ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs. Stats in Brief. NCES 2012-154
Author: Radford, Alexandria Walton
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Disabilities,Computer Science,Student Financial Aid,Student Characteristics,Statistical Significance,Business Administration Education,Student Participation,Enrollment,Undergraduate Students,Undergraduate Study,College Programs,Two Year College Students,Two Year Colleges,Private Colleges,Educational Technology

This Statistics in Brief investigates participation in distance education using the most current nationally representative student-reported data collected by the National Center for Education Statistics (NCES). Specifically, the data come from the three most recent administrations of the National Postsecondary Student Aid Study, which were conducted during the 1999-2000, 2003-04, and 2007-08 academic years (NPSAS:2000, NPSAS:04, and NPSAS:08). This Statistics in Brief's use of student-reported data allows for exploration of how participation in these courses varies with student characteristics. Key findings include: (1) From 2000 to 2008, the percentage of undergraduates enrolled in at least one distance education class expanded from 8 percent to 20 percent, and the percentage enrolled in a distance education degree program increased from 2 percent to 4 percent; (2) Compared with all students, students studying computer science and those studying business enrolled at higher rates in both distance education classes (27 percent and 24 percent, respectively, vs. 20 percent) and distance education degree programs (8 percent and 6 percent, respectively, vs. 4 percent); (3) Participation in a distance education course was most common among undergraduates attending public 2-year colleges; 22 percent were so enrolled. Participation in a distance education degree program was most common among undergraduates attending for-profit institutions; 12 percent were so enrolled; (4) Older undergraduates and those with a dependent, a spouse, or full-time employment participated in both distance education classes and degree programs relatively more often than their counterparts; and (5) Students with mobility disabilities enrolled in a distance education course more often than students with no disabilities (26 percent compared with 20 percent), but no other statistically significant difference between students with and without disabilities was detected. (Contains 4 tables, 8 figures and 10 footnotes.)
Aboriginal Postsecondary Education: Formal Instruction for the Adult Aboriginal Population. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 4.
Author: Cowin, Bob
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Canada Natives,Educational History,Educational Trends,Credentials,Rural Education,Government Role,Elementary Secondary Education,Postsecondary Education,Adult Basic Education,Residential Schools,Institutional Role,Public Education,Adult Education,Public Colleges,Community Colleges,Universities,Bachelors Degrees

This report traces the development of initiatives in British Columbia, Canada to provide formal instruction for adults of Aboriginal heritage (also known as native or indigenous peoples), regardless of whether the learner completed secondary school. Activities in public as well as Aboriginal-governed institutions are described. Shorter sections describe such topics as educational organizations, the role of government, and the results from data collections. The early 1970s marked a significant turning point, but it was not until the 1980s that activity began on a broader scale. Momentum built during the 1990s and the decade beginning in 2000 saw greater integration and inclusion, with programming for Aboriginal learners moving from the periphery towards the mainstream. Within the public system, it is at some smaller institutions in rural locations that programs and services for Aboriginal learners have been most significant. Adult Basic Education, First Nations Studies, and programs up to two years in duration are frequently offered. The three dozen non-public institutions that belong to the Indigenous Adult and Higher Learning Association are generally very small, but serve important preparatory and bridging functions. Dual federal and provincial funding arrangements have been awkward, leading to a number of fragmented and short term initiatives. Non-public institutions must partner with public institutions in order to award credentials. A list of residential schools in BC is appended to this report. (Contains 6 footnotes.) [For Volume 3, see ED512293.]
Conjoint Behavioral Consultation: Preliminary Findings of Child Outcomes and the Mediating Effect of Parent-Teacher Relationships
Author: Sheridan, Susan M.
Date: 2009-00-00
Type: Reports - Research
Subjects: Student Behavior,Behavior Problems,Family School Relationship,Cooperation,Problem Solving,Intervention,Behavioral Objectives,Parent Teacher Cooperation,Kindergarten,Grade 1,Grade 2,Grade 3,Consultants,Control Groups,Parents,Emotional Development,Academic Achievement,Social Development,Behavior Change

