Change,Academic Advising,Career Counseling

In 2016, &quot;New Rules: Policies to Strengthen and Scale the Game Changers&quot; was published. In a sea of policy briefs and white papers, policymakers still lacked the tools they needed to do effective college completion work. Since the first version of this resource was published, a lot has changed: (1) After years of efforts to raise awareness, a critical mass of policymakers now openly acknowledge the economic and social imperatives to permanently close achievement gaps for low-income students and students of color; (2) Research emerged to identify discrete things students can do to gain momentum toward graduation day; (3) States and regions realized that meeting attainment goals requires significant numbers of returning adults; (4) Free-tuition &quot;Promise Programs&quot; proliferated across the country; and (5) Complete College America's implementations of Game Changers revealed an optimal sequence, moving us beyond an a la carte approach. In &quot;New Rules 2.0,&quot; existing sections have been updated with new policies and new exemplars. New sections have been added to address student momentum and returning adults. Information in Money and Metrics now includes an architecture for Promise Programs to ensure that they are built for completion. The focus on equity from the first version has been retained, but the content has been enhanced with even more specifics.
The Principles and the Teaching of English Vocabulary: A Review
Author: Dakhi, Saniago
Date: 2019-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Vocabulary Development,Mastery Learning,Educational Principles,Academic Ability,Predictor Variables,Emotional Response,Learning Processes,Correlation,Receptive Language,Expressive Language,Instructional Materials,Language Skills,Language Usage,Media Selection,English (Second Language)

The importance of vocabulary, its types, selection criteria, size and depth, and teaching principles were found unclear. The present article seeks to respond to such challenge. To achieve the mentioned goals, we did a systematic review to previously related studies and theories. The results showed that the vocabulary was found to be more functional as a basis for communication, a reflection of social reality, emotion booster, and academic ability predictor. It also revealed that its contribution to the basic language skills varied. Finally, the principles of teaching vocabulary, size and depth, and teaching and learning vocabulary materials (TLVMs) appeared to be associated with students' vocabulary mastery.
Serving the Equity Imperative: Intentional Action toward Greater Student Success
Author: Zaback, Katie
Date: 2016-07-13
Type: Reports - Research
Subjects: Equal Education,Disproportionate Representation,Minority Group Students,Achievement Gap,Educational Attainment,Credentials,Graduation Rate,Race,Associate Degrees,Bachelors Degrees,Educational Improvement,Incentives,Outcomes of Education,Remedial Instruction,Time to Degree,College Credits,Part Time Students,Ethnicity

If states are to achieve their postsecondary education attainment goals they must take direct and immediate action to address the equity gaps between underserved populations and white and Asian students who are succeeding at higher rates. Not only is earning a postsecondary credential essential for individual economic vitality, but it is necessary to the economic vitality of our states and our nation. Unfortunately, these students are disproportionately impacted by components of the education system that consistently have not served students well. Underserved students are overrepresented in a remedial education system from which few students ever emerge. They are more likely to attend underresourced institutions with fewer structures known to support student success and, as a result, accumulate fewer credits in their first year. All these factors contribute to the gap in completion rates. The data presented in this policy brief support the notion that time is, in fact, the enemy and that many underserved students fail to achieve a higher education credential because the path to a degree is unnecessarily long, costs too much, and does not support success for all students. These data show that few gaps exist across race/ethnicity for students who successfully complete the education pipeline. States and their higher education systems must address the equity gaps at each stage of the education pipeline to make real progress in addressing the attainment gap. The CCA dataset provides state level data that can be examined by race/ethnicity category and institution type throughout each step of the postsecondary education from enrollment through completion. This level of detail has previously not been available and allows states to drill down into the &quot;black box&quot; between enrollment and completion/non-completion to really understand where equity gaps develop or grow.
Investigation of the School Dropout Problem at Level of Primary and Secondary Schools in Turkey
Author: Yildiz, Meltem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dropouts,Elementary Secondary Education,At Risk Students,Incidence,Barriers,Attendance,Academic Failure,Student Needs,Student Attitudes,Student Adjustment,Educational Environment,Individual Characteristics,Family Influence,Environmental Influences

