ethanporcaro/eric-fulltext-meta huggingface dataset:
Pedagogy-Based-Technology and Chemistry Students' Performance in Higher Institutions: A Case of Debre Berhan University
Author: Demissie, Tesfaye
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Computer Assisted Instruction,Computer Simulation,Computer Software Evaluation,Technology Integration,Video Technology,Animation,Quasiexperimental Design,Content Analysis,College Instruction,Instructional Effectiveness,Science Instruction,Case Studies,Pretests Posttests,Chemistry,Program Effectiveness,Electronic Learning,College Students

Many students have difficulty in learning abstract and complex lessons of chemistry. This study investigated how students develop their understandings of abstract and complex lessons in chemistry with the aid of visualizing tools: animation, simulation and video that allow them to build clear concepts. Animation, simulation and video enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. They also enable to present information in more dynamic, compelling and interactive way with engaging environment. The study applied animation, simulation and video supporting, on student-centered learning activities, in electrochemistry for second year students organized with state of art technology flash and micro media player and evaluated for its effectiveness. A particular focus of this investigation was to what extent the uses of animation, simulation and video influenced student-centered learning. Pre- and post- tests were administrated on the target group and concurrent embedded mixed case study design was employed. Total quality of the developed package was evaluated by administrating a separate schedule containing open and closed ended question. The comments and ratings obtained in the learners' insights provided the basis for the learning impact of the study. The result obtained from the experiment and responses of the schedule showed that technology integrated with appropriate pedagogy improves the performance of students. (Contains 7 tables.)
Postsecondary Education: Student Outcomes Vary at For-Profit, Nonprofit, and Public Schools. Report to Congressional Requesters. GAO-12-143
Author: Scott, George A.
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Graduation Rate,Academic Achievement,Licensing Examinations (Professions),Certification,Student Characteristics,College Outcomes Assessment,Outcomes of Education,Educational Indicators,Achievement Gap,Postsecondary Education,Educational Legislation,Research Reports,Employment Opportunities,Employment Potential,Loan Repayment,Student Loan Programs,Debt (Financial),Proprietary Schools,Private Colleges,Audits (Verification),Meta Analysis,Accountability,Achievement Rating,Comparative Analysis,Comparative Testing

To respond to Congress' interest in student outcomes at different types of schools, this report addresses the following questions: (1) What does research show about graduation rates, employment outcomes, student loan debts, and default rates for students at for-profit schools compared to those at nonprofit and public schools, taking differences in student characteristics into account?; and (2) How do pass rates on licensing exams for selected occupations compare among graduates of for-profit, nonprofit, and public schools? This study found a relatively small number of studies that compared student outcomes across sectors and accounted for differences in student characteristics. This body of research also has certain limitations. For example, while the Beginning Postsecondary Students Longitudinal Study (BPS) has some of the best available data on outcomes and student characteristics, it does not represent the experience of more recent students. Because the most recent cohort of students started during the 2003-2004 school year, BPS does not include outcomes for students who enrolled more recently. Further, while two studies in this review conducted regression analyses that account for multiple student characteristics simultaneously (which allows for a more rigorous comparison), other studies analyzed subgroups of students, accounting for a single characteristic at a time. Despite these limitations, the author and his colleagues believe that the studies included in this review provide insight on the comparative outcomes of students attending different types of schools. Appended are: (1) Scope and Methodology; (2) List of Studies and Ongoing Research Included in Our Literature Review; (3) Detailed Analysis of Licensing Exam Pass Rates; (4) Briefing Slides; and (5) GAO Contact and Staff Acknowledgments. (Contains 25 tables, 9 figures and 45 footnotes.)
New Roles for New Times: Digital Curation for Preservation
Author: Walters, Tyler
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Preservation,Research Libraries,Humanities,Electronic Libraries,Library Administration,Access to Information,Internet,Cooperation,Social Sciences,Engineering