Conjoint Behavioral Consultation (CBC; Sheridan et al., 1996; Sheridan & Kratochwill, 2008) is an indirect intervention that engages parents, teachers, and a behavioral consultant in collaborative, structured problem solving to address shared academic, behavioral, or social-emotional concerns for a student. The goals of CBC are to (a) enhance academic, social-emotional, and behavioral outcomes for children; and (b) develop collaborative family-school partnerships. This study reports the preliminary effects of a study funded by the Institute of Education Sciences to test the effects of CBC on child behavioral outcomes. The specific goals of this study are three-fold. First, the authors present preliminary findings of a randomized trial evaluating the efficacy of CBC on children's externalizing behaviors and social skills assessed by teacher report on standardized measures. Second, they describe the results of an analysis testing the effects of CBC on parent-teacher relationships. Third, to understand the mechanism by which CBC intervention leads to positive child outcomes, they examine the parent-teacher relationship as a mediator between the CBC intervention and child outcomes. Specific research questions are: (1) What is the effect of CBC on children's externalizing, adaptive, and social behaviors?; (2) What is the effect of CBC on teachers' reports of the parent-teacher relationship?; and (3) Does the parent-teacher relationship mediate the effects of CBC on child outcomes? Participants for the current study were 203 Kindergarten through 3rd grade children and their parents and teachers. Preliminary findings showed that, as compared to children in the control group, those who participated in CBC not only experienced reduced externalizing problem behaviors but also demonstrated increased social/adaptive skills at school. Also, as compared to teachers in the control group, those who participated in CBC reported greater improvements in their relationships with parents of children involved in CBC. The mediating effect of parent-teacher relationships was partially supported: Improvement in parent-teacher relationships accounted for the positive CBC effect on children's increased adaptive skills. Investigation continues regarding the pathways by which home-school partnerships contribute to positive CBC outcomes, and results will be presented. (Contains 1 table and 1 figure.)
College-Preparatory Curriculum for All: The Consequences of Raising Mathematics Graduation Requirements on Students' Course Taking and Outcomes in Chicago
Author: Allensworth, Elaine M.
Date: 2009-00-00
Type: Reports - Research
Subjects: Graduation Requirements,Grade 9,Algebra,College Preparation,Educational Policy,Cohort Analysis,Advanced Placement Programs,Educational Assessment,Educational Indicators,Student Records,Curriculum Development,Outcomes of Education,Enrollment Rate,Mathematics Curriculum

This study evaluates a curriculum policy that required college preparatory coursework for all students, using data from Chicago Public Schools (CPS). Beginning in 1997, CPS ended remedial coursework and required all students to complete a college-preparatory course sequence for graduation. In this study, the authors constrain their analysis to the effects of requiring students to begin high school taking Algebra, rather than remedial math. The authors examine changes in the extent to which students received credit in algebra in ninth grade, their ninth grade math grade, math test scores, and credits in higher-level math in later years. The study population consists of 11 cohorts of first-time 9th-grade students who enrolled in CPS high schools between 1994 and 2004. Changing requirements led to more students taking and receiving credit in rigorous-sounding courses, but grades suffered slightly and later course-work were unaffected. Thus, most of the benefits of the &quot;College Prep for All&quot; policy suggested by the extant research were unrealized in Chicago contexts. The authors offer several explanations for these disappointing results. First, prior research was limited in its applicability to a universal mandate and affected by selection bias. Second, the policy focused only on curricular content, but instructional quality and classroom climate may matter at least as much as content. Finally, content may matter little if students are not engaged in their coursework. Statistical Models are appended. (Contains 5 tables and 2 figures.)
Creating a Successful Professional Development Program in Science for Head Start Teachers and Children: Understanding the Relationship between Development, Intervention, and Evaluation
Author: Gropen, Jess
Date: 2009-00-00
Type: Reports - Research
Subjects: Assignments,Science Activities,Disadvantaged Youth,Physical Sciences,Program Effectiveness,Scientific Literacy,Professional Development,Science Education,Program Implementation,Early Childhood Education,Knowledge Level,Preschool Teachers,Inquiry,Intervention,Federal Programs,Preschool Children,Low Income Groups

