ethanporcaro/eric-fulltext-meta huggingface dataset:
Growth Data: It Matters, and It&apos;s Complicated
Author: Data Quality Campaign
Date: 2019-01-00
Type: Reports - Research
Subjects: Evaluation Methods,Academic Achievement,Data,Information Utilization,Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Quality,School Effectiveness,Achievement Gains,Scores

Measures of student growth offer a richer understanding of student performance than a moment-in-time test score alone, but measures of student growth are not created equal. In their accountability plans for implementing the Every Student Succeeds Act (ESSA), some states are using a sophisticated analysis of multiple data points that evaluate the impact of schools on student learning, while others are using simpler measures of change in student assessment results year to year. These different approaches to measurement answer different questions and tell different stories about what is happening in schools and classrooms. Leaders in all but two states have committed to measuring student growth as an indicator of academic achievement in accountability systems for elementary and middle schools, and 20 states will do so for high schools. States are responding to public demand for more information about school quality and student success that goes beyond a one-time test score. This development is made possible by years of state and federal investments in using longitudinal student data to draw richer insights about teaching and learning. This data will be published on school report cards, which means that families, communities, and policymakers will have more information about student progress than ever before. To make sense of what the data on school report cards tells us about student success and school quality, and use it to inform decisions that improve student outcomes, everyone--from parents to policymakers--needs to be able to understand what their state is measuring and what it means about students' academic progress. To offer some clarity, this brief provides an introduction to the different ways states will measure student growth in their ESSA accountability systems to evaluate school quality and support improvements.
Federal Student Loan Forgiveness and Loan Repayment Programs. CRS Report R43571, Version 10. Updated
Author: Hegji, Alexandra
Date: 2018-11-20
Type: Reports - Descriptive
Subjects: Student Loan Programs,Loan Repayment,Federal Legislation,Incentives,Debt (Financial),Educational History,Federal Programs,Educational Legislation,Higher Education,Federal Aid,Income,Employment,Government Employees,Immigrants,Citizenship,Grants,Costs,Government Role,College Students

This report identifies and describes federal student loan forgiveness and loan repayment programs that are currently authorized by federal law. It provides brief, summary descriptions of identified programs. These program descriptions are intended to provide policymakers with general information about the purpose of existing programs and how they are designed to operate. Readers interested in comprehensive details about a particular program are encouraged to refer to additional resources, including federal statutes, regulations, and agency guidance. Citations are provided for the various programs identified in this report.
A Review of Practice-Based Literature on Teaching about Interdependent Relationships in Ecosystems to Elementary Students
Author: Hayes, Meredith L.
Date: 2017-12-00
Type: Information Analyses
Subjects: Elementary School Students,Elementary School Science,Science Instruction,Ecology,Grade 5,Elementary School Teachers,Teaching Methods,Scientific Concepts,Educational Research,Pedagogical Content Knowledge,Food,Energy

This report summarizes the findings of a systematic review of practice-based literature on teaching about interdependent relationships in ecosystems to upper elementary students. The report is a product of the Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET) project. ASSET is exploring a method for collecting and synthesizing pedagogical content knowledge (PCK). Literature reviews and discussions with experts will help determine what is known in the field about teaching and learning of each of the key ideas, including common patterns of student thinking and successful instructional strategies.
Best Practices in Urban Public School Procurement: Guidelines, Standards, and Lessons
Author: Council of the Great City Schools
Date: 2018-10-00
Type: Guides - Non-Classroom
Subjects: Best Practices,Urban Schools,Public Schools,Purchasing,School Districts,Strategic Planning,Program Improvement,Money Management,Program Implementation,Program Evaluation,Stakeholders,Risk Management,Social Responsibility,Conflict Resolution,Ethics,Accountability,Governance,Benchmarking,Sustainability,School Business Relationship,Expenditures

