ethanporcaro/eric-fulltext-meta huggingface dataset:
Solving the Equation: The Variables for Women&apos;s Success in Engineering and Computing. Executive Summary
Author: Corbett, Christianne
Date: 2015-03-00
Type: Reports - Research
Subjects: Females,STEM Education,Success,Disproportionate Representation,Occupations,Equal Opportunities (Jobs),Gender Bias,Self Concept,Sex Stereotypes,Social Justice,College Environment,Curriculum,Academic Persistence,Majors (Students),Bachelors Degrees,Racial Differences,Ethnicity,Gender Differences,Women Faculty,Probability,Careers,Occupational Aspiration,College Graduates,Job Satisfaction,Salaries,Associate Degrees,Masters Degrees,Doctoral Degrees,Engineering Education,Computer Science Education

During the 2014 White House Science Fair, President Barack Obama used a sports metaphor to explain why we must address the shortage of women in science, technology, engineering, and mathematics (STEM), particularly in the engineering and computing fields: &quot;Half our team, we're not even putting on the field. We've got to change those numbers.&quot; While significant progress has been made in fields such as biology and chemistry; yet in engineering and computing, women remain a distinct minority. &quot;Solving the Equation: The Variables for Women's Success in Engineering and Computing&quot; focuses on the underrepresentation of women in engineering and computing and provides practical ideas for educators and employers seeking to foster gender diversity. From new ways of conceptualizing the fields for beginning students to good management practices, the report recommends large and small actions that can add up to real change. [For the main report:&quot;Solving the Equation: The Variables for Women's Success in Engineering and Computing,&quot; see ED580805.]
Solving the Equation: The Variables for Women&apos;s Success in Engineering and Computing
Author: Corbett, Christianne
Date: 2015-03-00
Type: Reports - Research
Subjects: Females,STEM Education,Success,Disproportionate Representation,Occupations,Equal Opportunities (Jobs),Gender Bias,Self Concept,Sex Stereotypes,Social Justice,College Environment,Curriculum,Academic Persistence,Majors (Students),Bachelors Degrees,Racial Differences,Ethnicity,Gender Differences,Women Faculty,Probability,Careers,Occupational Aspiration,College Graduates,Job Satisfaction,Salaries,Associate Degrees,Masters Degrees,Doctoral Degrees,Engineering Education,Computer Science Education

During the 2014 White House Science Fair, President Barack Obama used a sports metaphor to explain why we must address the shortage of women in science, technology, engineering, and mathematics (STEM), particularly in the engineering and computing fields: &quot;Half our team, we're not even putting on the field. We've got to change those numbers.&quot; While significant progress has been made in fields such as biology and chemistry; yet in engineering and computing, women remain a distinct minority. &quot;Solving the Equation: The Variables for Women's Success in Engineering and Computing&quot; focuses on the underrepresentation of women in engineering and computing and provides practical ideas for educators and employers seeking to foster gender diversity. From new ways of conceptualizing the fields for beginning students to good management practices, the report recommends large and small actions that can add up to real change. [For the Executive Summary: &quot;Solving the Equation: The Variables for Women's Success in Engineering and Computing. Executive Summary,&quot; see ED580804.]
From the Golden Age to the Age of Austerity: Planning at the University of California, 1968-1983. Research &amp; Occasional Paper Series: CSHE.8.17
Author: Pelfrey, Patricia A.
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: College Planning,College Administration,Educational Development,Educational Practices,Cost Effectiveness,Decision Making,Budgeting,Governance,Strategic Planning

A 1966 University of California academic plan estimated that future enrollments would soar to well over 200,000 before leveling off, and that by 1975 student demand would require two more UC campuses in addition to the ones opened a few years earlier at Santa Cruz, Irvine, and San Diego. The 1970 US census brought these stratospheric assumptions down to earth. Its projections of declining numbers of college-age students into the next decade and beyond, combined with the shock of unfavorable academic market and budgetary trends, became the starting point for an ambitious new UC planning endeavor. The intent was to improve long-range decision-making on the size, quality, and academic balance of the University. The strategy was to ensure that planning led budgeting; that campus academic plans were systematically reviewed at the university-wide and Regental level; and that fiscal realities disciplined planning at all levels. Two UC presidents led this experiment in multi-campus system planning. Charles J. Hitch (1968-1975) had revolutionized planning and budgeting at Robert S. McNamara's Department of Defense before coming to UC. David S. Saxon (1975-1983) brought a deep knowledge of the University and its culture gained through long experience as a faculty and administrative leader at UCLA. Despite differences in background, perspective, and approach, both shared the same goal: to create a truly university-wide plan that harmonized campus ambitions with the broader aims of the University as a whole and with the coming constraints on growth. This paper considers the context, assumptions, and forces that shaped, and then reshaped, the planning directions UC chose at the end of the golden age of the 1960s. A bibliography is included.
Learning Paths and Learning Styles in Dyslexia: Possibilites and Effectiveness--Case Study of Two Elementary School Students Aged 7 Years Old
Author: Tsampalas, Evangelos
Date: 2018-00-00
Type: Reports - Research
Subjects: Dyslexia,Disability Identification,Educational Environment,Student Needs,Cognitive Style,Memory,Phonology,Grammar,Syntax,Case Studies,Foreign Countries