Over the past three years, the authors' team at Education Development Center, Inc. (EDC) has been researching a professional development program in science, &quot;Foundations of Science Literacy&quot; (&quot;FSL&quot;), for preschool lead and assistant Head Start teachers in Massachusetts and Rhode Island. Year 1 was a pilot year, so it is the data from Year 2 on which the authors' report in this paper. &quot;Foundations of Science Literacy&quot; is designed to respond to the urgent call to prepare preschoolers for tomorrow and respond to Hawkins's eloquent plea for equity. The authors' research is designed to answer two important questions germane to this paper: (1) Does &quot;FSL&quot; impact Head Start teachers' practices in inquiry-based science instruction for four-year-old children?; and (2) Does &quot;FSL&quot; impact Head Start children's early science knowledge and skills? The objective of the presentation will be to report the principal teacher-, classroom-, and child-level findings from the Year 2 implementation, and to discuss these findings in the context of what makes for a successful professional development program in early science. The research took place in the metro-west and southern sections of Massachusetts. The results indicate that &quot;FSL&quot; had a strong impact on teachers' science knowledge and classroom practices in inquiry-based science instruction, and that children in &quot;FSL&quot; classrooms showed a trend towards greater improvement in their understanding of basic physical science principles and their use of science inquiry skills. In addition, the findings have lead to specific revisions in &quot;FSL&quot;, including the use of more constrained classroom assignments, allowing for a better alignment between &quot;FSL&quot; and the &quot;Preschool Assessment of Science&quot; (&quot;PAS&quot;) content, and a stronger emphasis on the growth of children's reflective capacity in the context of &quot;FSL&quot;. The authors conclude that successful development of professional development programs requires evaluation at every level in the &quot;causal chain&quot; that connects teaching and learning--from teacher's content knowledge, to their ability to apply it in their classrooms, to children's ability to engage in focused science activities with genuine conceptual content. (Contains 4 tables and 1 figure.)
Comparison of Reading Comprehension Trends between Florida's &quot;Reading First&quot; and Non-&quot;Reading First&quot; Schools for First through Third Grade Students
Author: Petscher, Yaacov
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Criterion Referenced Tests,Comparative Analysis,Reading Programs,Elementary School Students,Educational Trends,Context Effect,Program Evaluation,Evaluation Methods,Program Effectiveness,Reading Tests,Norm Referenced Tests,Quasiexperimental Design,Educational Policy,Federal Legislation

The current study will examine possible contextual effects relative to differences in reading comprehension performance in the state of Florida. While the Reading First (RF) Impact study examined such difference using a regression discontinuity design, the authors are primarily interested in other analytic methods that might answer different questions relative to effectiveness. Using schools and aggregate district level data, the authors will study the extent to which Reading First funded schools improved reading comprehension scores on both a normed and criterion referenced tests more strongly than non-Reading First funded schools. Findings will be determined in the future.
&quot;I'm Tentatively Teaching&quot;: Crossing the Border from Student of Teaching to Teacher of Students
Author: Pietsch, Marilyn
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Beginning Teachers,Teaching Methods,Research Design,Methods Research,Employment,Learning Processes,Teacher Education,Job Satisfaction,Case Studies,Interviews,Focus Groups,Evaluation

The majority of newly qualified teachers in New South Wales, Australia, begin their careers as casual teachers in fragmented employment contexts which make it difficult to build on the knowledge base gained at university through continuous, and continuously evaluated, practice in a classroom. This study explored the experiences of early career casual teachers and investigated the effect of fragmented employment contexts on the process of developing professional knowledge and practical competence in the first two years of teaching. The study employed a mixed methods research design utilising a collective case study together with a postal survey-questionnaire to gather both qualitative and quantitative data. Results indicated that the process of learning to teach in contexts typified by multiple schools, multiple classrooms, multiple communities and with multiple students exacerbated the problems encountered by all beginning teachers and provided few mechanisms by which casual teachers were able to resolve them to their own professional satisfaction.
Social Capital and Young People. Longitudinal Surveys of Australian Youth. Briefing Paper 26
Author: Semo, Ronnie
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Social Networks,Young Adults,Social Capital,Social Development,Longitudinal Studies,Cooperation,Disadvantaged,Socioeconomic Status,Measurement,Foreign Countries,Guidelines,Youth