Just what is meant by a &quot;Best Practice&quot;? A best practice is a procedure, a process, or a system, adopted by best performing districts, which has a noticeable long-term positive impact on the strategic objectives of the Procurement organization. The concept of &quot;best practices&quot; is a fluid one. As technology, regulations and statutes, business requirements, and the marketplace of providers all change, so do the concept and nature of best practices. Procurement is a perfect example of this type of changing environment. The evolution of technology has brought new purchasing and sourcing tools and techniques to bear, federal regulations (and many state statutes) have undergone significant revision or expansion, and the digital age and the advancement of logistics and communications industries have expanded the available market of suppliers for most requirements, as well as the opportunity to participate in cooperative purchasing initiatives. Additionally, the functional mandates for Procurement have evolved from just ordering and delivering goods and services efficiently, to providing strategic contribution and guidance for cost management, supplier performance, and source identification and development. This White Paper identifies and describes a number of best practices, both tactical and strategic. The complete list of tactical best practices provided in this paper is extensive. Strategically, however, the following core areas are essential to the success and value-added contribution that any Procurement organization can provide to its district, however large or small: (1) Developing a Strategic Procurement Plan; (2) Identifying Process Improvements; (3) Establishing a Dynamic Savings Program; (4) Implementing Supplier Scorecards/Evaluations; (5) Expanding Stakeholders' Involvement; and (6) Winning over Senior Management. Each of these is detailed in individual sections of the paper.
Using Data to Support and Communicate Effectively about Social-Emotional Learning: Help Students Develop the Skills They Need to Succeed
Author: Data Quality Campaign
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Skill Development,Data Collection,Data Analysis,Information Security,Evaluation Methods,Elementary Secondary Education

Public interest in social-emotional learning is growing -- and the opportunities under the Every Student Succeeds Act have led many states and districts to consider the role of these skills in schools. As state and local leaders consider and commit to social-emotional learning programming in schools, they also have a responsibility to be transparent with the public about the data investments that will help build and measure students' skills. The Data Quality Campaign's communications brief equips leaders with the tools needed to talk about social-emotional learning, including: (1) How data can help improve school investments in social-emotional learning development and help teachers support student success; and (2) How schools collect, use, and safeguard social-emotional learning data.
Pre-Service Science Teachers&apos; Views on Materials Developed in Instructional Technologies and Material Development Course
Author: Çetin, Ali
Date: 2016-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Instructional Materials,Science Teachers,Preservice Teacher Education,Elementary Education,Foreign Countries,Photography,Video Technology,Animation,Educational Technology,Technology Uses in Education,Design,Material Development

This qualitative study was designed to introduce 3-dimensional and digital materials to pre-service science teachers and identify their views about them. In this context, three projects was performed with 42 pre-service science teachers (13 male-29 female) who took Instructional Technologies and Material Development course in Elementary Science Education Department in Siirt University. First project was to prepare a movie by using photos and music, second one was to prepare a power-point presentation that contains an animation and their own sound and third one was a 3 dimensional material that can be used during class time. Four open ended questions were asked to all participants to obtain their views about these materials. The results were analyzed with the conventional content analysis. Results indicated that most of the participants believe that the digital material prepared in project 1 enhance retention and take students' attention. In project two, participants thought that the digital material facilitates learning and save class time for teacher. In project 3, while 78% of participants thought positive for the 3 dimensional materials and claim that they facilitate learning and enhance retention, 22% of participants thought negative about these materials and claim that preparing these materials need too much time and effort. In the last finding, &quot;which type of material are preferred by pre-service science teachers in their future life&quot; were asked and 57 % preferred 3 dimensional materials, 19 % preferred digital materials and 24 % preferred both.
An Investigation of Physics Education Doctoral Dissertations Made in Turkey between 2010 and 2015
Author: Çetin, Ali
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Education,Doctoral Dissertations,Colleges,Research Methodology,High School Students,College Students,Preservice Teachers,Success,Attitudes,Educational Research,Researchers,Sample Size,Data Collection

The purpose of this study was to investigate doctoral dissertations on physics education conducted in Turkey between the years of 2010 and 2015. The year, institution, language, researcher's gender, advisor position, research design and method, number and properties of samples, subject, data collection tools and theme distribution of the doctoral studies were investigated. The document analysis technique, which is a qualitative research method, was used. The population for research was all doctoral dissertations in the field of physics education at various institutes in Turkey. The sampling group consisted of 78 dissertations accessed through the online National Thesis Centre. To collect data, a form of structure determination developed by the researcher was used. Data were analysed with categorical analysis techniques The findings indicated that the number of physics education doctoral dissertations has increased when compared with the number of dissertation made in the years 2001-2009. Most of these doctoral dissertations were conducted at Karadeniz Technical University and Middle East Technical University, with a mixed research method preferred by researchers. In general, high-school students and pre-service teachers were the sample for these dissertations. The theme of success and attitudes were the most frequent research topics used in dissertations on physics education.
The Effects of Pedagogical Training Program on Students&apos; Professional Attitudes and Self Efficacy Levels
Author: Toytok, Esef Hakan
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Self Efficacy,Teacher Education Programs,Program Effectiveness,Pretests Posttests

Obviously, one of the most important elements of education is teacher. The effect of the teacher is very high and the importance of professional attitudes and self-efficacy levels of teachers are improving in each day. Nowadays, pedagogic training program is going on for the students that are graduated from the other faculties than education. At the end of this certificate program, these students are being teachers. This study aims to investigate the effects of pedagogic training program on students' professional attitudes and self efficacy levels. A weak experimental design is conducted for the study. Experimental design is known as one of the quantitative research methods. The population of the study are 1037 Siirt university pedagogical training program students. This program started in July 2014 and finished in January 2015. Professional Attitude Scale (PAS) and Teacher Self-Efficacy Scale (TSS) are used as pre-test at the beginning and post-test at the end of the study. PAS is developed by Çetin (2006) and includes 35 items and TSS is developed by Çapa, Çakiroglu and Sarikaya (2005) and includes 24 items. At the end of the study, there is no statistically significant difference between pre-test and post test scores on participants' professional attitudes scores and its subscales love, value and appropriateness. Additionally there is a statistically significant difference on participants self-efficacy scores and its to subscales student participant and teaching strategies.
Design and Evaluation of Web Based Science Learning Environments
Author: Çetin, Ali
Date: 2015-08-00
Type: Journal Articles
Subjects: Web Based Instruction,Science Instruction,Inquiry,Active Learning,Physics,Foreign Countries,Grade 9,Instructional Design

Web based learning has found its place in educational methods with the development of internet and internet technologies. The materials, that used with web based learning environments, should have some properties like visualization, pedagogic acceptance and convenience for students level. The purpose of this study is to construct two web based science environments for 9th grade students with using two different educational methods: inquiry with 5E learning cycle and expository with expository texts. These web environments are named as Web Based Inquiry Learning Environment (WILE) and Web Based Expository Learning Environment (WELE). Both environments are prepared for &quot;conservation of energy&quot; subject in 9th grade physics lesson. In evaluation part of this study, WILE is tested in two classrooms with 27 students and WELE is tested with 15 students. Students wrote their opinions to WILE and WELE, then 4 students interviewed for WILE and 2 students for WELE. Interview results and general opinions of students, a physics teacher and two physics education experts are represented in evaluation part.
Application Trends Survey. 2013 Survey Report
Author: Estrada, Rebecca
Date: 2013-00-00
Type: Reports - Research
Subjects: College Applicants,Student Recruitment,Class Size,Masters Programs,Business Administration Education,Educational Trends,Trend Analysis,Graduate Students,Enrollment Rate,College Admission,Graduate Surveys,Outreach Programs,Foreign Countries,Females,Tuition,Profiles,Administration,Accounting,Finance Occupations,Doctoral Programs

The Graduate Management Admission Council (GMAC) Application Trends Survey is the industry source for comprehensive statistics and timely insights into the demand for graduate management education worldwide. Since 2000, this survey of admission professionals has provided information on application volume trends, applicant pool composition, recruitment strategies, acceptance and enrollment rates, and incoming class size. This year's GMAC Application Trends Survey--the 14th since 2000--included participants from 683 programs that represent 328 business schools and faculties around the globe. Data relate to applications for graduate business and management programs in the 2013-2014 entrance cycle. Participating programs represent 42 countries worldwide and 44 states, including the District of Columbia, in the United States. By program type, survey respondents include 482 MBA programs, 187 specialized master's programs, 13 doctoral programs in business, and one joint-degree program in business and management fields. Two-thirds (65%) of participating schools were located in the United States; however, more than a third (35%) located elsewhere in the world are also represented in these findings. Overall trends for applications to management programs in 2013 show the following: (1) More full-time MBA programs are seeing increases in applications; (2) Sixty-one percent (61%) of management programs report rising volumes, yet other programs, such as accounting and finance, are seeing lower rates of growth. Finance programs remain the most competitive, however, based on acceptance rates; and (3) Admissions professionals expect that 43 percent of full-time two-year MBA students will receive tuition assistance. [Additional contributions to this publication were provided by: Michelle Sparkman-Renz, Paula Bruggeman, Veronica Sinz, Devina Caruthers, Tacoma Williams, and Lawrence Rudner.]
Application Trends Survey. 2015 Survey Report
Author: Daniel, Rhonda
Date: 2015-00-00
Type: Reports - Research
Subjects: Masters Programs,Business Administration Education,Administration,Doctoral Programs,Foreign Countries,Academic Records,Standardized Tests,Scores,College Admission,Graduate Surveys,Work Experience,Females,Student Recruitment,Outreach Programs,Tuition,Admission Criteria,Decision Making,Educational Trends,Trend Analysis,Class Size,Data Analysis,Business,Intelligence,Profiles,Accounting,Finance Occupations,Marketing,Communications,College Applicants,Enrollment Rate