Digital curation refers to the actions people take to maintain and add value to digital information over its lifecycle, including the processes used when creating digital content. Digital preservation focuses on the &quot;series of managed activities necessary to ensure continued access to digital materials for as long as necessary.&quot; In this report, the authors highlight the intersection of these actions, specifically focusing on how digital curation must facilitate the preservation of shared digital memory. They suggest how research libraries need to be repositioned as vibrant knowledge branches that reach throughout their campuses to provide curatorial guidance and expertise for digital content, wherever it may be created and maintained. They argue that libraries can no longer expect that researchers and scholars will come to them for advice and assistance; libraries must instead find new ways to reach them wherever they may be. Research and learning activities are increasingly intra- and inter-institutional, collaborative, interdisciplinary, international, and virtual. They show how the library must adjust its service offerings to this new landscape in order to remain viable. In the process, they document what they believe is a promising set of emerging roles that libraries currently are carving out in the digital arena. They also highlight and discuss the potential implications of relatively new trends within the research library community, including the outsourcing of services that research libraries have historically provided for their campuses. Finally, they put forward a set of collaborative case studies in the digital curation realm and consider the positive impact of such engagement between research libraries to achieve shared goals. They assert that the strongest future for research libraries is one in which multi-institutional collaborations achieve evolvable cyberinfrastructures and services for digital curation. The alternative, a &quot;go it alone&quot; strategy, will only lead to dangerous isolation for practitioners, yielding idiosyncratic, expensive, and ultimately unsustainable infrastructures. The report gives readers a thorough appreciation of the emerging practice of digital curation for preservation and how research libraries are fostering curatorial practices in order to ensure that their parent institutions continue to realize their core mission of creating, disseminating, and preserving knowledge. Appended are: (1) Disciplinary Considerations for Digital Curation: The Sciences; and (2) Disciplinary Considerations for Digital Curation: The Digital Humanities. Individual chapters contain endnotes. (Contains 1 figure.)
Education & The American Jobs Act: Creating Jobs through Investments in Our Nation's Schools
Author: The White House, Domestic Policy Council
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Legislation,Federal Legislation,Federal Aid,Federal Government,Educational Finance,Change Strategies,Educational Change,Investment,Human Capital,Educational Facilities Improvement,Educational Improvement,Improvement Programs,State Surveys,Funding Formulas,Resource Allocation,Educational Equity (Finance),Teacher Employment,Academic Achievement,State Programs,Statistical Distributions,Program Proposals

On September 8, 2011, the President proposed the American Jobs Act to Congress, including investments of $25 billion to renovate and modernize at least 35,000 of America's public schools; $5 billion to upgrade infrastructure at America's community colleges; and $30 billion to keep hundreds of thousands of educators in the classroom. This report documents the need for Congress to take decisive action on the American Jobs Act, and provides detailed estimates of the benefits each school district in the country can expect to receive with passage of the American Jobs Act. These critical investments will create jobs now and improve the physical condition of the schools that teach and train future workers for the jobs of the twenty-first century. (Contains 29 footnotes.) [This publication was co-prepared with the National Economic Council.]
Cohort Default Rates in Context
Author: Looney, Shannon M.
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Individual Characteristics,Student Loan Programs,Debt (Financial),Loan Default,Student Characteristics,School Holding Power,Academic Persistence,Money Management,Financial Services,Change Strategies,Intervention,Minority Groups,Graduation Rate,Context Effect,Institutional Characteristics

Burgeoning student loan debt indicates problems not only for the country's borrowers but also for the postsecondary system. The rise in student loan defaults signifies a rise in institutional cohort default rates (CDRs)--a measure of accountability that informs the government and the general public how well an institution prepares its students for loan repayment. Like any institutional measure, CDRs support explanations or assumptions about institutional effectiveness and responsiveness. The issues of student debt and CDRs are of particular concern for Minority-Serving Institutions (MSIs), which have a legacy of providing increased access to some of the nation's most underserved students. Students who enroll at MSIs are more often low-income, first-generation, and underprepared--all student characteristics that indicate a greater likelihood of loan default (Fletcher 2010; McMillon 2004; Volkwein and Cabrera 1998; Woo 2002). Additionally, many MSIs are located in regions with high unemployment rates; as such, some MSIs have higher than average CDRs. A number of MSIs are working to develop and implement sound solutions to manage default, particularly by way of financial literacy initiatives (IHEP 2008, 2009, 2010; Looney 2011; USA Funds 2011). A number of studies explore the individual characteristics and implications of student loan default, but few address how postsecondary institutions and their practices may shape borrower behavior. Students who default may do so for a variety of reasons including misinformation, lack of awareness of forbearance and/or deferment options, and other tools to manage loan use. This brief seeks to address the approaches that institutions may employ to reduce or manage a CDR--with a particular emphasis on MSIs. In highlighting these common approaches, this brief hopes to make a stronger case for financial literacy strategies as a solution for institutions looking to increase student completion and reduce default rates. Cohort Default Rate Challenges and Appeals are appended.
Financial Literacy at Minority-Serving Institutions
Author: Looney, Shannon M.
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Money Management,Debt (Financial),Loan Default,Literacy,Paying for College,Student Characteristics,Trend Analysis,Educational Practices,Information Dissemination,Financial Services,Loan Repayment,Student Loan Programs,Minority Groups,Role of Education,Educational Needs,College Programs,Institutional Characteristics,School Surveys,College Students