Social capital refers to the attributes and qualities of family, social and community networks that facilitate cooperation between individuals and communities. The quality of these networks and the extent to which individuals are engaged with them are believed to have an impact on the educational and social development of children and young people. Some evidence suggests that the influence of community networks can even help to offset some of the effects of socioeconomic disadvantage. Its intangible nature makes measuring social capital difficult. Measuring the social capital of young people is even more difficult because people tend to focus on the social capital of their parents and pay less attention to that of young people. This briefing paper discusses how young people's social capital can be examined using the Longitudinal Surveys of Australian Youth (LSAY). The paper is divided into four sections. In the first, the author looks at two social capital frameworks to clarify the various themes and complexities associated with social capital. In the second section he draws on these frameworks to assess the suitability of using data from LSAY to investigate social capital and its relationship to youth transitions. The next section summarises other social capital-related research that has used LSAY data. Finally, he draws some conclusions and makes some recommendations for future directions for LSAY in this area. Appended are: (1) Social Capital Questions, 2004-05; and (2) Social Capital and Social Capital-Related Questions. (Contains 2 figures, 3 tables and 1 footnote.)
Australian Vocational Education and Training Statistics Pocket Guide, Issued 2011
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Community Education,Adult Education,Foreign Countries,Vocational Education,Operating Expenses,Apprenticeships,Trainees,Statistical Data,Outcomes of Education,Enrollment Rate,Public Education,Graduates,Educational Finance,Participation

This handy, pocket-sized booklet summarises information from the National Centre for Vocational Education Research's (NCVER's) current statistical publications. It presents statistics about: Australia's public vocational education and training (VET) system (which includes activity undertaken at technical and further education [TAFE] institutes, other government providers, community education providers and publicly funded delivery by private providers); apprentices and trainees who are undertaking vocational training through a contract of training; expenditures and revenues of the public VET system; tertiary education and training; and young people's participation in education and training. Among the highlights: (1) There were 1.8 million students enrolled in the public VET system in 2010; (2) Around one in nine people aged 15 to 64 years participated in the publicly funded VET system in Australia in 2010; (3) As of December 2010, one in eight workers in the trades were employed as an apprentice or trainee; (4) 86.6% of graduates were employed or in further study approximately six months after their training in 2010; and (5) Total operating expenditures in Australia's public VET system was $7575.7 million in 2010. (Contains 41 notes.)
Fulfilling Dreams: Transitions into an ECE Online Preservice Teacher Education Degree
Author: Taylor, Pauline
Date: 2009-07-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Teacher Education Programs,Early Childhood Education,Virtual Classrooms,Articulation (Education),Transitional Programs,Access to Education,Online Courses,College Freshmen,Student Experience,Professional Identity,School Orientation,Learner Engagement,Time Management,Educational Experience,Foreign Countries,Barriers

There is increased attention on the first year experience at universities generally as a result of the Australian federal government's focus on increased accountability for universities and widening participation in further education (DEST, 2003; Jardine &amp; Krause, 2005; Kift, 2005; Krause, Hartley, James &amp; McInnes, 2005). However, these studies do not address preservice education programs specifically nor do they take into account the experiences of students who embark on teacher preparation courses in virtual environments. There have been few, if any, studies that focus on the experiences of traditionally marginalized groups. This paper builds on research conducted in 2007 (Taylor, 2008; Taylor&amp; Worsley, 2008) and investigates transitions into the Early Childhood Education degree introduced in 2007. It draws on 3 years of university, School and subject data and reveals specific transition issues for online students. Findings suggest more imaginative ways in which both universities and public policy makers can support successful participation of traditionally marginalized groups in online preservice teacher education programs.
Philosophy for Children: Towards Pedagogical Transformation
Author: Scholl, Rosie
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Interviews,Teaching Methods,Questionnaires,Philosophy,Educational Philosophy,Intermode Differences,Educational Practices,Inquiry,Educational Improvement,Reflective Teaching,Foreign Countries,Elementary School Teachers,Transformative Learning,Educational Change

Philosophical inquiry (Lipman, Sharp &amp; Oscanyan, 1980) has the capacity to push boundaries in teaching and learning interactions with students and improve teacher's pedagogical experiences (Scholl, Nichols, Burgh, 2008). This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school teachers, 59 in total, have been involved in a comparison of pedagogical transformation between teachers who implemented Philosophy and teachers who used thinking tools (graphic organisers) for conceptual exploration. A mixed methods approach, including, questionnaires and semi-structured interviews, was employed to inquire into the effect of teaching Philosophy on teachers' perceptions of their pedagogy. This paper describes how the engagement in communities of philosophical inquiry results in a significant improvement in perceptions of pedagogy, teacher thinking and student engagement. (Contains 2 tables.)