ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Strategies Drive Student Achievement: Methods to Improve Student Understanding of Topics in Earth Science
Author: Wilson, Carolyn H.
Date: 2010-12-00
Type: Reports - Research
Subjects: Expertise,Educational Strategies,Multiple Disabilities,Schools,Earth Science,Special Education Teachers,Team Teaching,Science Education,Special Needs Students,Individualized Instruction,Inclusion,Teacher Collaboration,Regular and Special Education Relationship,Classroom Techniques,Pretests Posttests,High School Students,Urban Schools

The purpose of this research is to share strategies and techniques used by highly qualified educators and experts in the field of education and instruction. Differentiated instruction is one of the most common terms used in education. It is also the key to teaching students with multiple or a wide range of disabilities. Quality classroom instruction impacts student achievement; however, when working with students with disabilities it is often a specific type of quality instruction that makes the difference, and that method most likely does not work for another student with the same disability in the same class. The inclusion classroom with collaborating teachers is a common learning environment in most educational institutions.  The inclusion classroom is where students with a wide range of abilities are all taught the same materials in classes together (Idol, 2006). The students can range from high academic abilities to students with multiple disabilities. Collaborative teaching programs can be implemented in a variety of forms. Consulting teacher model is an indirect form where the special education teacher would serve as a consultant for the general education teacher.  Cooperative teaching model is where the special education and general education teacher work together, co-teaching in the same classroom. The last is the supportive resource program where students would regularly attend a resource program while receiving the majority of their education elsewhere (Idol, 2006). This wide range of abilities in one room can create a unique set of challenges for the collaborating teachers. One of the challenges that receive the most attention has to do with the interactions between the collaborating teachers. (Contains 12 figures.)
The Relationship of High School Students in Inclusive Settings: Emotional Health and Academic Achievement
Author: Wilson, Carolyn H.
Date: 2010-12-00
Type: Reports - Research
Subjects: Violence,Learning Disabilities,Academic Achievement,Well Being,Mental Health,Correlation,Inclusion,High School Students,Student Evaluation,Urban Areas,Self Esteem

Academic success has become increasingly important in determining future quality of life.  Many educational programs and institutions at various levels stress the need for students to score well on standardized tests and other methods of evaluation, in order to demonstrate their knowledge of various concepts and skills. The relationship between emotional health and academic achievement focuses on how the emotional well being of students directly relates to the how well a student performs in school, while also addressing numerous challenges. In particular, this study focused on students with learning disabilities in an urban setting and the daily challenges that they encounter while striving to live and succeed both personally and academically. Students come to school often carrying more than just their backpacks. Issues stemming from violence in their homes or communities, as well as the threat of harm in route to, from, and during school are a regular occurrence. The heightened state of arousal common to youth who grow up around various types of violence and the threat of violence may experience difficulty in cultivating relationships and suffer from lower self-esteem.
Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Summary. Issues &amp; Answers. REL 2011-No. 111
Author: Mokher, Christine
Date: 2011-07-00
Type: Reports - Research
Subjects: Wages,Demand Occupations,Industrial Education,Labor Market,High School Graduates,Engineering,Trade and Industrial Education,Vocational Education,Technology,Engineering Technology

This study examines the availability of career and technical education program areas in Tennessee high schools, concentrations (a three-or-more credit sequence in a program area) completed by 2007/08 high school graduates, and how these concentrations align with jobs in the labor market. It looks at how these outcomes differ, statewide and by region, and identifies corresponding high-wage and high-demand occupations projected over 2006-16. Key findings include: (1) Statewide, the average number of program areas offered in non-career and technical education schools (schools where students received their diploma and that offer courses in addition to those in career and technical education program areas) was 3.6 (out of 7). Across regions, it ranged from 2.9 to 4.7; (2) Statewide, 92 percent of graduates were enrolled in a school offering trade and industrial education, the program area most commonly available, and 26 percent were enrolled in a school offering technology engineering, the program area least commonly available; (3) Statewide, 18 percent of concentrators would need to change program areas to match the distribution of workers in the labor market; (4) Except for technology engineering occupations, which were high wage in all regions, occupations classified as high-wage varied by region; (5) No program area corresponded to a high-demand occupation in all regions. Business technology and trade and industrial education were the only program areas that did not correspond to a high-demand occupation in any region; and (6) Up to 7.1 percent of jobs in high-demand occupations projected over 2006-16 could potentially be filled by 2007/08 concentrators in corresponding program areas, suggesting that up to 71 percent of these jobs could be filled over the 10-year period if the number of these concentrators remains constant. [For the full report, &quot;Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Issues &amp; Answers. REL 2011-No. 111,&quot; see ED522342.]
Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Issues &amp; Answers. REL 2011-No. 111
Author: Mokher, Christine
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Wages,Demand Occupations,Industrial Education,Labor Market,High School Graduates,Engineering,Trade and Industrial Education,Vocational Education,Technology,Engineering Technology

This study examines the availability of career and technical education program areas in Tennessee high schools, concentrations (a three-or-more credit sequence in a program area) completed by 2007/08 high school graduates, and how these concentrations align with jobs in the labor market. It looks at how these outcomes differ, statewide and by region, and identifies corresponding high-wage and high-demand occupations projected over 2006-16. Key findings include: (1) Statewide, the average number of program areas offered in non-career and technical education schools (schools where students received their diploma and that offer courses in addition to those in career and technical education program areas) was 3.6 (out of 7). Across regions, it ranged from 2.9 to 4.7; (2) Statewide, 92 percent of graduates were enrolled in a school offering trade and industrial education, the program area most commonly available, and 26 percent were enrolled in a school offering technology engineering, the program area least commonly available; (3) Statewide, 18 percent of concentrators would need to change program areas to match the distribution of workers in the labor market; (4) Except for technology engineering occupations, which were high wage in all regions, occupations classified as high-wage varied by region; (5) No program area corresponded to a high-demand occupation in all regions. Business technology and trade and industrial education were the only program areas that did not correspond to a high-demand occupation in any region; and (6) Up to 7.1 percent of jobs in high-demand occupations projected over 2006-16 could potentially be filled by 2007/08 concentrators in corresponding program areas, suggesting that up to 71 percent of these jobs could be filled over the 10-year period if the number of these concentrators remains constant. Appended are: (1) Data sources and methodology; (2) Detailed supporting data; and (3) Sensitivity analyses with alternate crosswalk. (Contains 4 boxes, 3 maps, 31 tables and 18 notes.) [For &quot;Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Summary. Issues &amp; Answers. REL 2011-No. 111,&quot; see ED522341.]
Addressing the Graduation Dilemma in Technical and Community Colleges
Author: Boggs, Olivia M.
Date: 2011-08-02
Type: Reports - Research
Subjects: Graduation,Community Colleges,Technical Institutes,Academic Persistence,Two Year College Students,Enrollment,Graduation Rate

Integral to the current economic recession is an irresolute unemployment rate that disproportionately impacts unskilled and ill-prepared workers in need of the training that is being offered in technical and community colleges. These institutions have experienced record enrollment growth as students seek training and education necessary to pursue skilled careers in high demand occupations. A major challenge for these colleges is that the vast majority of students who are admitted to two-year degree programs do not graduate in a three-year period. School attrition research suggests that full time students who fail to complete associate's degrees in three years are not likely to graduate at any time. Organization and systems theories are suggested that will help administrators to identify critical obstacles at the individual and institutional levels and initiate sustained approaches to resolving them. (Contains 6 tables.)
Development of a Financial Aid Handbook for the Health Professions Division Students at Nova Southeastern University
Author: Wynter, Shelley
Date: 2004-09-00
Type: Reports - Research
Subjects: Health Occupations,Debt (Financial),Alumni,Student Surveys,Literature Reviews,Student Financial Aid,Guides,College Students,Allied Health Occupations Education,Health Education

