ethanporcaro/eric-fulltext-meta huggingface dataset:
2016 National Profile of Higher Education Chief Business Officers
Author: National Association of College and University Business Officers (NACUBO)
Date: 2016-00-00
Type: Reports - Research
Subjects: Higher Education,Profiles,Demography,Occupational Information,Career Development,Retirement,Central Office Administrators,College Administration,Salaries,Organizational Change,Administrator Characteristics,Tables (Data),Career Planning,Surveys

The &quot;2016 National Profile of Higher Education Chief Business Officers&quot; is a triennial report that tracks changes in the demographic characteristics, job duties, and plans for career transitions and retirements of business office chief executives at colleges and universities in 2010, 2013, and 2016. The 2016 study also provides a first-ever look at CBOs' salary levels and succession planning activities. The report will explain who higher education chief business and financial officers are, how they got to where they are, what they do every day to make their jobs and their institutions better, and what they hope to do in the future. These results should lead to a greater understanding among college and university presidents and other higher education leaders of the unique skills and abilities business office executives bring to their institutions as well as provide additional information to others aspiring to enter this rewarding profession. The Survey Instrument is included in the appendix.
The Common Core Writing Standards: A Descriptive Study of Content and Alignment with a Sample of Former State Standards
Author: Troia, Gary A.
Date: 2016-10-00
Type: Journal Articles
Subjects: Common Core State Standards,Writing Achievement,Writing Instruction,State Standards,Teaching Methods,Alignment (Education),Comparative Analysis,National Competency Tests,Grade 8,Content Analysis,Taxonomy

Many students do not meet expected standards of writing performance, despite the need for writing competence in and out of school. As policy instruments, writing content standards have an impact on what is taught and how students perform. This study reports findings from an evaluation of the content of a sample of seven diverse states' current writing standards compared to content of the Common Core State Standards for writing and language (CCSS-WL). Standards were evaluated for breadth of content coverage (range), how often content was referenced (frequency), the degree of emphasis placed on varied content elements (balance), and the degree of overlap between one set of standards and another (alignment). The study addressed two research questions: (1) What is the nature of the CCSS-WL and the sample states' standards for writing with respect to content breadth, frequency, and balance? (2) To what degree do the states' writing standards align with the CCSS-WL? Results indicated that CCSS-WL are succinct and balanced, with breadth of coverage in some aspects of writing but not others. The seven states' standards represented varying degrees of breadth, frequency, and balance with few patterns across states. None of the states' standards had strong alignment with CCSS-WL, indicating a potential mismatch between prior curricular materials and instructional methods developed with former standards as guides to help students meet grade-level writing expectations in the new CCSS. [This article was published in &quot;Reading Horizons,&quot; v55 n3 Article 4 p98-141 Oct 2016, see EJ1117076.]
Intentional Planning to Provide Technology to Students
Author: Flagg-Williams, Joan B.
Date: 2016-09-30
Type: Reports - Descriptive
Subjects: Telecommunications,Teacher Education Programs,College Freshmen,Handheld Devices,Technology Integration,Technology Uses in Education,Preservice Teachers,College Faculty,Attitude Measures

Mobile technology plays a prominent role in teaching and learning. To address this vital component of teacher preparation, the education department of a small college provided the freshman class with iPads. iPads were selected because they are common in public schools, lightweight, portable, touch-screen controlled and have an abundance of educational applications. Students were taught that technology in education is not a separate set of unrelated skills, but is integrated within pedagogy and content. The iPad initiative succeeded because multiple constituents within, and outside of, the college community supported it. Visioning how and why students will use the technology was an essential step. Starting with small steps made the iPad initiative manageable.
Examining &quot;One Grant, One Loan.&quot; NASFAA Task Force Report
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Federal Aid,Student Financial Aid,Finance Reform,Program Proposals,Grants,Change Strategies,Educational Legislation,Federal Legislation,Higher Education,Student Loan Programs,Paying for College

Growing concern over the complexity of the federal financial aid system and a push toward simplification has led to increased attention toward streamlining the federal student aid programs. Specifically, several proposals and policy papers have recommended consolidating the federal aid programs into one grant program and one loan program, commonly referred to as &quot;one grant, one loan.&quot; In some cases these proposals include the addition of one work-study program. With that in mind, the National Association of Student Financial Aid Administrators (NASFAA) convened a task force of financial aid professionals to examine the concept of &quot;one grant, one loan&quot; in October 2015. The task forced developed several considerations of a &quot;one grant, one loan&quot; system for policymakers, including the following, among others fully outlined in the report: (1) Will federal program consolidation truly make the financial aid process simpler for students and families, given the existence of other sources of financial aid?; (2) Will the Federal Work-Study (FWS) Program survive simplification efforts?; (3) What would happen to the other Title IV grant programs and their federal funding?; (4) Would some students be awarded less funding under a one grant model than under the current model?; (5) Would there be a federal commitment to make up for that net loss in grant dollars?; (6) Will more borrowers be pushed into the private loan market?; and (7) How will interest rates fare in a &quot;one loan&quot; system? In addition, the task force identified several recommendations for policymakers in the event that education leaders reached a consensus on moving forward with a &quot;one grant, one loan&quot; system.
Innovative Learning Models: Expanding Educational Opportunities for Students--Innovative Learning Models and Student Financial Aid. NASFAA Task Force Report
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Innovation,Models,Educational Legislation,Federal Legislation,Time Factors (Learning),College Credits,Time to Degree,Access to Education,Costs,Debt (Financial),Student Financial Aid,Accountability,Federal Aid,Barriers

