ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Learning Strategies Based on Research Projects
Author: Ampuero-Canellas, Olga
Date: 2011-00-00
Type: Journal Articles
Subjects: Cognitive Style,Research Projects,Learning Strategies,Instruction,Student Motivation,Higher Education,Case Method (Teaching Technique),Problem Based Learning,Innovation,Evaluation,Comparative Analysis

Research projects are a very important part of any professor life sheet. Through these projects, they use their knowledge to solve real problems within professional area. Besides being an advance in research area, they can essentially contribute to improving teaching process. This work originates from the idea that the experienced gotten from those projects should be exhaustively exposed in the class and not mentioned as a simple anecdote. Thus, it proposes the application of two research projects for developing learning strategies related to industrial graphic designs in graduate and postgraduate subjects. Starting up from the phases developed in the research project, work is divided into different parts that should be carried out by each student. Each part should synchronize with a theoretical explanation of those concepts that are necessary to solve it, and class work is combined with individual and team work. The final goal is to motivate students for studying the subject and show them the real application of those theoretical concepts that has been explained in class. (Contains 4 tables.)
Learners' Perceptions on the Use of Blogs for EFL Learning
Author: Wu, Hui-Ju
Date: 2011-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Foreign Countries,Writing Skills,English (Second Language),Second Language Learning,Technology Uses in Education,Electronic Learning,Student Attitudes,College Freshmen,Participant Satisfaction,Pretests Posttests,Teaching Methods,Reading Assignments,Reflection,Group Activities,Cooperative Learning

This study attempted to discover learners' perceptions on the use of blogs for EFL (English as a foreign language) learning. Participants were 49 first-year university students from Southern Taiwan and were divided into ten groups in the study. Students in a group read the articles posted in the teacher's blog and collaboratively wrote group reflections using their group blog. A post-blogging survey was administered to elicit participants' perceptions on the use of blogs. The results of the surveys suggested that most of the students positively perceived the use of blogs for EFL learning. Only few students responded to the use of blogs negatively. The results also revealed that blogs have the potential for developing reading and writing skills. More detailed results and discussion are presented in the paper. Some pedagogical implications are also provided. For instance, teachers are suggested to post appropriate reading materials in the blog based on students' English abilities. In addition, if students are not used to using blogs, it is suggested that students could complete blogging tasks in class rather than after class.
Using the Sixteen Personality Factor Questionnaire to Predict Teacher Success
Author: Watts, Rebecca S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Teacher Effectiveness,Individual Characteristics,Personality,Multiple Regression Analysis,Questionnaires,Personality Assessment,Personality Measures,Prediction,Predictor Variables,Teacher Characteristics,Performance Factors,Psychometrics,Administrator Attitudes

Faculty involved in pre-service teacher education often debate whether individual characteristics can predict effective teachers. Research is inconclusive with respect to the factors being capable of predicting effective teaching. This paper reports the results of a longitudinal study that identified self-reported characteristics of pre-service teachers during their semester of student teaching and their teacher effectiveness, as rated by their building principals after becoming employed as a teacher. Teacher scores on each of the 16 primary factors measured on the 16PF (personal factor) personality scale were regressed on their principals' effectiveness ratings. Stepwise multiple regression analysis generated a model that explained 17.0% of the variance in principal ratings of effectiveness and the model included four factors from the 16PF questionnaire as significant predictors of principals' success ratings. Those factors were: (1) Factor Q3, Perfectionism; (2) Factor Q4, Tension; (3) Factor N, Privateness; and (4) Factor G, Rule-consciousness. Teacher Success Rubric is appended. (Contains 3 tables.)
NAEP 2009 Year in Review: A Compilation of Results from the 2009 Mathematics, Reading, Science, and High School Transcript Study Reports. NCES 2011-471
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Mathematics Achievement,Reading Achievement,Science Achievement,Secondary School Curriculum,Course Selection (Students),High School Seniors,Grade 12,Grade 4,Grade 8,Urban Schools,Racial Differences,Gender Differences,Achievement Gains,Achievement Gap,High School Graduates,Academic Records

The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), the largest continuing and nationally representative assessment of what the nation's students know and can do. NAEP has often been called the &quot;gold standard&quot; of assessments and provides a common measure of student achievement across the country. It reports results for different demographic groups, including gender, socioeconomic status, and race/ethnicity. Assessments are given in subjects such as reading, mathematics, science, writing, U.S. history, civics, geography, economics, and the arts. In 2009, NAEP was administered in reading, mathematics, and science at the fourth-, eighth-, and twelfth-grade levels. NAEP also conducted its periodic High School Transcript Study (HSTS) in 2009. Undertaken every four years, the HSTS surveys the rigor of curricula being followed at U.S. high schools, as well as the course taking patterns of graduating seniors. This brochure is a compilation of executive summaries from the reports, and includes results for the nation and participating states and districts. (Contains 5 figures and 1 table.)
The 2009 High School Transcript Study User's Guide. NCES 2011-465
Author: Nord, C.
Date: 2011-06-00
Type: Guides - Non-Classroom
Subjects: High School Graduates,Academic Records,National Competency Tests,Questionnaires,Sampling,Data Collection,Data Processing,Computation,Coding,Grade 12

