ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Pell Grants on Academic Outcomes for Low-Income California Community College Students. MPR Research Brief
Author: Woo, Jennie H.
Date: 2009-10-28
Type: Reports - Research
Subjects: Academic Achievement,Management Information Systems,Community Colleges,Grants,Low Income,College Students,Office Management,Financial Support,College Transfer Students,Enrollment,Outcomes of Education,Educational Finance

This study examines whether financial aid, specifically federal Pell grants, is associated with academic success for low-income community college students in California. Previous studies in this series of MPR Research Briefs have examined transfer patterns and the types of financial aid typically received by students in this sector. This report focused on low-income students, identified as such because they received need-based financial aid in their first year of enrollment. Almost all students at California community colleges who received financial aid got it from one of two sources: federal Pell grants and Board of Governors (BOG) fee waivers. This study is based on data files from the California Community College Chancellor's Office Management Information System (COMIS). The study examined data for two student cohorts. The first cohort was composed of those who first enrolled in a California community college in 2000-01 and had outcome variables three and six years later (in 2003 and 2006), and the second cohort was students who began in 2003-04 and had outcomes three years later (in 2006). This permits extensive examination of the characteristics of aid recipients for two time periods, as well as an analysis of the academic progress of a group of low-income students over a significant period of time. (Contains 5 tables and 1 chart.)
Hui Students' Identity Construction in Eastern China: A Postcolonial Critique
Author: Wang, Yuxiang
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Muslims,Elementary School Students,Minority Group Students,Student Experience,Ethnicity,Asian Culture,Cultural Influences,Ideology,Elementary School Teachers,Teacher Attitudes

In this article, we explored Hui students' lived experiences in school in eastern China and the impact of their experiences on their identity construction. We used postcolonial theory as a theoretical framework and narrative inquiry as a research methodology to guide questions that we asked, data collection, data analysis, and interpretation and discussion of the findings in the study. We found that schooling for the two Hui students in eastern China is a process of reproducing mainstream Han ideology; taking away their culture, beliefs, knowledge, and identity; and imposing the mainstream Han culture and knowledge on Hui students as truth. The participants, two Hui students in an elementary school in eastern China, accepted the identity constructed by mainstream Han teachers and were confused about their Hui identity.
Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges
Author: Richards, Amanda
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Interests,Educational Quality,Literacy,Community Colleges,Strategic Planning,Focus Groups,Interviews,Evaluation Methods,Educational Finance,State Aid,Educational Legislation,State Legislation,Alignment (Education),Educational Trends,Trend Analysis,Partnerships in Education,Educational Objectives,Distance Education

With the national spotlight on community colleges, Wyoming is poised to become a leader through its efforts to align the programs of its seven community colleges with defined state interests. As local economies become more globally focused and knowledge-based, community colleges are a critical way for learners to gain access to postsecondary education. Recognizing the importance of these institutions, President Obama has appointed a community college chancellor as undersecretary of education and has moved community colleges to the forefront of his administration's higher education policy. Wyoming community colleges are comprehensive. They offer students a high-quality education, and both students and the state benefit. The community colleges serve multiple missions and constituents, from high school students seeking college-level courses to adults needing basic literacy skills. Recent Wyoming legislation, House Enrolled Act 121 (HEA 121), mandates the development of a strategic plan to create a statewide community college system to set priorities for state funding. This report offers a plan to strengthen Wyoming's statewide community college system. It is an ambitious but attainable goal. The plan underscores the importance of fostering communication between college leaders and the Wyoming Community College Commission (WCCC), the state's decision-making body. Although based on state interests, the plan incorporates the unique contributions of each college and recognizes the need to maintain its specific community focus. Appended are: (1) Evaluation Tools; and (2) Interviews and Focus Groups. (Contains 38 exhibits and 14 footnotes.)
Remedial Coursework in Postsecondary Education: The Students, Their Outcomes, and Strategies for Improvement
Author: Radford, Alexandria Walton
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Academic Persistence,Remedial Instruction,Developmental Studies Programs,Educational Attainment,School Holding Power,Time to Degree,Comparative Analysis,Dropout Rate,Dropouts,Outcomes of Education,Student Evaluation,Dual Enrollment,Integrated Curriculum,Acceleration (Education),Student Improvement,Colleges

