ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Access to Digital Learning Resources outside of the Classroom. NCES 2017-098
Author: KewalRamani, Angelina
Date: 2018-04-00
Type: Reports - Research
Subjects: Access to Education,Access to Computers,Internet,Computer Use,Barriers,Computer Uses in Education,Electronic Learning,Race,Ethnicity,Poverty,Geographic Location,Comparative Analysis,Mathematics Achievement,Science Achievement,Reading Achievement,Scores,Problem Solving,Incidence,National Competency Tests,Computer Literacy,Achievement Tests,Elementary Secondary Education,Foreign Countries,Mathematics Tests,International Assessment,Science Tests,Influence of Technology,Educational Practices

Educators, policymakers, and parents alike are focused on ensuring the academic success of the nation's students. These efforts interact with the expanding use of technology, which affects the lives of students both inside and outside of the classroom. Thus, the role that technology plays in education is an evolving area of research that continues to grow in importance. While access to technology can provide valuable learning opportunities to students, it does not guarantee successful outcomes. Designing successful practices for student use of technology is but one piece of the puzzle in the continued effort to elevate the educational experiences of all students. Schools, teachers, communities, and families play a critical role in successfully integrating technology into teaching, learning, and assessment. Recent legislation acknowledges the growing role that technology plays in students' daily lives. The Every Student Succeeds Act (ESSA) provides guidance to state governments on how to receive supplemental federal funding for public education. ESSA requests that the Institute of Education Sciences (IES) conduct the following research: (1) An analysis of student habits related to DLR outside of the classroom, including the location and types of devices and technologies that students use for educational purposes; (2) An identification of the barriers students face in accessing DLR outside of the classroom; (3) A description of the challenges that students who lack home internet access face, including challenges related to student participation and engagement in the classroom, and homework completion; (4) An analysis of how the barriers and challenges such students face impact the instructional practices of educators; and (5) A description of the ways in which state education agencies, local education agencies, schools, and other entities, including partnerships of such entities, have developed effective means to address the barriers and challenges students face in accessing DLR outside of the classroom. This report draws upon the most recently available nationally representative data sources, existing research, and relevant state and local intervention efforts to examine the five research areas identified in ESSA, and to provide an overview of student access to DLR outside of the classroom.
The Availability of Vocal Training for Improvement of Accent and Articulation Defects in Speech Education
Author: Aycan, Kivanc
Date: 2012-00-00
Type: Journal Articles
Subjects: Pronunciation,Speech Communication,Turkish,College Students,Articulation (Speech),Statistical Analysis,Voice Disorders,Speech Therapy,Foreign Countries

This study is designed to test the use of vocal training for articulation and accent defects which might be an important trouble while Turkish speaking. For this reason vocal training has been performed on a group of students selected randomly form the Erciyes University Turkish teaching profession 3rd class and the difference before and after vocal training accent and articulation defect improvements have been evaluated. To reach this general purpose pre-test and pro-test applications have been tested by &quot;Vitalograph Alpha, Model 6000&quot; portable spirometer device and &quot;Praat vocal analyze program&quot;. Breath management and thereby the accent factors which effect speaking are evaluated on even if they were improved after a programmed vocal training study over VC, FVC and FEV1 parameters. After voice training FVC (p&lt;0.001) decreased and FEV1 (p&lt;0.001) increased significantly whereas the VC has not changed significantly. Furthermore, with the help of the data obtained from the Praat vocal analyze program the accent and articulation defects have been evaluated over &quot;Türk&quot; and &quot;vazifen&quot; words and the duration of the voice the intensity, amplitude, maximum power frequency and pitch values are analyzed. This analyze revealed that after vocal training when we consider the &quot;Türk&quot; word, the intensity(p&lt;0.05), amplitude (p&lt;0.05), harmonics to noise ratio (p&lt;0.05), duration (p&lt;0.001) increased significantly. When we consider the word &quot;vazifen&quot;, the intensity (p&lt;0.05), amplitude (p&lt;0.001), harmonics to noise ratio (p&lt;0.001) and duration (p&lt;0.001) increased significantly. In conclusion, in the students who are having Turkish speaking education, vocal training studies are seen to be useful to improve the articulation and accent defects which means that it is helpful to state accent expressions and breath management to express the Turkish words correctly.
The Correlation between Interpersonal Communication Skills of Inspection Groups and Their Conflict Management Strategies
Author: Sabanci, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Interpersonal Communication,Conflict Resolution,Interpersonal Competence,Geographic Regions,Questionnaires,Regression (Statistics),Feedback (Response),Problem Solving,Foreign Countries,Inspection,Educational Administration,Empathy,Structural Equation Models,School Administration,Statistical Significance,Statistical Analysis