Mounting student debt to cover rising college costs is creating a challenging environment for a number of students pursuing a college degree. For many, a college degree is an avenue to financial success and long-term stability. Most college graduates experience more stable employment, higher income, security through assets, and an overall better quality of life than non-graduates (Couturier and Cunningham 2006). Accordingly, managing loan debt may be easier for those who complete college than for those who do not. Current student loan trends, however, may signify a much deeper subtext of loan default. Failure to repay student loans may in part be explained by insufficient financial literacy. For Minority-Serving Institutions (MSIs) specifically, financial literacy is essential to institutional and student success given the types of students they enroll. MSIs have a legacy of providing increased access to some of the nation's most underserved students. Many students who enroll at MSIs are more often low-income, first-generation, and underprepared--all student characteristics that indicate a greater likelihood of loan default (Fletcher 2010; McMillon 2004; Volkwein and Cabrera 1998; Woo 2002). Additionally, a handful of studies conclude that those at greatest risk for not developing strong financial literacy skills include demographic segments such as young adults, minorities, low-income citizens, and those with only a high school diploma (Chen and Volpe 1998; Johnson and Sherraden 2007; Lusardi, Mitchell, and Curto 2010; Mandell 2007). In an effort to explore the important role of financial literacy at the postsecondary level, particularly in the context of MSIs, this brief was commissioned to examine the decision-making process institutions undertake as they navigate how to implement their work around financial literacy. This brief primarily seeks to suggest financial literacy practices as a strategy that all institutions, MSIs and non-MSIs alike, should consider around broader student success goals--armed with the knowledge that students who fail to complete a college degree are more likely to default on their loans. The brief is divided into three sections: (1) The concept of financial literacy, including current research trends; (2) An overview of a survey of a subset of MSIs that describes common practices and mechanisms used to disseminate financial literacy information; and (3) Institutional examples of on-the-ground financial literacy practices at select MSIs. (Contains 3 footnotes.)
The ARL 2030 Scenarios: A User's Guide for Research Libraries
Author: Association of Research Libraries
Date: 2010-10-00
Type: Guides - Non-Classroom
Subjects: Research Libraries,Library Administration,Strategic Planning,Long Range Planning,Vignettes,Methods,Library Role,Workshops

This user's guide was developed to advance local planning at ARL member libraries. It is written for library leaders writ large and for anyone leading or contributing to research library planning processes. Users do not need advanced facilitation skills to benefit from this guide, but facilitators charged with supporting scenario planning will find the detailed designs particularly helpful. For leaders, planners, and facilitators alike, the user guide introduces the ARL (Association of Research Libraries) 2030 scenarios and explains many of the ways they can strengthen their institution's planning using the ARL 2030 Scenarios. Scenario planning is a methodology that requires substantial time and other resources to implement. ARL has supported the investments in the creation of this scenario set, and individuals and libraries can find great value even by committing a few hours to consideration of the scenarios and the strategic implications this guide includes. However, to more fully benefit from scenario planning, libraries will need to make more significant, longer-term investments to implement the advanced designs the user's guide offers. Many readers will not be prepared to implement the guide's most powerful tools themselves, as well-developed facilitation skills are required. However, leaders can use the descriptions of the tools to decide which might be used most effectively at their organization and to determine what resources are needed to initiate scenario planning or integrate it with their strategic planning program. A glossary of terms is included. (Contains 4 figures and 3 footnotes.)
Rubrics for Evaluating Open Education Resource (OER) Objects
Author: Achieve, Inc.
Date: 2011-11-18
Type: Reports - Descriptive
Subjects: Open Education,Student Evaluation,Alignment (Education),Academic Standards,Educational Quality,Content Analysis,Technology Uses in Education,Navigation (Information Systems),Usability,Instructional Development,Instructional Material Evaluation,Instructional Materials,Problem Sets,Educational Opportunities,Access to Education,Access to Information,Scoring Rubrics,Educational Resources