Recently the state of Missouri, through the Missouri Department of Higher Education, has started to work toward the goal of having 60 percent of state residents hold some type of postsecondary credential. This goal aligns with similar initiatives in other states as well as President Obama's objective for the nation. In order to reach this ambitious target, improvements in postsecondary education will need to be made in a number of areas. One such area is remedial education. Remedial education (sometimes also described as developmental education) refers to courses taught within postsecondary education that cover content below the college level. Students who require remediation upon entering postsecondary institutions may face adverse consequences. First, these students may be less likely to complete their course of study and more likely to stop out or drop out. Second, it may take these students longer, both in terms of the number of courses taken and number of years enrolled, to complete their studies. It is therefore in the best interests of Missouri that it address and improve remedial education at the postsecondary level. To this end, this report examines remedial education from several angles. It first investigates the extent of remedial coursetaking in postsecondary education both nationally and in Missouri. It then explores remedial students' persistence and attainment compared with the persistence and attainment of nonremedial students. The report concludes by describing the various approaches to remedial education that have been adopted throughout the country. A table, Research Evaluations of Remedial Education Interventions, is appended. (Contains 7 figures, 1 table, and 4 footnotes.)
ICT Student Teachers' Judgments and Justifications about Ethical Issues
Author: Alakurt, Turgay
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Evaluative Thinking,Preservice Teacher Education,Vignettes,Privacy,Accuracy,Access to Computers,Critical Incidents Method,Questionnaires,Gender Differences,Web Sites,Compliance (Legal),Data Analysis,Structured Interviews,Internet,Ethics,Copyrights,Content Analysis,Qualitative Research,Student Teachers

In this study, Turkish ICT student teachers' judgments and justifications in four scenarios involving ICT-related ethical problems were investigated. Scenarios were designed based on Mason's (1986) four ethical issues: privacy, accuracy, property and accessibility. The study was carried out in the fall of 2010. We used the critical incidents technique (CIT)--a qualitative research approach--and the data were gathered via a structured questionnaire. The questionnaire was conducted face-to-face with an in-person interview. Participants were 35 ICT student teachers from the Faculty of Educational Science at Ankara University. The associations between different categorical variables were analysed with Fisher's exact test. Open-ended questions were analysed through content analysis. The findings revealed that gender does not affect the ethical judgments and justifications of ICT student teachers. Furthermore the same reasons and justifications were reported by ICT student teachers who have taken course in ethic and those who have not taken the course. Moreover, out of the four issues considered in this study, accessibility was found as the most controversial issue. In addition to that it was observed that a number of ICT student teachers do not attain the right justifications due to the lack of knowledge on copyrights, intellectual property and the policies of web sites. (Contains 3 tables.)
Vocational Trajectories within the Australian Labour Market. Research Report
Author: Yu, Serena
Date: 2012-00-00
Type: Reports - Research
Subjects: Educational Policy,Postsecondary Education,Financial Services,Vocational Education,Articulation (Education),Foreign Countries,Industry,Community Services,Education Work Relationship,Labor Force Development,Labor Force,Labor Market,Agricultural Occupations,Engineering,Health Services,Recruitment,Career Development

This is a report of the first year of a three-year project entitled &quot;Vocations: the link between post-compulsory education and the labour market.&quot; The project's aim is to research how pathways can be improved within education, within work, and between education and work. There are three strands in the project; the first strand is researching entry-level vocational education and training (VET), particularly VET in Schools; the second is researching the role of educational institutions in tertiary education in fostering vocations; and the third is researching how to improve flows within work and how to improve occupational pathways and vocations within the labour market. This report outlines Strand 3's initial findings. The research seeks to understand the presence of vocational pathways in core sectors of the Australian labour market--agriculture, financial services, engineering and trades, and healthcare and community services. A vocation emerges from fields of practice where there are commonalities; for example, the commonalities between nursing, aged care and childcare. A vocation groups together related clusters of knowledge and skills that allow individuals to progress and/or specialise within a field of practice or to move laterally into linked occupations. The key finding from this analysis is that enabling vocational pathways is not simply about promoting articulation pathways within education and building a more highly qualified workforce. Rather, the greater issue is one of how employers recruit, develop and promote skills in their organisation and in markets. Given these diverse settings, we suggest that a uniform policy approach would not be possible for supporting vocational pathways in different areas of the economy. Moreover, any differentiated policy response would need to integrate elements of not only educational policy, but also industrial relations, industry and other economic policies, all of which have direct and indirect effects on labour market demand and supply. Appended are: (1) Optimal Matching Analysis; (2) Vocational cluster trajectories; and (3) Additional descriptive table. (Contains 9 figures, 9 tables, and 11 footnotes.)
The Oregon Career and Technical Education Study
Author: Klein, Steven
Date: 2008-08-00
Type: Reports - Evaluative
Subjects: Vocational Education,Economic Development,Careers,Human Services,Education Work Relationship,Educational Finance,Measures (Individuals),Technical Assistance,Educational Administration,Funding Formulas,Student Characteristics,Secondary School Students,Adult Students,Student Evaluation