The purpose of this study was to explore the correlation between interpersonal communication skills and conflict management strategies in the case of inspection groups constituted by a number of inspectors based on the geographical and demographic dispersion of the school population in Turkey. This research was conducted as a survey. The population of the study consisted of 2493 inspectors working in 81 provinces geographically divided in seven regions. In this research, the data were collected by &quot;Interpersonal Communication Skills Questionnaire&quot; which consisted of 33 items and &quot;Conflict Management Strategies Questionnaire&quot; which consisted of 32 items. In the analyses of the study, Pearson correlations coefficient and Hierarchical regression were conducted. Consequently, the findings show that both the leaders' and the supervisors' views were congruent in that positive and significant correlations were found between two conflict management strategies (problem solving and compromising) and all interpersonal communication skills. The results of Hierarchical regression analysis further showed that feedback and trusting variables had statistically significant positive effects on problem solving, avoiding and dominating strategies and finally effectiveness variable had statistically significant positive effects on compromising strategy.
Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder
Author: Rieth, Sarah R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Toddlers,At Risk Persons,Language Impairments,Intervention,Interdisciplinary Approach,Best Practices,Speech Language Pathology,Researchers,Parents,Autism,Parent Child Relationship,Allied Health Personnel,Reflection,Coaching (Performance),Speech Therapy,Pervasive Developmental Disorders,Cooperation

Naturalistic developmental behavioral interventions include an explicit focus on coaching parents to use therapy techniques in daily routines and are considered best practice for young children with autism. Unfortunately, these approaches are not widely used in community settings, possibly due to the clinical expertise and training required. This article presents the work of the Bond, Regulate, Interact, Develop, Guide, Engage (BRIDGE Collaborative), a multidisciplinary group of service providers (including speech-language pathologists), parents, funding agency representatives, and researchers dedicated to improving the lives of young children with autism spectrum disorder and their families. The group selected and adapted a parent coaching naturalistic developmental behavioral intervention specifically for use with toddlers and their families for community implementation. Lessons learned from the implementation process include the importance of therapist background knowledge, the complexity of working with parents of young children, and needed supports for those working closely with parents, including specific engagement strategies and the incorporation of reflective practice. [Additional funding for this report was provided by Autism Speaks.]
What Will They Learn? 2017-18. A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities
Author: Bledsoe, Eric
Date: 2017-00-00
Type: Books
Subjects: Higher Education,Liberal Arts,Educational Quality,General Education,Core Curriculum,Public Colleges,Private Colleges,Black Colleges,Required Courses,Writing (Composition),Literature,Second Language Instruction,Government (Administrative Body),History Instruction,Economics Education,Mathematics Instruction,Science Instruction,College Credits,Grading,Reputation,Costs,Catalogs,Tuition,Fees,Graduation Rate,Degree Requirements

&quot;What Will They Learn?&quot;™ evaluates every four-year public university with a stated liberal arts mission as well as hundreds of private colleges and universities selected on the basis of size, mission, and regional representation. All schools in the &quot;What Will Will They Learn&quot;™ study are regionally-accredited, nonprofit institutions. The American Council of Trustees and Alumni (ACTA) prepared this report to answer the questions that are on students' and parents' minds. Other ranking systems pit schools against each other in an effort to rank schools from &quot;best&quot; to &quot;worst.&quot; Those rankings focus on external inputs, such as alumni giving and admission selectivity, rather than academic substance. In this book, over 1,100 colleges and universities individually receive grades according to whether each school requires the essential areas of a liberal arts core curriculum. This report provides information about general education and much more: tuition and fees, as well as the percentage of students who graduate in four years. [For the 2016 report, see ED581888.]
How Much Is Too Much? Controlling Administrative Costs through Effective Oversight. A Guide for Higher Education Trustees
Author: Alacbay, Armand
Date: 2017-07-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Trustees,Cost Effectiveness,Costs,Operating Expenses,College Administration,Governance,Guidelines,Student Costs,Resource Allocation,Classification,Enrollment Rate,Comparative Analysis,Strategic Planning,Institutional Characteristics,School Size,Finance Reform,Student Financial Aid

With recent research from the Institute for Higher Education Policy showing that college is unaffordable for as many as 70% of working- and middle-class students, concerns about college costs are mounting. The cost of operating an institution of higher education, with very few exceptions, is reflected in the price of attendance that students, their families, and taxpayers face. While Americans make untold personal and financial sacrifices in order to access the value of a college credential, administrative expenses and overhead continue to rise on campuses. This new guide from American Council of Trustees and Alumni's (ACTA's) Institute for Effective Governance takes a deeper look at the way that administrative costs are reported and the challenge that trustees face in balancing the cost of administration with their core mission--teaching and learning. The guide provides trustees with at-a-glance, national benchmarks for median levels of administrative spending, while issuing an action plan for trustees who are ready to take on the challenge of controlling costs and achieving greater financial efficiency and transparency.
William T. Grant Foundation 2012 Annual Report
Author: William T. Grant Foundation
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Social Science Research,Annual Reports,Grants,Fellowships,Scholarships,Youth Programs,Trustees,Intervention,Financial Support,Social Justice,Mentors