The rules, systems and processes that work for traditional, term based, brick and mortar programs do not always work to advance the innovation that currently exists within higher education, and the recommendations in this paper are the first step to help ensure barriers are eliminated that stifle this innovation. Innovative learning models provide a means for individuals to learn independent of time or place in order to earn a higher education credential that is credible to both academic institutions and employers. The Higher Education Act (HEA) and Title IV regulations (34 CFR 600.2), look at &quot;seat time&quot;--students completing a certain number of courses and hours within a defined academic period with certain requirements on instructional time. Reauthorization of the HEA, while keeping credit and clock hours, needs to create an alternative way of looking at higher education focused on evidence of student learning--what students actually know and can do--instead of time. Ultimately, the federal student aid system must be updated to allow for greater access to programs offered in innovative formats--that are not based on traditional credit hour or clock hour models. A guiding principle of this task force is to not stand in the way of students being successful and do what is best to meet both the needs of individual learners and the institutions serving these students. The recommendations proposed by this task force focus on accelerating time to degree completion, improving access, lowering total educational cost, and keeping student loan indebtedness to a minimum. In an attempt to create an explicit process to award financial aid based on actual learning and demonstrated competency rather than time spent in class, five themes emerge. The following themes set the platform for the statutory and regulatory recommendations: (1) flexibility for students and institutions; (2) accountability; (3) cost of education and federal financial aid; (4) complexity; and (5) barriers. Appended are: (1) Recommendations; (2) Resources for Innovative Learning Models; and (3) a Glossary.
Alabama Education Quick Facts, 2015-2016
Author: Alabama Department of Education
Date: 2016-08-00
Type: Numerical/Quantitative Data
Subjects: Statistical Data,School Personnel,Student Evaluation,Reading,Mathematics,Sciences,Scores,State Boards of Education,Graduation Rate,Educational Finance,Public Schools,School Size,Enrollment Trends,High School Graduates,Credits,Graduation Requirements,Language Arts,Social Studies,Lunch Programs,Electronic Learning,Vocational Education,Student Transportation,Bus Transportation,English Language Learners

This brochure presents state statistics for Alabama: School Personnel 2015-16; Student Assessment 2014-15; Alabama State Board of Education members; Financial Data FY2015; Graduation Rates 2013-14/2014-15; Alabama Public Schools 2015-16; Public School Size and Enrollment 2015-16; Graduation Requirements 2015-16; Career and Technical Education Enrollment 2015-15; State Statistics 2015-15; School Meals; Transportation 2015-2016; Additional Enrollment; ELL Students 2014-2015; and Access to Virtual Learning.
Benchmarking Alumni Relations in Community Colleges: Findings from a 2015 CASE Survey
Author: Paradise, Andrew
Date: 2016-02-00
Type: Reports - Research
Subjects: Community Colleges,Benchmarking,Alumni,Administrative Organization,Organizational Climate,Organizational Theories,Organizational Objectives,Budgets,Operations Research,Data Collection,Information Management,Fund Raising,School Surveys,Statistical Analysis,Statistical Data,Institutional Characteristics,Demography

The Benchmarking Alumni Relations in Community Colleges white paper features key data on alumni relations programs at community colleges across the United States. The paper compares results from 2015 and 2012 across such areas as the structure, operations and budget for alumni relations, alumni data collection and management, alumni communications and engagement strategy, as well as fundraising activities with alumni. Survey questions are appended. [Foreword by Paul Heaton.]
Engaging for Excellence: Alumni Relations Programmes in European Higher Education. ICARS Report 2016
Author: Council for Advancement and Support of Education
Date: 2015-04-26
Type: Reports - Research
Subjects: Higher Education,Alumni,Institutional Advancement,Public Relations,Organizational Communication,Program Development,Program Effectiveness,Program Content,Benchmarking,School Surveys,Institutional Characteristics,Correlation,Predictor Variables,Foreign Countries

The 2016 ICARS survey reports on data collected September 2015 to November 2015 in the International CASE Alumni Relations Survey. The findings are drawn from 84 responding institutions across 12 European countries. 76 percent of respondents are from the UK and 24 percent are from other European countries. ICARS emphasises the link between alumni relations programmes and alumni engagement in terms of three success measures: the number of alumni attending events, the number of volunteers and the subsequent number of donors.
Implementation of the Master Plan for Statewide Professional Staff Development for 2012-2013: An Evaluation Study
Author: Hammer, Patricia Cahape
Date: 2014-04-00
Type: Reports - Research
Subjects: Staff Development,Statewide Planning,Program Implementation,Program Evaluation,Program Effectiveness,Participant Satisfaction,Evidence Based Practice,Fidelity,Achievement Gains,Behavior Change,Beliefs,Teacher Attitudes,Teacher Attendance,Time Factors (Learning),Program Length,State Standards,Participant Characteristics,Teacher Surveys,Educational Quality,Alignment (Education),Educational Objectives,Educational Practices,Transfer of Training,Administrator Surveys,Statistical Analysis,Likert Scales,Pretests Posttests

In this evaluation, as in previous years, four main aspects of the implementation of the West Virginia Board of Education's Master Plan for Statewide Professional Development were examined: (a) basic information reported by providers about the size and scope of the effort, including attendance, and adherence to the newly adopted standards for professional development; and participant reports (gathered through the administration of a randomized statewide survey) about the (b) quality of the sessions, (c) their alignment to Board goals for professional development, and (d) the impacts of the sessions on participants' knowledge, practice, and attitudes and beliefs. Each of these four areas is discussed herein, including trends noted over the three years that the WVDE Office of Assessment, Accountability, and Research has conducted this evaluation. An appendix contains additional tables.
E-Learning in Foreign Language Instruction in Turkey: Curriculum Models and Course Design Guidelines
Author: Kilickaya, Ferit
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Second Language Learning,Distance Education,English (Second Language),Guidelines,Online Courses,Curriculum Development,Curriculum Design,Fundamental Concepts,Teacher Role,Educational Trends,Blended Learning

Nowadays, the implementation of e-learning, blended learning and distance learning in foreign language instruction has become widespread all over the world, including Turkey. With the generation of Digital Natives learning at schools, instructors face the challenge of providing distance learning courses and materials that would meet necessary standards. The re-evaluation of curriculum models and evaluation criteria is thus needed to ensure high quality of distance instruction. The present paper will report on different models of distance learning courses, reflecting on their applicability for English language teaching in Turkey. Moreover, course design guidelines will be provided to facilitate effective authoring of online programs. [This article is the revised and edited version of the chapter published under the same title in &quot;Innovations in English Language Teaching and Learning: The Turkish Perspective&quot; by Crowd Source ELT.]
Ethical Issues of ICT Use by Teacher Trainers: Use of E-Books in Academic Settings
Author: Kilickaya, Ferit
Date: 2015-00-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Ethics,Technology Uses in Education,Teacher Educators,Teacher Attitudes,Copyrights,Questionnaires,Use Studies,Educational Practices,Teacher Surveys,Change Strategies,Foreign Countries

In an attempt to address the issue of ethics in ICT use by university teacher trainers, the current study aimed to investigate academics' downloading and sharing e-books as well as the reasons that led them to be involved in this piracy. The participants included 140 teacher trainers working at faculties of education in Turkey, and a questionnaire with ten items on downloading e-books was used as the data collection instrument. The findings revealed that the downloading and sharing e-books was also a common practice among the teacher trainers, not just the students. Several reasons were provided by the participants, the main of which was found to be the participants' not reaching the books they needed in the physical and/or digital library. The findings also revealed the participants were well aware that downloading and sharing e-books without paying to the publisher was illegal.
Is There a Correlation between the Use of Accelerated Reader in the Classroom and Student Achievement in Reading Comprehension?
Author: Smith, Samuel
Date: 2016-10-03
Type: Reports - Research
Subjects: Reading Comprehension,Reading Achievement,Acceleration (Education),Correlation,Reading Programs,Quasiexperimental Design,Statistical Analysis,Elementary School Students,Reading Instruction,Program Effectiveness,Grade 5

Student achievement in reading comprehension has been an important topic for the past several years due to the importance of reading in education. School districts in South Carolina have had enormous amounts of pressure put on them to increase student reading comprehension through the implementation of SLOs and the Read to Succeed initiative. The School District of Pickens County has chosen to use the Accelerated Reader program in an attempt to help boost student reading comprehension. The quasi-experimental design was used during the quantitative research process to determine the effect of Accelerated Reader on student reading comprehension and student achievement. The measuring instrument used was student MAP test data from the 2014-2015 and 2015-2016 school years. Overall RIT scores of students were compared during the Fall, Winter, and Spring administrations of MAP during both school years. The results of the study showed an increase in overall RIT for both the experimental and control groups, but there was no significant increase in student reading comprehension with students systematically exposed to Accelerated Reader and students that were not. Appended is: Request to Complete Project.
Education-Policies Used by Principals in Promotion of Girl-Child Education in Mixed Day Secondary Schools in Rongo and Ndhiwa Sub-Counties, Kenya Ndhiwa Sub-Counties, Kenya
Author: Adoyo, Odhiambo Rodah
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Principals,Day Schools,Secondary Schools,Womens Education,Administrator Surveys,Questionnaires,Interviews,Statistical Analysis,Qualitative Research