The difficulty in reading and writing, spelling mistakes and poor speech are considered as the main elements that characterize students with dyslexia. If one thinks that most of the things in a class are based on writing and reading, then the importance of such a learning difficulty is that it is recognized as soon as possible and with appropriate strategies that people with dyslexia can be helped in their progress. The main aim of the current study was to stress the contribution of early diagnosis of dyslexia to the creation of effective learning environments based on individual learning difficulties, learning styles, and learning paths. To this end, were studied different difficulties in the domains of memory, phonology, grammar, and syntax differentiated the learning styles as well as the strategies of each case, resulting to the implementation of multisensory individualized teaching approaches. Conclusively, early diagnosis of dyslexia as well as multisensory intervention approaches were considered as the most effective factors in the improvement of the two cases learning achievement.
An Exploration of the Effectiveness of a Language Proficiency Test for Student Mobility
Author: Ünver, Meral Melek
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Language Proficiency,Student Mobility,Foreign Countries,Correlation,Receptive Language,Expressive Language,Scores,Student Attitudes,English (Second Language),College Students,Study Abroad,Language Skills,Written Language,Oral Language,Language Tests

University education is characterized by the atmosphere and opportunities offered to students to help master new skills, develop existing ones, realize and accept cultural diversity, hence broaden their horizons. Compared to past, students now have numerous alternatives either in the university in their home country or abroad. According to the statistics, 10% of the students graduated from university in the mid-1990s had studied abroad for different time periods (Jahr, Schomburg &amp; Teichler, 2002). Undoubtedly, this number has probably increased given the fact that developments in technology have resulted in obvious easiness in communication and transportation. More importantly, there are now student exchange programs like Erasmus+ that help support student mobility.
The Use of Authentic Materials with Low-Level Learners of English
Author: Unver, Meral M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Listening Skills,Listening Comprehension,Instructional Materials,Limited English Speaking,Novices,Video Technology,Technology Uses in Education,Learning Activities,Teaching Methods

In real life, people are exposed to various listening situations ranging from songs to chatting in social occasions (Ur, 1984). The variety of topics and nature of real-life listening situations put strain on learners of English; therefore, textbooks for language teaching are aimed to reflect these real life situations. However, listening, as stated &quot;the Cinderella skill&quot; by Nunan (1999), is the skill learners experience difficulty, hence low self-confidence, especially in low language levels. This paper aims at sharing ideas about using authentic materials in a language classroom with low-level learners of English in a non-English spoken environment to practise listening skills in particular listening for gist and specific information. It is especially low-level learners holding negative attitudes towards listening and expressing frustration even if they listen to it for gist, which results in low self-esteem and self-efficacy. The results show that there is a way to save &quot;the Cinderella skill&quot; by carefully chosen authentic material and well-prepared activities to foster low-level learners' listening comprehension as well as self-confidence.
Predicting Early College Success for Indiana&apos;s High School Class of 2014
Author: Davis, Elisabeth
Date: 2018-01-00
Type: Reports - Research
Subjects: Correlation,Grants,Student Financial Aid,Success,High School Graduates,College Freshmen,College Credits,Academic Persistence,Student Characteristics,Academic Achievement,Federal Aid,Scholarships,Low Income Groups,Paying for College,Institutional Characteristics,Racial Differences,Ethnicity,Gender Differences,English Language Learners,Disabilities,Grade 8,Scores,Standardized Tests