Oregon educators, policymakers, and business people are working together to increase the number and quality of Career and Technical Education (CTE) programs in secondary and postsecondary institutions. CTE is an integral component of Oregon's education and workforce development system and prepares students for careers in areas ranging from the arts and communication to business and management to industrial and engineering systems, to name a few. CTE contributes heavily to preparing Oregonians for high-skill, high-wage, and high-demand careers--exactly the type of occupations the state hopes to attract and expand over the next several decades. Oregonians need both theoretical and applied skills to reach their full potential as students, workers, and community members--skills they can acquire only by exposure to both academic and technical curriculum. High-quality CTE programs, accessible throughout the state, are essential if the state hopes to fulfill its workforce, education, and economic development goals. This report, &quot;The Oregon Career and Technical Education Study,&quot; explores the current state of Oregon's CTE system and draws on promising administrative, delivery, and funding practices in seven states--California, Indiana, Kentucky, Michigan, Nebraska, Utah, and Washington--to provide Oregon with options designed to promote the evolution of the state's CTE system. This report is the product of a directive by the Oregon Legislature to the Oregon Department of Education (ODE) and was guided by a Task Force of representatives from secondary and postsecondary education, human services, employment, workforce development, and private-sector business. Appended are: (1) Concentrator Definitions and Measurement Approaches; (2) California; (3) Indiana; (4) Kansas; (5) Michigan; (6) Nebraska; (7) Utah; and (8) Washington. Appendices contain references. (Contains 2 figures, 38 tables, and 47 footnotes.) [This document was prepared for the Oregon Department of Education.]
The Effect of Teacher's Invitations to Parental Involvement on Children's Externalizing Problem Behaviors: An Examination of a CBC Intervention. CYFS Working Paper No. 2012-3
Author: Coutts, Michael J.
Date: 2012-11-00
Type: Reports - Research
Subjects: Adjustment (to Environment),Intervention,Behavior Problems,Parent Participation,Parent School Relationship,Scores,Pretests Posttests,Behavior Disorders,Emotional Disturbances,Parent Teacher Cooperation,Control Groups

Behavioral problems in childhood are associated with academic difficulties including in-school suspensions, high school dropout, and low academic grades and achievement scores. Students with disruptive behavior problems demonstrate higher rates of social risk factors than their nondisruptive peers, including school maladjustment, antisocial activity, substance use, sexual activity, and conduct problems. Given the relationship between children's disruptive behaviors and negative outcomes, it is important to identify effective interventions that can help to ameliorate disruptive behavior problems. Parental involvement in children's education is associated with a variety of positive child outcomes. When parents feel that schools are open to and willing to support their involvement, parents are more likely to participate. One important influence on parents feeling welcome in their children's school is teachers' specific invitations to become involved. Conjoint Behavioral Consultation (CBC) is a strength-based, indirect model of service delivery wherein parents and teachers collaboratively participate in a joint problem-solving process to promote positive behavioral outcomes for children. Goals of CBC are to: (1) address children's behavioral and learning needs; (2) increase parent engagement in education; and (3) facilitate a positive family-school partnership. The role of teacher outreach and invitations within the context of CBC has not been explored, despite the fact that direct and ongoing connections between the teacher and parent are of interest within the CBC model. The purpose of this study is to examine the relationship between changes in teachers' invitations to parental involvement in response to a CBC intervention and children's behavior. (Contains 2 figures and 2 tables.) [This poster was presented originally by the authors at the 2010 annual meeting of the American Psychological Association.]
New Directions for High School Career and Technical Education in Wyoming: A Strategic Plan
Author: Hoachlander, Gary
Date: 2007-05-00
Type: Reports - Evaluative
Subjects: State Standards,Educational Finance,Student Participation,Articulation (Education),Technical Education,Curriculum Design,Expenditures,Strategic Planning,Delivery Systems,Career Education,Mathematics,Science Instruction,English,Social Studies,Trend Analysis,High School Students,Educational Policy,Innovation,Teacher Education,Faculty Development