For its 16th annual Application Trends Survey, the Graduate Management Admission Council (GMAC) gathered and analyzed data from a total of 641 graduate business programs located at 306 universities worldwide to understand application volume, the applicant pool, and special efforts being made to attract candidates to graduate management programs. This year's survey collected responses from 426 MBA programs, 196 specialized business master's (non-MBA) programs, 18 doctoral programs, and 1 joint-degree program. Participating programs are located in 35 countries around the globe, including 42 US states and the District of Columbia. Survey topics featured in this report include: (1) Application volume trends for 2015 compared with 2014 and with 2005 (10 years ago); (2) Applicant pool composition, highlighting work experience, citizenship, and gender; and (3) Targeted candidate outreach, tuition assistance, and employer funding. Key findings include: (1) A majority of full-time MBA programs report increased application volume compared with 2014 and 10 years ago; (2) Changing patterns in demand for professional MBA programs yield mixed results in application volume; (3) Increasing variety of specialized business master's (non-MBA) programs fuels application growth for most programs, yet presents a challenge for others; and (4) Academic transcripts and standardized test scores carry the most weight in admissions decisions. [Additional contributions to this publication were provided by: Gregg Schoenfeld, Rebecca Estrada-Worthington, Paula Bruggeman, Alex Chisholm, Matthew Hazenbush, Devina Caruthers, Tacoma Williams, and Bob Alig. For the 2014 report, see ED555857.]
Language Contact in the Philippines: The History and Ecology from a Chinese Filipino Perspective
Author: Gonzales, Wilkinson Daniel Wong
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social History,Minority Groups,Asians,Language Usage,World History,Language Minorities,Public Policy,Educational Policy,Educational History,Linguistic Borrowing

This article narrates the sociohistory of the Philippines through the lens of a Sinitic minority group -- the Chinese Filipinos. It provides a systematic account of the history, language policies, and educational policies in six major eras, beginning from the precolonial period until the Fifth Republic (960 -- present). Concurrently, it presents a diachronic narrative on the different linguistic varieties utilized by the ethnic minority, such as English, Hokkien, Tagalog, and Philippine Hybrid Hokkien (PHH). Following an exposition on how these varieties were introduced to the ecology is a discussion focused on contact that highlights potential theories as to how Philippine contact varieties like PHH emerged. How this account contributes to the overall language ecology forms the conclusion. Overall, this article delineates the socio-historical sources that intrinsically play a significant role in the (re)description of Philippine contact varieties. In its breadth, this article goes beyond providing second-hand information, and presents ideas that can be crucial for understanding how Philippine contact languages work.
Application Trends Survey Report, 2016
Author: Estrada-Worthington, Rebecca
Date: 2016-00-00
Type: Reports - Research
Subjects: Graduate Students,Administration,Masters Programs,Business Administration Education,Full Time Students,Part Time Students,Accounting,Finance Occupations,Data Analysis,Educational Trends,Trend Analysis,Tuition,Business Schools,Doctoral Programs,Foreign Countries,Graduate Surveys,Student Recruitment,Outreach Programs,Class Size,Enrollment Rate,College Applicants

The 2016 Application Trends Survey--the 17th since 2000--includes analysis of data submitted by 872 graduate management programs representing 335 business schools and faculties located in 49 countries worldwide, including 42 US states and the District of Columbia. Survey topics featured in the report include: application volume trends for 2016 compared with 2015 for the 10 most common graduate business programs which had the highest survey response rate; applicant pool composition by citizenship and gender; and targeted candidate outreach, tuition assistance, and employer funding. Findings relate to applications for graduate business and management programs in the 2016-2017 academic year. By program type, survey respondents included 509 MBA programs, 334 business master's (non-MBA) programs (including one nonbusiness master's), 19 doctoral programs, and 3 joint-degree programs. Findings include: (1) Globally, nearly half of all graduate business programs (49%) received more applications in 2016 compared with 2015; while 43 percent received fewer. Eight percent of programs report no change in volumes for 2016 compared with 2015; (2) For the first time since 2012, less than half of full-time two-year MBA programs (43%) experienced year-on year application volume growth; (3) A majority of full-time one-year programs (57%) report growing application volumes this year, continuing the momentum begun last year when 51 percent of programs reported volume growth; and (4) Across all program types combined, 65 percent of European programs grew their application volumes this year, compared with 46 percent of US programs and 41 percent of programs in East and Southeast Asia that did so. [Additional contributions to this publication were provided by: Gregg Schoenfeld, Paula Bruggeman, Alex Chisholm, Matthew Hazenbush, Maryam Bastanl, Tacoma Williams, Hillary Chan, and Bob Alig. For the 2015 report, see ED593524.]