The concept of education which is becoming more and more important in today's globalizing world cause the countries to undertake intense efforts to improve their education systems. It was also demonstrated by the studies aimed to improve the education systems that the duration of the students' stay within the existing school system was an important indicator of the quality of education. The international rankings on the prevalence of dropouts for Turkey seem to be bleak. Turkey ranks high in comparison to the countries compared in terms of its high dropout rate. This clearly shows that one of the problems that we have to deal with to improve the quality of the education system is the problem of dropouts. In the present study, the concept of dropout was examined in the light of previous studies. Initially in the study, the concept of dropout was defined, the dropout process and risk, and reasons for dropouts were addressed; and then the prevalence of dropout and its consequences in Turkey were explicated.
Analysis of the Perceptions of Teachers with Regard to Education Inspectors&apos; Levels of Carrying out Their Duties and Roles: A Meta-Analysis Study
Author: Aytaç, Tufan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Inspection,Teacher Supervision,Guidance,Gender Differences,Academic Rank (Professional),Effect Size,Tenure

The approach of modern educational supervision aims to create self-improvement opportunities which are suitable for each teacher by considering their individual differences and personal traits. The aim of this study is to present the effect of teachers' genders and seniorities on their perceptions with regard to Education Inspectors' levels of carrying out their duties and roles. MA and PhD theses, and research articles discussing this issue in Turkey were taken into the scope of this study. As a result of the browsing, it was seen that there are 44 studies between 2000 and 2019 which are deemed appropriate for the inclusion criteria. Within the scope of these studies, the number of samples is 17060 which consist of 8703 female teachers and 8357 male teachers. As one of the methods used to synthesize research results and used in the re-analysis of the findings of empirical studies, meta-analysis method was used in the study. According to the results of the study, from the point of gender variable, a statistically insignificant level of effect size (d=-0,15; [-0,06/-0,22]) was detected for the benefit of male teachers as indicated by random effects model. From the point of seniority variable (33 studies), an effect size with statistical significance at an insignificant level (d=0,07; [-0,08/0,23]) was determined for the benefit of teachers with 1-10 years of experience as indicated by random effects model. The result that genders and seniorities of teachers have an insignificant level of effect on their perceptions with regard to Education Inspectors' levels of carrying out their duties and roles can be considered as another topic of research stating that other factors apart from these variables (satisfaction with the occupation, socio-economic level, communication, culture, qualities of inspector etc.) might be effective.
Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts: Report to the CPB-PBS Ready to Learn Initiative
Author: Pasnik, Shelley
Date: 2015-11-00
Type: Reports - Research
Subjects: Family Environment,Mathematics Skills,Access to Education,Public Television,Teaching Methods,Program Effectiveness,Low Income Groups,School Readiness,Preschool Children,Problem Solving,Cartoons,Parent Role,Parent Attitudes,Family Involvement,Barriers,Urban Areas,Ownership,Technology,Television Viewing,Video Technology,Electronic Publishing,Video Games,Computer Oriented Programs,Internet,Access to Computers,Educational Methods,Laptop Computers,Handheld Devices,Telecommunications,Web Sites

The study presented here addresses the question of how time spent viewing and playing with PBS KIDS educational, non-commercial media at home, in family settings, can foster positive outcomes for children and parents/caregivers. The study focused on PEG+CAT, a first-generation transmedia program designed to promote children's mathematics and approaches to learning (ATL) skills. Target mathematics skills included patterns, geometry (2-D and 3-D shapes), ordinal numbers and counting, and measurable attributes and spatial relationships. Target ATL skills included problem solving, perseverance, and self-regulation. An executive summary and highlights of the report's findings are also available. [For the executive summary, &quot;Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts: Report to the CPB-PBS Ready to Learn Initiative. Executive Summary,&quot; see ED594293.]
Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts: Report to the CPB-PBS Ready to Learn Initiative. Executive Summary
Author: Pasnik, S.
Date: 2015-11-00
Type: Reports - Research
Subjects: Family Environment,Mathematics Skills,Access to Education,Public Television,Teaching Methods,Program Effectiveness,Low Income Groups,School Readiness,Preschool Children,Problem Solving,Cartoons,Parent Role,Parent Attitudes,Family Involvement,Urban Areas,Technology,Video Technology,Video Games,Access to Computers,Educational Methods,Laptop Computers,Handheld Devices,Telecommunications