The purpose of this study was to examine the relationship between receiving Pell Grants and 21st Century Scholarships and early college success among the 2014 cohort of Indiana public high school graduates entering public Indiana colleges in the fall after graduation. Early college success for these students was defined using three measures plus a composite of those measures: whether students took only nonremedial coursework in their first semester of college, whether they earned all attempted credits in their first semester of college, and whether they persisted to a second year of college. In collaboration with the Management Performance Hub, REL Midwest analysts used student demographic, academic, and financial aid variables to examine what percentage of students achieved early college success, and those percentages vary by student demographic and academic characteristics; school-level demographic and academic characteristics; and whether students received Pell Grants, 21st Century Scholarships, or other forms of financial aid, and the relationship between receiving aid and early college success, controlling for other student- and school-level characteristics. Fifty eight percent of students entering two-year colleges and 36 percent of those entering four-year colleges received Pell Grants. Smaller percentages of students at two- and four-year colleges received 21st Century Scholarships (16 percent versus 21 percent, respectively). The majority of the sample achieved early college success by most indicators of success. Rates of student success varied by institution type, student demographic and academic characteristics, and the characteristics of the high schools from which students graduated. Finally, after controlling for other student- and school-level variables, recipients of Pell Grants were less likely to earn all attempted credits, persist to a second year, and achieve success by all indicators for both two- and four-year college students. Conversely, 21st Century Scholarship recipients entering two- and four-year colleges were more likely to persist to a second year of college. The results from this study will help state practitioners and policymakers better identify and provide resources for students who may be at risk of not succeeding in college. In addition, these findings raise several considerations related to early college success for students from disadvantaged backgrounds and those who receive Pell grants.
Child Labor, Learning Problems, and Poverty
Author: Taylor, Mark
Date: 2017-05-01
Type: Reports - Research
Subjects: Foreign Countries,Child Labor,Poverty,Learning Problems,Reading Achievement,Mathematics Achievement,Scores,Comparative Analysis,Agricultural Occupations,Statistical Analysis,At Risk Students,Learning Disabilities,Barriers,Hypothesis Testing,Student Records

In Africa, approximately 80 million children are working. Africa's 41% child labor rate is nearly twice as high as that in Asia. This study examined whether child labor is a direct result of poverty or of reading and math problems in school. The study analyzed reading and math scores of 62 child laborers and 62 non-child laborers from a farming district in the central region of Ghana. The region was chosen due to its high farming population and an equally high nonfarming population, with both groups living under the poverty limit of less than $2.00/day. Intellectus Statistics version 1.01 was used for data analysis. Results using a paired samples t test showed that compared with non-child laborers, child laborers had significantly lower reading scores and math scores (t(61) = -10.96, p &lt; 0.001, and t(61) = -8.43, p &lt; 0.001, respectively). Thus, learning problems may be one factor associated with child labor and should be considered in programs that work to combat child labor.
Satisfaction with the Overseas Education in China: A Survey on 44 Institutions of Higher Learning in Jiangsu Province
Author: Li, Xin-Chao
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Higher Education,Multiple Regression Analysis,Questionnaires,Student Surveys,Likert Scales,Student Satisfaction,Educational Experience,Educational Administration,Educational Environment,Comparative Analysis,Educational Resources,Teacher Effectiveness,Educational Facilities,Foreign Students,Student Personnel Services,Statistical Analysis,Construct Validity

In order to fully grasp the service level, management quality and effectiveness of the overseas education in China, a satisfaction survey was carried out on 44 institutions of higher learning in Jiangsu province from 5 dimensions of school learning, school life, school administration, surrounding environment, and urban civility and environment. Findings include: (1) Students' nationality: students from Asia and Africa are the most while students from Oceania are the least; (2) Student category: more than 1/3 of overseas students are Chinese language students, but overseas students in Jiangsu province have a higher level of matriculate quality and educational pursuit, for those pursuing a higher education degree at the bachelor's, the master's and the doctoral level have reached an accumulative 60% of all; (3) The overall student satisfaction is above average, with a significant difference between different colleges and universities within Jiangsu province. Satisfaction with surrounding environment gets the highest score, but dissatisfaction of a certain degree occurs with library, website construction, hostel accommodation, other school facilities and services, and urban civility and environment. As is revealed by the investigation, 70.45% of students respond that their college or university does not have a canteen exclusive for overseas students; (4) There is a significant difference in overall satisfaction and satisfaction with each of the 5 assessment dimensions between different categories of students; and (5) A multiple linear regression model shows that the overall accountability is 98.8% on the 11 assessment parameters in the dimensions of school learning and school life (curriculum, teacher, school system, teaching facilities, library, website construction, hostel accommodation, canteen catering, entertainment &amp; sports activities, student affairs and services, and other school facilities and services). Suggestions are as follows: (1) &quot;Foreign language prompts and guidance&quot; are the topmost demand of overseas students in China; (2) The basic living conditions for overseas students should be improved; (3) The international service level of educational administrative employees should be raised; (4) The construction of school library and a portal website should be made to better meet the practical needs of overseas students; and (5) The disparity in the overseas education between different colleges and universities in Jiangsu province should be narrowed and a standardized management highlighted.
The Correlation of Reading Motivation &amp; Reading Engagement with Reading Comprehension Skills in 8th Graders
Author: Karahan, Berna Ürün
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Reading Motivation,Reading Comprehension,Reading Skills,Grade 8,Secondary School Students,Foreign Countries,Multiple Regression Analysis,Learner Engagement,Student Surveys,Statistical Analysis