The problem addressed by this study was that the Health Professions Division (HPD) students at Nova Southeastern University (NSU) were not fully aware of the financial aid process. The issue created frustrated students who were unable to manage their overall debt because they were left financially powerless, resulting in the prospect of being unable to complete their academic studies due to lack of funding. The purpose of the study was to develop a succinct and structured handbook designed specifically for HPD students at NSU. The handbook will allow students to become more informed about the financial aid processes while attending NSU. The research question was, &quot;What were the appropriate components that should be included in the development of the student handbook?&quot; The five procedures that were used in the development practicum included literature reviews, establishing the handbook criteria, and drafting the product. An iterative process of review by the formative and summative committees was used to refine and modify the product during its development. The results suggested that the product could be used as a learning tool for other financial aid students in the future and for other departments. It was concluded that the student handbook outlines specific information regarding financial aid, how to apply for financial aid in time for registration, debt management procedures, financial aid requirements, and financial aid services. A recommendation was made to ensure that all students receive the handbook when entering the HPD program. Another recommendation was made to put the student handbook on-line for current and future students. One final suggestion was that the handbook should be updated whenever there were policy changes that would affect financial aid students at the HPD at NSU. Appended are: (1) A Sample Student Survey Instrument Letter; and (2) Sample Alumni Survey Instrument Letter.
Measuring Up 2004: The State Report Card on Higher Education. Michigan
Author: National Center for Public Policy and Higher Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

This state report card is derived from &quot;Measuring Up 2004,&quot; the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. &quot;Measuring Up 2004&quot; is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Michigan include: (1) Over the past decade, Michigan has shown improvement in preparing students to succeed in college. However, Michigan receives only a C in preparation this year because other states performed better; (2) Michigan, over the past decade, has performed consistently well in the number of students enrolling in higher education. This year Michigan receives a B+ in participation; (3) Michigan has made no notable progress in the provision of affordable higher education opportunities over the past decade. Michigan receives an F in affordability this year; (4) Over the past decade, Michigan has seen no notable progress in the proportion of students earning their certificate or degree in a timely manner. This year Michigan receives a C+ in completion; (5) Michigan, over the past decade, has garnered substantially greater benefits from having a more highly educated population. Michigan performed well again this year, earning an A- in benefits; and (6) Like most states, Michigan received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and &quot;Measuring Up 2004&quot; resources.[For &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]
Measuring Up 2004: The State Report Card on Higher Education. Missouri
Author: National Center for Public Policy and Higher Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

This state report card is derived from &quot;Measuring Up 2004,&quot; the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. &quot;Measuring Up 2004&quot; is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Missouri include: (1)Missouri, over the past decade, has made improvement in preparing students to succeed in college. This year Missouri receives a B- in preparation; (2) Over the past decade, Missouri has shown consistently good performance in the number of students enrolling in higher education. Missouri continues that performance this year, earning a B in participation; (3) Over the past decade, Missouri has made no notable progress in providing affordable higher education opportunities. Missouri receives an F in affordability this year; (4) Missouri, over the past decade, has shown substantial improvement in the number of students earning their certificates or degrees in a timely manner. This year Missouri receives a B in completion; (5) Showing improvement over the past decade, Missouri has reaped many of the benefits that come from having a highly educated population. This year Missouri earns a B in benefits; and (6) Like most states, Missouri received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and &quot;Measuring Up 2004&quot; resources. [For &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]
Measuring Up 2004: The State Report Card on Higher Education. Maryland
Author: National Center for Public Policy and Higher Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

This state report card is derived from &quot;Measuring Up 2004,&quot; the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. &quot;Measuring Up 2004&quot; is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Maryland include: (1) Over the past decade, Maryland has shown improvement in preparing students to succeed in college. This year Maryland earns an A- in preparation; (2) Over the past decade, Maryland has performed consistently well in the number of students enrolling in higher education. This year Maryland earns an A in participation; (3) Maryland, over the past decade, has made no notable progress in providing affordable higher education. Maryland receives an F in affordability this year; (4) Over the past decade, Maryland has seen a substantial improvement in the number of students who earn their certificate or degree in a timely manner. This year Maryland receives a B- in completion; (5) Over the past decade, Maryland has garnered substantially greater benefits from having a more highly educated population. This year Maryland earns an A in benefits; and (6) Like most states, Maryland received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and &quot;Measuring Up 2004&quot; resources. [For &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]