The study presented here addresses the question of how time spent viewing and playing with PBS KIDS educational, non-commercial media at home, in family settings, can foster positive outcomes for children and parents/caregivers. The study focused on PEG+CAT, a first-generation transmedia program designed to promote children's mathematics and approaches to learning (ATL) skills. Target mathematics skills included patterns, geometry (2-D and 3-D shapes), ordinal numbers and counting, and measurable attributes and spatial relationships. Target ATL skills included problem solving, perseverance, and self-regulation. The full report and highlights of the report's findings are also available. [For the full report &quot;Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts: Report to the CPB-PBS Ready to Learn Initiative,&quot; see ED594292.]
Students&apos; Motivation in Reading English Text: A Qualitative Study in EFL Context
Author: Dakhi, Saniago
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Grade 10,English (Second Language),Reading Motivation,Second Language Learning,Student Attitudes,High School Students,Reading Achievement,Second Language Instruction

This article addresses an objective description and reasons for the student's motivation in reading English text. Sixty students of tenth grade at SMA Negeri 55 South Jakarta participated on filling in 50 statements of 11 domains of motivation. An interview, another method to collect data needed and to meet a methodological triangulation, was employed to capture the participants' perspective. Findings revealed that reading curiosity is the highest domain of the students' motivation (92.22%), and social reason for reading is the lowest one (55.56%). Some interpretations are included in this paper.
The Autonomy Approach in Language Learning and Teaching
Author: Yagcioglu, Ozlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Class Activities,Personal Autonomy,Teaching Methods,Independent Study,Role,College Students,Foreign Countries,Student Attitudes,Feedback (Response)

Teachers and professors learn many approaches from their academic books and from each other to teach foreign languages in their classes. The autonomy approach is one of the most important and necessary approaches in foreign language classes. This study deals with the autonomy approach in foreign language education. The definitions of autonomy and the autonomy approach will be given. Sample classroom activities will be shared. The role of the autonomy approach in language learning and teaching will be highlighted.
Broadband Speeds in Minnesota&apos;s School Districts
Author: Center for Rural Policy and Development
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Internet,Computer Uses in Education,School Districts,Consortia,Costs,Telecommunications,Computer Networks,Differences,Elementary Secondary Education,Public Schools,School Administration

A parent walking into a classroom in a Minnesota public school today will be presented with a different learning environment compared to that of 20 years ago. Gone are filmstrips and movie projectors and in their place are computer screens. Today's classroom is a heavy user of digital media, and much of that is accessed via the Internet. It is becoming apparent, however, that the means of accessing the Internet and other online services -- the infrastructure carrying the signals -- does not have the same level of availability for every school and every district in the state. Whether because of cost or physical infrastructure, schools have online access at different rates, which affects their capability of using online resources in the classroom and in the school office. The purpose of this study is to gain a better understanding of what bandwidth schools have to access online services and what they are using these services for. This is a pilot study, but in this first look it has become apparent that this is a complex subject requiring a more in-depth examination. This initial look revealed the following key findings: (1) In the ten years or so that the Internet has been widely accessible to schools, they have become heavily dependent on the Internet and related online services; (2) Bandwidth varies considerably from district to district. The average bandwidth is 28.0 mbps, while the median figure is 10.0 mbps; (3) The majority of districts responding rated their current bandwidth as adequate, but they anticipate needing more next year and the year after; (4) Telecommunications access clusters, special consortia of school districts, libraries and other entities, report they are saving districts money by negotiating bandwidth prices and pooling administration, tech support and other services for groups of districts at a lower cost than the districts could access individually; and (5) The biggest barrier to getting more bandwidth is cost.
2010 Minnesota Internet Survey: Looking at the Growth of Broadband Access and Use for Clues to What&apos;s Next
Author: Center for Rural Policy and Development
Date: 2010-10-00
Type: Reports - Research
Subjects: Internet,Use Studies,State Surveys,Access to Computers,Rural Urban Differences,Telecommunications,Information Technology,Computer Use,Ownership,Age,Income,Social Media

In the ten years since the Center for Rural Policy and Development began its survey of broadband adoption in Minnesota, the growth of broadband use -- and its necessity -- has been nothing short of remarkable. Since 2001, its availability has spread steadily, and its adoption has risen accordingly statewide. Both private and public entities have endeavored to build out an adequate broadband infrastructure across the state, but today, while residents of virtually every city in the state have access to broadband, there are still many pockets in rural areas where broadband is not available, and in rural communities that do have access, not everyone has access to or can afford the speed necessary to do the more complex activities that are emerging every day on the Internet. To get a little closer look at the question of rural access, the researchers this year divided the state's counties into three groups: the seven-county Twin Cities group; the Metropolitan or Micropolitan Statistical Areas counties group; and the Rural counties group (these definitions are explained further in the Methodologies section). This report illustrates how the survey results show that a significant divide still exists in several ways.
An Annual Report to the Legislature on English Language Learners, 2015-16
Author: Oregon Department of Education
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: English Language Learners,English (Second Language),Second Language Learning,Educational Finance,Student Needs,Student Characteristics,School Districts,Costs,Economically Disadvantaged,Student Mobility,Homeless People,Migrants,Poverty,Family Environment,Language Usage,Language Proficiency,Grade 6,Grade 7,Grade 8,Mathematics Achievement,Academic Standards,Language Arts,Academic Achievement,Graduation Rate,Postsecondary Education,Enrollment,Special Education,Age Differences,Instructional Program Divisions,Attendance Patterns,Dropout Rate,Discipline Problems

The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016). This report provides financial information for English language learner (ELL) programs, the objectives and needs of students eligible for and enrolled in an English language learner program, and provides information on the demographics of students in English language learner programs in each school district. In addition, this report serves as a tool that makes data on English language learners accessible to researchers, media, students, and parents.
Change in Central Phoenix: And Its Effect on Phoenix Elementary School District #1
Author: Hunting, Dan
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Change,Environmental Influences,Urban Schools,Housing,Population Trends,Economic Change,Enrollment,Urban Demography,Urban Renewal,Public Schools,Elementary Secondary Education,Urban Areas

As downtown Phoenix experiences a wave of new residential and commercial construction, Phoenix Elementary School District #1 (Phoenix #1) is at the center of the largest local demographic change in decades. Phoenix #1 educates more than 6,000 students at 14 schools, from preschool through eighth grade, with many families living in older, historic and modest homes around the downtown Phoenix area. Times are changing, with thousands of new high-rise apartments coming to the market in downtown Phoenix in the heart of the school district. Phoenix #1 must consider how these new residents -- well educated and often with upper incomes but no children -- will fit into a system that draws most its students from less-affluent residential areas surrounding downtown. This report examines the changes that have taken place in downtown Phoenix in recent years and explores what they may mean to the district in the future.
Language Effectiveness and Factors Influencing Scientific Writing of Indonesian Undergraduate Thesis
Author: Dakhi, Saniago
Date: 2018-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Grammar,Foreign Countries,Scientific Research,Writing (Composition),Theses,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,College Faculty,English for Academic Purposes,Readability,Readability Formulas,Academic Language,Self Concept,Student Motivation,Sociocultural Patterns,Metalinguistics,Writing Skills

The linguistic feature distinction between written and spoken discourse, like scientific writing, narrative text, discussion text, oral speech, etc. has been a longstanding discussion among scholars. However, there is limited number of studies on Indonesian undergraduate thesis context. This article reports the language effectiveness, i.e. lexical density and grammatical complexity of undergraduate thesis using the Flesch's Analysis of the Readability of Adult Reading Materials (1974) and the determinant factors influencing them. This descriptive study, applying online system application, was conducted in an Indonesian pseudonym university. Forty-two undergraduate theses were used as data source of lexical density and grammatical complexity, and four English lecturers participated on interview. Results showed that the average lexical density ratio was 42.14 and the grammatical complexity was 14.54. On the other hand, the determinant factors of academic writing holistically encompass; (1) psychological factors including identity awareness, motivation, and conceptual competency, (2) sociocultural factor covering personal experience, and (3) linguistic factors, namely linguistic awareness and application, and mechanical competency. To sum up, three important conclusions are drawn. Firstly, there is no exactly the same lexical density and grammatical complexity across chapters of the undergraduate theses. Secondly, the undergraduate theses are lexically acceptable, but grammatically are not as they are interpreted as American students slick fiction product. Finally, variables affecting academic writing are not only linguistic factors, but also psychological and sociocultural ones.
2014-2015 Annual Enrollment Report: Summer 2014, Fall 2014 and Spring 2015
Author: Weber, Jennifer
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,College Credits,Noncredit Courses,Community Colleges,Employees,Training,Teaching Methods,Electronic Learning,Part Time Students,Full Time Students,Full Time Equivalency,College Freshmen,Graduate Students,Undergraduate Students,College Transfer Students,Academic Degrees,Conventional Instruction,Distance Education

The North Dakota University System (NDUS) &quot;2014-2015 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit and non-degree credit enrollments across the eleven NDUS institutions for an entire academic year. Additionally, non-credit enrollments provided through TrainND, a legislatively established organization powered by the five state community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2014, Fall 2014 and Spring 2015 semesters. [This report was prepared for the State Board of Higher Education.]