The rubrics presented in this report represent an evaluation system for objects found within Open Education Resources. An object could include images, applets, lessons, units, assessments and more. For the purpose of this evaluation, any component that can exist as a stand-alone qualifies as an object. The rubrics in this packet can be applied across content areas and object types. The following rubrics are included: (1) Degree of Alignment to Standards; (2) Quality of Explanation of the Subject Matter; (3) Utility of Materials Designed to Support Teaching; (4) Quality of Assessment; (5) Quality of Technological Interactivity; (6) Quality of Instructional and Practice Exercises; (7) Opportunities for Deeper Learning; and (8) Assurance of Accessibility.
Research Library Issues: A Quarterly Report from ARL, CNI, and SPARC. RLI 277
Author: Baughman, M. Sue, Ed.
Date: 2011-12-00
Type: Collected Works - Serial
Subjects: Research Libraries,Academic Libraries,Library Materials,Investment,Library Services,Holistic Approach,Archives,Transcripts (Written Records),Cooperation,Use Studies,Library Administration

&quot;Research Library Issues&quot; (&quot;RLI&quot;) is a quarterly report from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). This issue includes the following articles: (1) Rebalancing the Investment in Collections (H. Thomas Hickerson); (2) Experimenting with Strategies for Crowdsourcing Manuscript Transcription (Nicole Saylor and Jen Wolfe); and (3) Keeping the Doors Open: Exploring 24-Hour Library Access at Washington University in St. Louis (Sarah Laaker). Regular features include News and ARL Calendar. Individual articles contain endnotes.
Expanding Choice: Tax Credits and Educational Access in Idaho
Author: Carpenter, Dick M., II
Date: 2011-12-15
Type: Reports - Descriptive
Subjects: Tax Credits,School Choice,Access to Education,State Legislation,Private Financial Support,Corporate Support,Private Schools,Public Schools,Parochial Schools,Church Related Colleges,Elementary Secondary Education,Higher Education

The past 30 years have seen a steady expansion in the educational choices available to parents as school choice programs have spread around the country. Enabling parents to choose schools that fit their children's unique needs is a win-win-win: Research shows that such school choice policies benefit the children who participate, give traditional public schools incentives to improve and save taxpayer dollars. Despite this, the wave of school choice-based reform has so far passed Idaho by. Legislation that would have created educational tax credits was considered in 2000, 2001 and 2005, but each time failed to pass. The bills--HB 686, HB 311 and HB 76 respectively--would have provided an income tax credit for any individual or corporation who donated money &quot;directly to the parents or legal guardian... of a child who is being educated at the elementary or secondary level outside the public school system.&quot; In 1998, the legislature also considered a resolution (HCR 397) to direct the legislative council to study scholarship tax credits, but the resolution was never approved. This report shows that Idaho already offers tax credits for donations to private schools, including religious schools, through the Schools, Libraries and Museums Credit. Through this program, taxpayers may take a credit for charitable contributions to Idaho public and private (including religious) nonprofit schools, including elementary, secondary and higher education, as well as Idaho public libraries, the Idaho State Historical Society and a list of other nonprofit organizations. (Contains 5 tables and 16 endnotes.)
The Status of the Teaching Profession 2011
Author: Bland, Jennifer
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Principals,Administrator Role,Teacher Effectiveness,Financial Policy,Educational Policy,Educational Trends,Futures (of Society),Educational Change,Academic Achievement,Teacher Evaluation,Research Methodology

This paper presents the Center for the Future of Teaching and Learning at WestEd's 13th annual report on the status of the teaching profession in California, focusing on the role of the principal in supporting teaching quality. More specifically, the report discusses fiscal and policy trends, the competing demands of the principalship, implications of budget cuts for principals and teachers, and the state's teacher evaluation system. The report draws on numerous data sources, including a statewide survey of public school principals; interviews with principals, teachers, district officials, and state-level education leaders; and analyses of secondary data, including the limited data available on the composition of the state's teacher workforce. The Center for the Future of Teaching and Learning at WestEd believes that in this challenging high-stakes environment, ensuring teacher effectiveness is fundamental to helping students reach today's high academic standards. The report offers recommendations to address the following four areas identified as essential to support teachers, principals, and policymakers in improving education outcomes for all students, particularly as the state and local districts prepare for delivery of the Common Core Standards: (1) Reinvent evaluation and support for teachers to focus on student learning, with the goal of improving both teaching and learning; (2) Reinvent evaluation and support for principals to focus on improved teaching and learning, as well as improvement of their own practice; (3) Support both principals and teachers in transitioning to the newly adopted Common Core Standards; and (4) Ensure that California has a trustworthy and easily accessible data system for teacher and principal information. Appended are: (1) Research Methods; (2) Additional Graphs and Source &amp; Technical Information for Secondary Data; and (3) Source &amp; Technical Information for Survey Data. A glossary is included. (Contains 65 exhibits and 45 footnotes.) [For &quot;The Status of the Teaching Profession 2011. Summary Report,&quot; see ED527744.]