This report offers a plan for improving career and technical education (CTE) in Wyoming, but it is about more than just technical education. Realizing the potential of CTE to contribute to students' mastery of both academic and technical knowledge depends not only on strengthening the CTE curriculum, but also on embedding CTE in a larger program combining core academics with applied learning. It is a plan focused on preparing students for postsecondary education &quot;and&quot; career, both options and not just one or the other. This plan calls for breaking down the rigid separation between academic and technical instruction in high school to capitalize on students' curiosity about the workings of the modern world. And it builds on this interest to deepen their understanding of core concepts in mathematics, science, English, and social studies. This report is organized into four major chapters. Chapter 1 examines the current state of CTE in Wyoming. Recent court-ordered changes to the delivery system have provided a solid footing on which to build challenging new options for high school students, and this section briefly summarizes student participation in the system, existing state standards and assessments, program financing, and other features of the current system. Chapter 2 briefly summarizes what a system of integrated academics and CTE might look like in Wyoming, and lays out the guiding principles and core components of the pathways model. Chapter 3 outlines and analyzes the essential policy considerations for strengthening CTE in high schools and embedding it in comprehensive programs of academic and technical study. It addresses such issues as the need for more fully developed programs of study, content standards and assessment, curriculum design and integration, support of innovative delivery systems, teacher preparation and professional development, articulation with postsecondary education, and implications for school finance, including adequate funding for vocational supplies, equipment, and capital outlay. Chapter 4 offers some concluding observations and suggested next steps to guide state policymakers and educators in implementing plan recommendations. Appended are: (1) Interviews Completed; (2) Site Visits Conducted; and (3) Bibliography. (Contains 1 figure, 5 tables, and 8 footnotes.)
Performance-Based Funding in Adult Education: Issues and Formula Design Options for Oregon. Review of the Literature
Author: MPR Associates, Inc.
Date: 2006-09-11
Type: Information Analyses
Subjects: Educational Finance,Program Effectiveness,Adult Education,Financial Support,Educational Quality,Educational Resources,Teacher Effectiveness,Measures (Individuals),Resource Allocation,Funding Formulas

The Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act of 1998 (P.L. 105-220) requires states to document whether or not adult education service providers are improving the quality of their instructional services. To reward effective providers, a number of states have adopted performance-based funding (PBF) systems that allocate federal and/or state adult education resources based on student and program performance. Early evidence suggests that these new funding systems are helping to hold local providers accountable for their program outcomes, while improving provider effectiveness by focusing instructors' attention on the links among curriculum, instruction, and performance. To prepare for the introduction of PBF in Oregon, the Department of Community Colleges and Workforce Development (CCWD) convened a working group in March 2005 to identify the principles, factors, and structures that should drive formula development. Working group members, consisting of state administrators and local program directors, proposed a comprehensive set of indicators and factors that should be considered when distributing Title II funding. Members also recommended that the state hire a policy analyst to synthesize group findings and provide evidence-based research to identify the most effective and efficient factors for inclusion in the formula. This paper summarizes the key issues that working group members should consider as they develop the new state formula. The paper opens with an overview of Oregon's current state and federal formulas for distributing adult education resources, followed by a discussion of important formula components. Recommendations from the 2005 working group are included throughout the paper to illustrate the approaches formula development may take. Appended are Selected States' Adult Education Funding Systems for: (1) California; (2) Kansas; (3) Indiana; (4) Missouri; and (5) Washington. (Contains 1 figure, 3 tables, and 4 footnotes.) [This paper was prepared for the Department of Community Colleges and Workforce Development.]
Clackamas Community College: Data Exploration Project
Author: MPR Associates, Inc.
Date: 2008-12-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Career Education,Data Analysis,Career Development,Enrollment Trends,Budgeting,Planning,Access to Information,Educational Research,Outcomes of Education,Adult Education,Academic Persistence,High School Students,Labor Market,College Credits,Basic Skills,Language Skills,Income,English (Second Language),Gender Differences,Racial Differences,Age Differences

Clackamas Community College (CCC) is a two-year college offering academic and career education to more than 30,000 students a year. CCC has multiple campuses and extension sites, with a large main campus in Oregon City and smaller campuses and sites in Harmony, Wilsonville, Estacada, and Molalla. CCC has identified a pressing need to know more about the patterns and trends in the college's enrollment data and the college's capacity to effectively meet community needs in the future. Clackamas has two primary objectives for this exploratory data analysis project: (1) gain access to reliable information the college can use immediately to make budget and planning decisions for the next two years, and (2) build a foundation for an ongoing research plan that CCC can use to analyze its data internally. CCC identified several high-priority questions related to enrollment, capacity, and student outcomes that served as the foundation for the project and the following report. The questions were initially divided into four separate &quot;tasks&quot; and this document represents the findings of all four tasks. This report reviews the overall project methodology and presents the findings for each of CCC's priority questions. (Contains 41 figures, 18 tables, and 5 footnotes.) [This paper was prepared for Clackamas Community College, Oregon City, Oregon.]