This user's guide documents the procedures used to collect, process, and summarize data from the 2009 High School Transcript Study (HSTS 2009). Chapters detail the sampling of schools and graduates (chapters 2 and 3), data collection procedures (chapter 4), data processing procedures (chapter 5), and weighting procedures (chapter 6). Chapter 7 describes the HSTS 2009 data files and codebooks. Appendices A through H contain the HSTS 2009 data collection and documentation forms. Appendix I describes the Classification of Secondary School Courses (CSSC) and provides a complete listing of CSSC codes, which were used to code the courses listed on the HSTS 2009 transcripts. The codebooks for all of the HSTS 2009 restricted-use data files are in appendices J through Q, and a glossary of terms is in appendix R. Appended are: (1) Disclosure Notice; (2) School Information Form (SIF); (3) Transcript Request Form; (4) Letter Requesting Catalogs; (5) Sample Introductory Letter to Principals; (6) NAEP [National Assessment of Educational Progress] in Your School--HSTS brochure; (7) Transcript Format Checklist; (8) Course Catalog Checklist; (9) Classification of Secondary School Courses Hierarchical Listing and Detailed Stub List; (10) 2009 High School Transcript Study Codebook for Catalog File; (11) 2009 High School Transcript Study Codebook for Master CSSC File; (12) 2009 High School Transcript Study Codebook for NAEP Data File; (13) 2009 High School Transcript Study Codebook for School File; (14) 2009 High School Transcript Study Codebook for SD/ELL File; (15) 2009 High School Transcript Study Codebook for Student File; (16) 2009 High School Transcript Study Codebook for Test File; (17) 2009 High School Transcript Study Codebook for Transcript File; and (18) Glossary. (Contains 7 tables, 1 figure and 26 footnotes.)
Trends in High School Dropout and Completion Rates in the United States: 1972-2009. Compendium Report. NCES 2012-006
Author: Chapman, Chris
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Dropouts,Dropout Rate,Young Adults,Educational Trends,High School Graduates,Secondary Education,Educational Attainment,Education Work Relationship,Tables (Data),Race,Ethnicity,Sex,Age,Family Income,Disabilities,Geographic Regions,Graduation Rate,Student Characteristics,Trend Analysis,High School Equivalency Programs,Enrollment

This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report includes national and regional population estimates for the percentage of students who dropped out of high school between 2008 and 2009, the percentage of young people who were dropouts in 2009, and the percentage of young people who were not in high school and had some form of high school credential in 2009. Data are presented by a number of characteristics including race/ethnicity, sex, age, family income, disability, and geographic region. Annual data for these population estimates are provided for the 1972-2009 period. Information about the high school class of 2009 is also presented in the form on on-time graduation rates from public high schools. Appended are Technical Notes, Glossary, and Standard Error Tables. Among the findings: Event dropout rates: On average, 3.4 percent of students who were enrolled in public or private high schools in October 2008 left school before October 2009 without completing a high school program. Event dropout rates by sex: There was no measurable difference in the 2009 event dropout rates for males and females, a pattern generally found since 1972 (tables 1 and 3). Exceptions to this pattern occurred in 4 years--1974, 1976, 1978, and 2000--when males had measurably higher event dropout rates than females. Event dropout rates by race/ethnicity: Black and Hispanic students had higher event dropout rates than White students in 2009. Event dropout rates by family income: In 2009, the event dropout rate of students living in low-income families was about five times greater than the rate of their peers from high-income families (7.4 percent vs. 1.4 percent). (Contains 28 tables, 6 figures, and 30 footnotes.) [For the previous report, &quot;Trends in High School Dropout and Completion Rates in the United States: 1972-2008. Compendium Report. NCES 2011-012,&quot; see ED513692.]
A Call for: Educational Leadership and Action. Essential Information on North Dakota Education for Policy Makers
Author: North Dakota Department of Public Instruction
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Instructional Leadership,Public Education,Partnerships in Education,Educational Objectives,Test Results,Educational Indicators,Academic Achievement,Strategic Planning,Academic Standards,Accountability,Enrollment Trends,Postsecondary Education

Staff members of the North Dakota Department of Public Instruction have partnered with members of the P-16 Education Task Force, and support the various principles developed by task force members. The task force was initiated by the joint boards on public education in September of 2005 whose vision is &quot;All North Dakota students will be educated in an innovative, relevant, integrated and challenging system providing world-class quality to prepare them to be good citizens and to take full advantage of all opportunities available to them in their lives.&quot; This paper presents excerpts from the P-16 Draft and Education Week Quality Counts, 2007 and concludes with the North Dakota Department of Public Instruction five-year strategic plan, 2006-2011.
Compulsory Attendance/Truancy
Author: North Dakota Department of Public Instruction
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Truancy,Compulsory Education,Prevention,Attendance,School Attendance Legislation,Dropout Prevention,Potential Dropouts,Educational Legislation,State Legislation

In 2009, the North Dakota legislature passed SB 2217, which lowered the penalty for truancy from a felony to an infraction for a first offense and a class B misdemeanor for a second or subsequent offense. Additionally, the legislature required the North Dakota Department of Public Instruction (DPI) to convene a workgroup to further study truancy definitions, reporting and prevention. As a result, the 2011 legislature passed SB 2226, which defines truancy/compulsory attendance, procedures and reporting. This fact sheet provides guidance for districts in meeting the requirements. A list of resources is included.
North Dakota Department of Public Instruction 2007-2009 Biennial Report
Author: North Dakota Department of Public Instruction
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Programs,State Aid,State Departments of Education,Educational Objectives,Educational Legislation,State Legislation,Educational Trends,Accreditation (Institutions),Constitutional Law,Annual Reports,State Programs,Public Policy,Program Evaluation,Expenditures,Educational Policy,Public Schools,Educational Assessment,Scores

The Biennial Report presents a summary of programs and services provided by the North Dakota Department of Public Instruction for 2007-2009. The State Superintendent notes that while North Dakota's education system is good, slippage in test scores is occurring, cracks in the education system are developing and some students are falling through those cracks. This document presents the following information: (1) Summary of State Statutory and Constitutional Responsibility; (2) Summary of Administrative Rulemaking Activity; (3) Summary of Federal Programs and other Educational Partnerships Administered by the Department; (4) Agency Activities and Services; (5) Summary of Legislation Passed During the Biennium; (6) Long Range Goals; (7) Trends for 2009-2011; (8) Agency Accomplishments 2007-2009; (9) Schools Approved and Accredited 2007-2009; (10) Completed Projects; (11) Schedule of Changes to Appropriation for Biennium Ended 6-30-09; (12) Comparison of Expenditures to Appropriation for the Biennium Ended 6-30-09; and (13) Expenditure Report for the Biennium Ended 6-30-09.
Lockdown Drills
Author: North Dakota Department of Public Instruction
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: State Legislation,School Buildings,Technical Assistance,Drills (Practice),Emergency Programs,School Security,School Safety,School Districts,Public Schools,Private Schools

As a result of House Bill 1215, introduced and passed during the 2011 North Dakota legislative session, every school building in North Dakota must conduct a lockdown drill. While no timeframe, tracking or penalty was identified in the state law, the North Dakota Department of Public Instruction (DPI) advocates annual drills, at a minimum, which ensures the intent and outcome of safe students and staff. This fact sheet provides guidance for districts in meeting this requirement and is not intended to be inclusive of all that schools need to know. Resources are listed at the end of this fact sheet and DPI is available to provide technical assistance as warranted.
Bullying
Author: North Dakota Department of Public Instruction
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Bullying,State Legislation,Prevention,School Policy

As a result of House Bill 1465, introduced and passed during the 2011 North Dakota legislative session, every school district must develop and implement a bullying policy. In an effort to curb bullying behavior which has far-reaching personal and social consequences, the legislation is designed to allow districts the flexibility to create a policy and select a program or curriculum that best meets their school and community culture, climate and values. This fact sheet provides guidance for districts in meeting this requirement.
Health Education Curriculum Content--Abstinence
Author: North Dakota Department of Public Instruction
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Health Education,Sex Education,Sexuality,Educational Legislation,State Legislation,School Districts,Public Schools,Private Schools,Curriculum

As a result of House Bill 1229, introduced and passed during the 2011 North Dakota legislative session, every school district, both public and nonpublic, must expand health education to include abstinence education, if teaching sexuality education as part of the general health curriculum. This fact sheet provides guidance for districts in meeting this requirement.
Taking Students to the Top: South Dakota Technical Institutes Annual Report, 2010
Author: South Dakota Department of Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Technical Institutes,Enrollment,Educational Quality,Partnerships in Education,Educational Finance,Program Descriptions,Careers,Job Skills,Labor Force Development,Job Placement,Employment Opportunities

The Technical Institutes experienced record enrollment in 2009-2010. Nearly 6,000 students were enrolled across the system--an increase of 18 percent over the previous year. In the fall of 2010, for the first time ever, the four schools have more than 6,000 students between them. The Technical Institutes are able to provide quality education and training at an affordable rate to both students and taxpayers. Through annual program reviews and partnership efforts, the Technical Institutes demonstrate ongoing commitment to fiscal responsibility. This report presents the accomplishments of South Dakota Technical Institutes during the 2009-2010 school year.
South Dakota Department of Education 2010 Annual Report
Author: South Dakota Department of Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,National Competency Tests,Graduation Rate,Academic Achievement,College Attendance,School Districts,State Standards,State Programs,STEM Education,Expenditure per Student,Writing Skills,Skill Development,Career Development,Librarians,Teacher Effectiveness,State Aid,School Libraries,Educational Philosophy

South Dakota has many things to be proud of: Its students consistently outperform their peers on national assessments. The state has a high graduation rate, and it ranks among the top states in the nation for students going on to postsecondary. Credit for these achievements goes to the state's local school districts. This annual report covers key initiatives and overall impact on the students of South Dakota during the 2009-2010 school year.
OATE Journal: Oklahoma Association of Teacher Educators. Volume 14, Spring 2010
Author: Green, Malinda Hendricks, Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Graduate Students,Teacher Effectiveness,Student Attitudes,Teacher Educators,Teacher Associations,Journal Articles,Articulation (Education),Transitional Programs,Student Evaluation of Teacher Performance,Equal Education,Mathematics Achievement,Language Skills,Language,Middle School Students

The &quot;OATE Journal&quot; is published annually by the Oklahoma Association of Teacher Educators. Articles in this issue include: (1) &quot;The Transition of Middle School Students into High School&quot; by Aric Sappington, Malinda Hendricks Green, Jennifer J. R. Endicott, and Susan C. Scott; (2) &quot;Graduate Students' Perceptions of Teacher Effectiveness&quot; by Sarah Rivers Deal; (3) &quot;Math-ESE 4 All: Providing Equity and Excellence in Mathematics&quot; by R. Wayne Stewart; and (4) &quot;Dual Language Program in a Midwestern Urban District&quot; by Gina Lopez and William C. Frick. (Individual articles contain references.) [Abstract has been modified to meet ERIC guidelines.]
An Exploratory Analysis of the Relationship between Student Earnings and Postsecondary Retention. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2010-13
Author: Jepsen, Christopher
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Two Year College Students,Student Employment,Income,School Holding Power,Stopouts,Discussion,Grade Point Average,Credits,Community Colleges

Policymakers are becoming increasingly concerned about the high percentage of students who attend postsecondary education without completing a degree. Researchers have studied numerous potential determinants of retention behavior for postsecondary students, such as financial aid, socioeconomic status, academic preparedness, academic and social integration, and expected future wages. However, none of these studies considers students' earnings while in school as a potential determinant of retention. Using an administrative data from postsecondary institutions matched with administrative earnings data from the state's unemployment insurance department, our results indicate that student earnings are negatively correlated to student retention in Kentucky postsecondary institutions. Our preferred model, hazard, indicates that a percentage increase in earnings reduces time to stopout with a probability of 1.767%. Even after controlling for student intentions, students are more likely to stopout at the rate of 1.050%. Ability as measured by first-team GPA in KCTCS [Kentucky Community and Technical College System] and credits earned in the first semester positively affects retention. (Contains 8 tables, 3 figures, and 6 footnotes.)
What about These Children? Assessing Poverty among the "Hidden Population" of Multiracial Children in Single-Mother Families. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2010-09
Author: Bratter, Jenifer
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Reference Groups,Poverty,Mothers,Family (Sociological Unit),Multiracial Persons,One Parent Family,Census Figures,Classification,Regression (Statistics),Whites,Minority Groups,Asian Americans,Heads of Households,Family Income,Measurement

Capturing the conditions of children of color living in single-parent families has become more complex due to the growing presence of interracial households. This analysis assesses the size and poverty status of single-female headed families housing multiracial children. Using data from the 2000 Census, we find that 9 percent of female-headed families house either children who are classified with more than one race or are classified as a single race different than their mother's compared to only 3 percent of married couple families. Logistic regression analyses assessing the odds of poverty status for families finds that being a multiracial family does not constitute a uniform advantage or disadvantage for female headed households. Rather, these families, like most families of color, are more likely to experience poverty than white monoracial families. The two exceptions are White multiracial families who are more likely to be in poverty relative to this reference group and Asian multiracial families who have similar poverty rates as white monoracial families (and a lower rate than Asian monoracial families). (Contains 5 tables and 2 endnotes.) [This analysis was supported by the University of Kentucky Poverty Center Young Investigator's grant and the Woodrow Wilson Fellowship Foundation both awarded to the first author.]