The William T. Grant Foundation was founded in 1936 to support strong social science research focused on &quot;the enrichment of life, with a primary interest in people and in their adjustment to the world in which they live.&quot; Today, its funding priorities reflect this interest in research that affects young people's lives. This Annual Report includes: (1) A Letter from the President (Robert C. Granger); (2) The Chair's Report (Henry E. Gooss); (3) Parting Thoughts (Robert C. Granger); (4) Forging Common Ground: Fostering the Conditions for Evidence Use (Vivian Tseng); (5) Stability and New Perspectives during Transitions (Deborah McGinn); (6) a review of the Foundation's research interests, followed by descriptions of the Foundation's programs: Research Grants, the William T. Grant Scholars Program, the Distinguished Fellows Program, and the Youth Service Improvement Grants (YSIG); and (7) a list of new and ongoing grants. [Individual essays contain references.]
Baltimore Education Research Consortium: A Consideration of Past, Present, and Future
Author: Connolly, Faith
Date: 2012-03-17
Type: Reports - Research-practitioner Partnerships
Subjects: Consortia,Educational Research,Educational History,Educational Development,Barriers,College School Cooperation,School Districts,Partnerships in Education,Administrative Organization,Organizational Objectives,Financial Support,Trust (Psychology),Research Administration,Research Reports,Elementary Secondary Education

In this paper, we offer an overview of the history and development of the Baltimore Education Research Consortium (BERC). As a part of this overview, we describe challenges and dilemmas encountered during the founding years of this consortium. We also highlight particular benefits or sources of satisfaction we have realized in the course of pursuing this particular sort of university-school-district-community collaboration. We conclude by offering examples of our current studies, best practices we have come to prioritize during the past five years, and a brief statement of our future plans and visions.
A Child&apos;s Day: Living Arrangements, Nativity, and Family Transitions: 2011 (Selected Indicators of Child Well-Being). Current Population Reports, P70-139
Author: Laughlin, Lynda
Date: 2014-12-00
Type: Reports - Research
Subjects: Well Being,Children,Interviews,Family Structure,Family Characteristics,Individual Characteristics,Gender Differences,Racial Differences,Ethnicity,Geographic Location,Parent Background,Educational Attainment,Family Income,Poverty,Welfare Services,Reading Habits,Eating Habits,Television Viewing,Academic Achievement,Child Care,Extracurricular Activities,Longitudinal Studies

The well-being of children is a growing area of interest to researchers and policy makers who focus on the social, cognitive, and economic security of children as they transition from preadolescents to young adults. This report uses a variety of indicators to portray aspects of children's well-being. The findings come from interviews conducted in the fall of 2011 for the 2008 Survey of Income and Program Participation (SIPP). This report highlights how family structure, nativity, and family instability are associated with selected measures of child well-being. Measures of child well-being include family reading practices, shared meal times, television rules, children's extracurricular activities, and school performance, as well as early child care experiences (see definition box for &quot;SIPP Child Well-Being Data&quot;). The report contains four sections: (1) household and family characteristics; (2) children's living arrangements and selected indicators of child well-being; (3) selected indicators of child well-being for children living with foreign-born parents; and (4) household and economic transitions and selected indicators of child well-being.
Changes in Prevalence of Parent-Reported Autism Spectrum Disorder in School-Aged U.S. Children: 2007 to 2011-2012. National Center for Health Statistics Reports. Number 65
Author: Blumberg, Stephen J.
Date: 2013-03-20
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Incidence,National Surveys,Parents,Children,Adolescents,Cohort Analysis,Gender Differences,Age Differences,Severity (of Disability)

Objectives: This report presents data on the prevalence of diagnosed autism spectrum disorder (ASD) as reported by parents of school-aged children (ages 6-17 years) in 2011-2012. Prevalence changes from 2007 to 2011-2012 were evaluated using cohort analyses that examine the consistency in the 2007 and 2011-2012 estimates for children whose diagnoses could have been reported in both surveys (i.e., those born in 1994-2005 and diagnosed in or before 2007). Data sources: Data were drawn from the 2007 and 2011-2012 National Survey of Children's Health (NSCH), which are independent nationally representative telephone surveys of households with children. The surveys were conducted by the Centers for Disease Control and Prevention's National Center for Health Statistics with funding and direction from the Health Resources and Services Administration's Maternal and Child Health Bureau. Results: The prevalence of parent-reported ASD among children aged 6-17 was 2.00% in 2011-2012, a significant increase from 2007 (1.16%). The magnitude of the increase was greatest for boys and for adolescents aged 14-17. Cohort analyses revealed consistent estimates of both the prevalence of parent-reported ASD and autism severity ratings over time. Children who were first diagnosed in or after 2008 accounted for much of the observed prevalence increase among school-aged children (those aged 6-17). School-aged children diagnosed in or after 2008 were more likely to have milder ASD and less likely to have severe ASD than those diagnosed in or before 2007. Conclusions: The results of the cohort analyses increase confidence that differential survey measurement error over time was not a major contributor to observed changes in the prevalence of parent-reported ASD. Rather, much of the prevalence increase from 2007 to 2011-2012 for school-aged children was the result of diagnoses of children with previously unrecognized ASD.
Characteristics of Supplemental Nutrition Assistance Program Households: Fiscal Year 2012. Nutrition Assistance Program Report Series. No. SNAP-14-CHAR
Author: Gray, Kelsey Farson
Date: 2014-02-00
Type: Numerical/Quantitative Data
Subjects: Nutrition,Food Service,Welfare Services,Welfare Recipients,Poverty Programs,Family Characteristics,Profiles,Annual Reports,Eligibility,Family (Sociological Unit),Family Income,Participation,Costs,Participant Characteristics,Individual Needs,Children,Older Adults,One Parent Family,Economic Change,Trend Analysis,Family Programs,Federal Programs

The Supplemental Nutrition Assistance Program (SNAP) serves as the foundation of America's national nutrition safety net. It is the nation's first line of defense against food insecurity and offers a powerful tool to improve nutrition among low-income individuals. SNAP is the largest of the 15 domestic food and nutrition assistance programs administered by the U.S. Department of Agriculture's (USDA's) Food and Nutrition Service (FNS). This report describes the characteristics of SNAP households and participants nationwide in fiscal year 2012 (October 2011 through September 2012). It also presents an overview of SNAP eligibility requirements and benefit levels in fiscal year 2012. The appendices provide detailed tabulations of household and participant characteristics for the nation and by State, as well as a brief description of the sample design and the sampling error associated with the estimates presented in the report.
Engaging Youth in Work Experiences. Innovative Strategies Practice Brief. Issue 2
Author: Larson, Mindy
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Work Experience Programs,Work Experience,Youth Opportunities,Career Readiness,Job Skills,Employment Opportunities,Career Development,Educational Practices,Educational Strategies,Youth Programs

Work experiences are a critical component of preparing youth for transition to adulthood. Potential benefits for youth who participate in work experiences include: 1) gaining career readiness skills including the &quot;soft skills&quot; that employers look for in entry level workers; 2) increasing one's knowledge of specific occupational skills and workplace settings; 3) establishing a work history and connections with employers that can aid in future job searches; and 4) developing an understanding of different occupations in order to make informed career choices. In addition, research studies suggest that work-based learning may increase school attendance, decrease dropout rates, reduce school suspensions, and increase school engagement. While work experiences are beneficial to all youth, they are particularly valuable for youth with disabilities. Work experiences, both paid and unpaid, for youth with disabilities during high school help them acquire jobs at higher wages after they. In addition, students who participate in occupational education and special education in integrated settings are more likely to be competitively employed than students who have not participated in such activities. This Innovative Strategies Practice Brief provides practical examples and resources used by promising and exemplary youth programs to engage youth in work experiences. Work experiences described in this brief include internships, summer jobs, youth-run businesses/entrepreneurship, service projects and volunteer work, and part-time jobs.
ED&quot;Facts&quot; Workbook: SY 2013-14. Version 10.1
Author: 2020 Company, LLC
Date: 2014-10-00
Type: Guides - General
Subjects: Kindergarten,Elementary Secondary Education,Data Collection,Access to Information,Documentation,Information Management,Databases,Guides,Accountability,Evaluation,Teacher Qualifications,Federal Legislation,Educational Legislation,Equal Education,Disabilities,Graduation,Dropouts,Limited English Speaking,Higher Education,Technical Education,Vocational Education,Public Schools,School Choice,Supplementary Education,Immigrants,Child Neglect,Delinquency,Homeless People,Reports,Racial Differences,Ethnicity

ED&quot;Facts&quot; is a U.S. Department of Education (ED) initiative to govern, acquire, validate, and use high-quality, kindergarten through grade 12 (K-12) performance data for education planning, policymaking, and management and budget decision making to improve outcomes for students. ED&quot;Facts&quot; centralizes data provided by state education agencies (SEAs), local education agencies (LEAs) and schools, and provides users with the ability to easily analyze and report data. This initiative has significantly reduced the reporting burden for state and local data producers, and has streamlined data collection, analysis and reporting functions at the federal, state and local levels. This document is a reference guide to using the ED&quot;Facts&quot; Submission System (ESS) to submit data for school year (SY) 2013-14. States report data to ED using ESS.