In Kenya, girls tend to lag behind boys when it comes to completing a secondary education. The purpose of this study was to establish the role of principals in the promotion of girl-child education. The objective of the study was to establish the use of education policies by principals in promoting girl-child education. The study employed descriptive survey design. The study population consisted of 38 Principals, 38 Director of Studies (DOS), 2 Sub-County Quality Assurance and Standard Officers (SQASO), 38 Board of Governors (BOG) chair persons and 2010 form four girls. Saturated sampling technique was used to select 35 principals, 35 DOS and 2 SQASO. Simple random sampling technique was used to sample 335 girls. Questionnaires and interview schedule were used to collect data. Validity of the instruments was determined by experts in the department. A pilot study was conducted in 3 schools to establish the reliability of the instruments. Quantitative data was analyzed by use of descriptive statistics, that is, ANOVA. Qualitative data was transcribed and analyzed in emergent themes and sub themes on an on-going process. However, ANOVA revealed that there was a significant difference in the mean responses in principals' use of Education-policies. The findings of this study will help educational administrators in developing better approaches in promoting girl-child education.
Recognizing, Preventing, and Recuperating from Teacher Burnout
Author: Bouchard, Judson
Date: 2006-11-15
Type: Information Analyses
Subjects: Teacher Burnout,Literature Reviews,Prevention,Stress Variables,Stress Management,Burnout,Measures (Individuals)

The purpose of this literature review is to explore the malady of teacher burnout. Burnout is a condition teachers may reach in which they are emotionally and physically unable to carry out the demands of their teaching profession. Teacher burnout will be explored by reviewing a number of professional articles on the topic. These articles point to burnout being largely connected to teacher stress. Burnout will be defined and broken down, and ideas will be presented as to what causes burnout in the teaching profession. Ideas will also be presented on how to prevent burnout. The end goal of this research is to enable the teacher to continue to perform their work to the best of their abilities. The teacher should be able to perform these duties without feeling drained, incapable and unprepared for the demands of the teaching profession which are so often associated with burnout. Two appendixes include: (1) Sample Norwegian Teacher Self Efficacy Scale (Skaalvik, 2007) based off of Maslach Inventory; and (2) References.
Reading Attitude of Struggling Elementary Students
Author: Chang, Sau Hou
Date: 2010-00-00
Type: Reports - Research
Subjects: Reading Attitudes,Reading Difficulties,Elementary School Students,At Risk Students,Reading Failure,Grade 1,Grade 2,Attitude Measures,Student Attitudes,Surveys,Preferences,Recreational Reading,Scores,Reading Tests,Reading Ability,Gender Differences,Intervention,Reading Skills,Skill Development,Reading Improvement,Reading Programs

The present study investigated the reading attitude of struggling elementary students at risk for reading failure. Twenty-nine first-grade and 32 second-grade struggling readers were given the Elementary Reading Attitude Survey (McKenna &amp; Kear, 1990). First-grade struggling readers favored more academic reading activities while second-grade struggling readers favored more recreational reading activities. The percentile ranks of reading attitude of first-grade struggling readers were below the 50th percentile, and those of second-grade struggling readers were slightly above the 50th percentile. No differences were found in reading attitude between first-grade and second-grade struggling readers. The paper also discussed limitations of the study, suggested future research, and recommended implication for practice. [This article was published in &quot;Indiana Reading Journal&quot; v43 p11-18 Fall 2010.]
Washback Effects of a High-Stakes Exam on Lower Secondary School English Teachers' Practices in the Classroom
Author: Kilickaya, Ferit
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Stakes Tests,Secondary School Teachers,English Teachers,English (Second Language),Language Tests,Educational Practices,Grade 8,Qualitative Research,Semi Structured Interviews,Language Skills,Test Format,Teaching Styles,Instructional Materials,Anxiety

The aim of the article is to investigate the effects of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 30 English language teachers working at lower secondary schools in Turkey. The results of the study indicate that language teacher practices in the classroom are greatly affected by several factors such as the style and content of the language exam. The main harmful washback of this exam is found to be the neglect of teaching several skills such as listening, speaking, and writing as these skills are not assessed, and stakeholders such as students and parents require reasonable level of success on these texts. Some other factors negatively affected have been found to be the selection of course books, the medium of instruction, classroom assessment as well as anxiety.