One of the four main skills of language, reading is a concept encountered by individuals both in the process of education and social life. Individuals reading and having positive motivation towards reading constitute successful societies. The purpose of this study is to determine the correlation of reading motivation &amp; reading engagement with reading comprehension skills in 8th grade students. The sample of the study consisted of 183 students studying at 8th grade of secondary school during the school year of 2016-2017. The data were collected by using &quot;reading motivation and engagement scale&quot; developed by Guthrie and Klauda (2014) and adapted into Turkish by Yildiz and Aktas (2015) as well as &quot;test of reading comprehension&quot; developed by the researcher. According to the data obtained, a significant difference was found in terms of the variables of gender and age. Additionally, while positive significant correlations were found among the subscales of reading motivation and engagement scale, reading motivation &amp; reading engagement had a negative correlation with reading comprehension. According to the regression analysis, none of the variables predicted each other.
The One-University Idea and Its Futures. Research &amp; Occasional Paper Series: CSHE.6.16
Author: Pelfrey, Patricia A.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Universities,Multicampus Colleges,Governance,College Administration,Educational History,Educational Change,Administrative Organization,Politics of Education,Models

The University of California, the nation's first multicampus system, is unique in its central organizing principle, known as the oneuniversity idea. Its premise is simple: that a large and decentralized system of campuses, which share the same mission but differ in size, interests, aspirations, and stage of development, can nevertheless be governed as a single university. Long regarded as a major structural reason for the UC system's rise to pre-eminence among public research universities, the oneuniversity model has been a unifying administrative and cultural ethos within UC for more than 80 years. Today it represents a striking counterpoint to current theories of multicampus university governance that argue for ever-greater campus independence and hybrid public-private models to address the serious financial plight facing public research universities. Does it have a future in the era of disruptive innovation? The story of its origin and evolution suggests several points about governance and organizational reform in universities. Institutional redesign is rarely an impartial contest among rational alternatives. It is the product not only of financial and other external pressures but also of institutional conflicts, personal rivalries, temporary interests, and the irresistible urge to rectify the mistakes of predecessors. Actual reform in universities comes with a history, and UC's experience offers its own context for today's national debate about multicampus systems and new paradigms of university governance and organization. (A bibliography is included.)
The Gift of Time? School Starting Age and Mental Health. CEPA Working Paper No. 15-08
Author: Dee, Thomas
Date: 2015-10-00
Type: Reports - Research
Subjects: Foreign Countries,School Readiness,Age Differences,Enrollment,Student Characteristics,School Entrance Age,National Surveys,Child Behavior,Questionnaires,Screening Tests,Records (Forms),Emotional Development,Interpersonal Competence,Prosocial Behavior,Hyperactivity,Attention Deficit Disorders,Behavior Problems,Regression (Statistics)

In many developed countries, children now begin their formal schooling at an older age. However, a growing body of empirical studies provides little evidence that such schooling delays improve educational and economic outcomes. This study presents new evidence on whether school starting age influences student outcomes by relying on linked Danish survey and register data that include several distinct, widely used, and validated measures of mental health that are reported out-of-school among similarly aged children. We estimate the causal effects of delayed school enrollment using a &quot;fuzzy&quot; regression-discontinuity design based on exact dates of birth and the fact that, in Denmark, children typically enroll in school during the calendar year in which they turn six. We find that a one-year delay in the start of school dramatically reduces inattention/hyperactivity at age 7 (effect size = -0.7), a measure of self regulation with strong negative links to student achievement. We also find that this large and targeted effect persists at age 11. However, the estimated effects of school starting age on other mental-health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent.