ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Ambitions: The Effect of COVID-19 on How Families Plan for Post-Secondary Education
Author: Sallie Mae Bank
Date: 2020-00-00
Type: Reports - Research
Subjects: Postsecondary Education,High School Students,Paying for College,Parent Attitudes,Parent Financial Contribution,Virtual Classrooms,Electronic Learning,Planning

Sallie Mae partnered with Ipsos, a global independent market research company, to introduce a new 2020 study, &quot;Higher Ambitions: How America Plans for Post-secondary Education.&quot; The study is designed to understand high school students' plans for after they graduate high school. In addition, it examines the value students and their families place on higher education, how they are preparing for post-secondary education if they plan to attend, and how they expect to pay for this post-secondary education. As the researchers neared publication of the report, the coronavirus/COVID-19 pandemic was surging in the United States. They considered that, as a result, students' plans for higher education and their families' expectations and confidence regarding paying for higher education may have changed. To assess the impact of the pandemic on families' current thinking, they fielded a shorter, follow-up survey reprising several key questions to use as points of comparison, along with several new questions specific to concerns about COVID-19. This adjunct survey was conducted online in English between April 10, 2020 and April 22, 2020. The survey sample comprised a cross-section of key demographic variables of: (1) 500 parents of high school juniors and seniors; and (2) 500 high school juniors and seniors from the continental U.S., Alaska and Hawaii. Details on methodology, including sampling, weighting, and credibility intervals, are included in the technical notes. [Research for this report was conducted by Ipsos. For the main research report, &quot;Higher Ambitions: How America Plans for Post-Secondary Education,&quot; see ED606487.]
Left Out: California&apos;s Higher Education Governing Boards Do Not Reflect the Racial and Gender Diversity of California and Its Student Body
Author: Siqueiros, Michele
Date: 2020-06-00
Type: Reports - Research
Subjects: Governing Boards,Higher Education,Student Diversity,Racial Composition,Gender Differences,College Administration,Women Administrators,Minority Groups,Barriers,Gender Bias,Racial Bias,Community Colleges,Empowerment,Leadership,Public Colleges,College Students,Diversity (Faculty)

The University of California (UC) Board of Regents, the California State University (CSU) Board of Trustees, the California Community Colleges (CCC) Board of Governors, and the California Student Aid Commission (CSAC) are responsible for selecting college and university chancellors and presidents. They also set policies on academics, admissions, finances, faculty, and campus planning. The decisions made by these governing boards impact all aspects of students' lives. Governing board members must be unyielding in their devotion to high quality and innovative public higher education that is accessible, affordable, and eliminates racial/ethnic inequality so that the diverse state can thrive. The Governor appoints the majority of members to these governing boards, and Governor Gavin Newsom will have the opportunity to appoint 23 key leaders to these bodies during his first term in office. If reelected, he will have 32 additional appointments to make. When the Governor makes appointments that are inclusive of women and people of color, students see themselves reflected in their college and university leaders, they know they belong, and the state can move toward improving student success. This brief provides an analysis of the representation on California's higher education governing boards as of May 20, 2020 with attention to the eleven appointments made by Governor Newsom during his first 15 months in office. The analysis reveals some &quot;Bright Spots of Inclusion&quot; and continued &quot;Challenges to Inclusivity.&quot; It is also an update to the 2018 &quot;Left Out: California's Higher Education Governing Boards Do Not Reflect the Racial and Gender Diversity of California and Its Student Body.&quot; [For the 2018 report, see ED592846.]
Building Bridges to Success: Regional Business-Higher Education Partnerships to Grow and Diversify the STEM Workforce
Author: Business-Higher Education Forum
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: STEM Education,School Business Relationship,Community Colleges,Colleges,Academic Persistence,School Holding Power,Females,Minority Group Students,Labor Force Development,Grants,Veterans Education,Evidence Based Practice,Models,College Transfer Students,Program Effectiveness,Success,Job Skills,Diversity,Undergraduate Study,Partnerships in Education,Industry,Urban Schools

This report demonstrates the power of business-higher education partnerships to create new kinds of STEM pathways that provide educational opportunity and economic mobility for underrepresented students. With funding from the National Science Foundation in 2014, the Business-Higher Education Forum (BHEF) launched a five-year project to demonstrate the efficacy of regional ecosystems of community colleges, four-year higher education institutions, and STEM-driven business in facilitating the retention and persistence of students in STEM fields. Through this work, BHEF developed evidence-based models for implementing strategic and sustainable engagement by business with higher education to increase the persistence of STEM students, particularly women and underrepresented minorities. The project identified the transfer of students from two-year to four-year institutions as a key juncture that, if addressed, could significantly increase both the diversity and overall STEM degree attainment at the baccalaureate level. Learn more about BHEF's theory of action, the five project sites that led this work on the ground, and the Undergraduate STEM Interventions with Industry Consortium that fueled the community learning. [For the executive summary, see ED606492.]
Development of the Self-Determined Learning Model of Instruction Coaching Model: Implications for Research and Practice
Author: Hagiwara, Mayumi
Date: 2020-03-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Self Determination,Teaching Methods,Coaching (Performance),Models,Problem Solving,Student Responsibility,Goal Orientation,Planning,Self Evaluation (Individuals),Program Implementation,Facilitators (Individuals)

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to select personally relevant goals, develop action plans for achieving those goals, and self-monitor and self-evaluate progress toward achieving those goals. To scale-up the implementation of the SDLMI with fidelity by facilitators, there is a need for a systematic coaching model. Researchers have established coaching as a critical aspect of the implementation of evidence-based practices at scale and as a part of ongoing professional development. The purpose of this article is to describe steps taken to develop a systematic coaching model to support the implementation of the SDLMI. We will describe components of the SDLMI Coaching Model and the process through which they were derived from the coaching literature and data gathered during SDLMI research studies. We will conclude with implications for the implementation of the SDLMI Coaching Model at scale while maintaining a focus on individual students' support needs. [This article was published in &quot;Education and Training in Autism and Developmental Disabilities&quot; (EJ1245828).]
Building Bridges to Success: Regional Business-Higher Education Partnerships to Grow and Diversify the STEM Workforce [Executive Summary]
Author: Business-Higher Education Forum
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: STEM Education,School Business Relationship,Community Colleges,Colleges,Academic Persistence,School Holding Power,Females,Minority Group Students,Labor Force Development,Grants,Evidence Based Practice,Models,College Transfer Students,Program Effectiveness,Success,Job Skills,Diversity,Undergraduate Study,Partnerships in Education,Industry,Urban Schools

With funding from the National Science Foundation in 2014, the Business-Higher Education Forum (BHEF) launched a five-year project to demonstrate the efficacy of regional ecosystems of community colleges, four-year higher education institutions, and STEM-driven business in facilitating the retention and persistence of students in STEM fields. This executive summary discusses partnerships between higher education and businesses at five sites, BHEF's Theory of Action and Partnership Implementation Process, and nine keys to success in STEM-focused partnerships between higher education and business. [For the full report, see ED606490.]
Academic Dual Credit Students: Experiences and Performance in the BC Post-Secondary System
Author: British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Date: 2020-04-00
Type: Reports - Research
Subjects: Foreign Countries,Dual Enrollment,Postsecondary Education,College Credits,Academic Achievement,Student Characteristics,School Districts,College School Cooperation,Partnerships in Education,Enrollment,Secondary School Students,Student Participation,Grades (Scholastic),Grade Point Average,High School Graduates,Attendance Patterns,Case Studies,Credentials,Graduation Rate

The British Columbia Council on Admissions &amp; Transfer (BCCAT) commissioned Plaid Consulting to conduct a study focused on Academic Dual Credit (ADC) in British Columbia post-secondary institutions (PSIs). This study follows up on a 2017 BCCAT study on dual credit programs &quot;Dual Credit Programs: Exploring Dual Credit Student Transition and Post-Secondary Academic Success&quot; (Drover-Davidson, Betts, Bennett &amp; Hodgson, 2017). Four BC PSIs were elected to participate in this research: Camosun College (Camosun), Kwantlen Polytechnic University (KPU), North Island College (NIC), and Thompson Rivers University (TRU). The report begins with providing a provincial context for participation in ADC, examining how many students participate in ADC and then transfer to BC public post-secondary institutions. Following this, information from interviews with school district administrators who oversee ADC activities within their district is provided. The next section includes four case studies of British Columbia public post-secondary institutions that are involved in ADC programs: Camosun College, Kwantlen Polytechnic University, North Island College, and Thompson Rivers University. The case studies include a comparison of student performance and demographics between ADC and non-ADC students, and results from a survey focused on the experience of students who participated in ADC at the institution. Finally, suggestions are provided for future research. [This report was prepared by Plaid Consulting. For &quot;Dual Credit Programs: Exploring Dual Credit Student Transition and Post-Secondary Academic Success,&quot; see ED586105.]
Investigating the Impact of the Integrated STEM Program on Student Test Scores in Jamaica
Author: Williams, Ewan V.
Date: 2020-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: STEM Education,Scores,Foreign Countries,Urban Schools,Achievement Tests,High School Students,Longitudinal Studies,Institutional Characteristics,Gender Differences,Program Effectiveness,Self Efficacy,Socialization,Career Education,Technical Education,Interdisciplinary Approach

The purpose of this quantitative causal comparative study was to ascertain the effectiveness of the integrated Science Technology Engineering and Mathematics (STEM) program on student achievement scores in Jamaica. This study utilized archival student examination data from 3 years and 2 inner-city high schools, 1 STEM and 1 non-STEM. The study was guided by 3 quantitative research questions with 2 independent variables, school type and gender, and 1 dependent variable, examination scores. The research questions focused on interactions among examination scores, gender, and school type. They also examined differences between males and females, and differences between a STEM and a non-STEM program. A 2-way ANOVA was utilized for the 3 research questions. The results indicated that there were interactions among Caribbean Secondary Examination Certificate (CSEC) scores, gender, and school type. There was also a difference in CSEC scores between males and females. The results of the study also showed that there were differences between a STEM program and a non-STEM program. For the 3 research questions, the results supported the alternate hypotheses, as there were interaction and differences. The results of this study demonstrated that the STEM program has the potential to influence academic scores in Jamaica on a wider scale. Therefore, the utilization of scarce tax payers' dollars to fund the STEM program is showing some evidence of added value.
Binaural Sound to Enhance Listening Comprehension in Language Tests
Author: Magal-Royo, Teresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Acoustics,Language Tests,Second Language Learning,Auditory Perception,Test Construction,Language Processing,Learning Modalities,Educational Technology,Listening Comprehension Tests,Computer Assisted Testing

The use of new digital formats in language learning and testing improves both the learning and acquisition skills development process of language tests. The process of listening comprehension is considered one of the most complex in the field of Computer Aided Learning Language (CALL) because it relates to multimodal learning channels and brain sound perception in an unfamiliar communication environment (the foreign language) for the learner. This article stresses the possibilities of using binaural sound in the design and implementation of tests as well as the cognitive issues that might be involved in the process of learning and assessment of a foreign language.
Online Learning amid the COVID-19 Pandemic: Students&apos; Perspectives
Author: Adnan, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Electronic Learning,Distance Education,Developing Nations,Barriers,Internet,Access to Computers,Access to Education,Teacher Student Relationship,Interaction,Socialization,COVID-19,Pandemics

This research study examines the attitudes of Pakistani higher education students towards compulsory digital and distance learning university courses amid Coronavirus (COVID-19). Undergraduate and postgraduate were surveyed to find their perspectives about online education in Pakistan. The findings of the study highlighted that online learning cannot produce desired results in underdeveloped countries like Pakistan, where a vast majority of students are unable to access the internet due to technical as well as monetary issues. The lack of face-to-face interaction with the instructor, response time and absence of traditional classroom socialization were among some other issues highlighted by higher education students.
Credits to Graduation: A Comparison of the Number of Credits Undertaken toward Degree Completion by Students Admitted on the Basis of BC Secondary School and Those Admitted as BC Transfer Students to British Columbia&apos;s Four Research Universities (SFU, UBC, UNBC and UVic)
Author: Pendleton, Sham
Date: 2010-09-00
Type: Reports - Research
Subjects: College Credits,College Students,College Transfer Students,Research Universities,College Admission,Graduation Requirements,Gender Differences,Age Differences,Intellectual Disciplines,College Graduates,Academic Achievement,Bachelors Degrees,Foreign Countries

British Columbia (BC) has a diverse public post-secondary education system which includes 11 universities, 11 colleges and 3 institutes. In addition, nine private institutions participate with the public institutions in the BC Transfer System. Most students will either enter a degree-granting institution directly from high school or after completing up to two years of equivalent courses at another institution, frequently a college, before transferring to another institution to complete their degree. Others may take a combination of transferable courses at several institutions prior to completing an undergraduate degree. The purpose of this study is to examine the number of credits earned at graduation for two groups: those who graduated with a baccalaureate degree and who were admitted as transfer students and those admitted as secondary school students to one of the four BC research universities [Simon Fraser University (SFU), University of British Columbia, Vancouver (UBC), University of Northern British Columbia (UNBC) and University of Victoria (UVic)]. This study contributes to the growing literature about the success of the transfer system in British Columbia.
Transfer Policies for Students with Stale-Dated Credit
Author: McQuarrie, Fiona
Date: 2020-03-00
Type: Reports - Research
Subjects: Transfer Policy,College Credits,Foreign Countries,College Transfer Students,Eligibility,School Policy,Departments,Intellectual Disciplines,Policy Formation,Student Mobility,Postsecondary Education,Credentials,School Schedules,Time to Degree,Best Practices,Nontraditional Students

Increased student mobility within the British Columbia (BC) Transfer System (BCTS) means that students can easily enter and exit postsecondary studies. However, a significant amount of time may elapse between when a student acquires credits and when they wish to use, re-use or transfer those credits. This has led to BCTS member institutions facing challenges related to &quot;stale-dated credit&quot;, and having to decide whether or how older credits should count toward program or credential completion. This study reviews policies and calendar information related to stale-dated credit at the 39 BCTS member institutions. Twenty-two institutions with stale-dated credit policies have institution-wide policies, but only six of those institutions also have policies addressing stale-dated credit from their own institution. Nineteen institutions have program-level policies around stale-dated transfer credit, and 12 have program policies around stale-dated credit from their own institution. It was noted when collecting these data that many institutions allow programs or departments to set their own time limits on the applicability of either transfer credit or &quot;in-house&quot; credit. However, it was extremely difficult to identify the programs or departments that currently had such limits in effect. The report begins with a review of relevant literature, including policies around stale-dated credit in other jurisdictions. It then summarizes and analyzes the policies around stale-dated credit at BC Transfer System member institutions, and concludes with recommendations based on the outcomes of the analysis.
Analysis of Leadership Types by University, Gender and Department Variables
Author: Oral, Onur
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Gender Differences,College Students,Departments,Physical Education,Athletics,Institutional Characteristics,Leadership Qualities

Purpose: The aim of this study is to examine whether the types of leadership make a statistically significant difference in terms of university, department, and gender variables. Materials and Methods: A total of 100 university students, 37 (37.0%) female, and 63 (63.0%) male, participated in the study. The sample of the study includes 46 (46%) from Ege University and 54 (54%) students from Celal Bayar University. 67 (67%) of the students study Sports Teaching and 33 (33%) of them were students of Sport Management. There are 35 items in the scale. The items are coded as &quot;Always &quot;, &quot;Very Frequent&quot;, &quot;Sometimes&quot;, &quot;Occasionally&quot; and &quot;Never&quot;. The reliability coefficient calculated by the researcher is 0.86. The Leadership Orientation Inventory of Luthans was used as a data collection tool. Gender, university, and department (Physical Education and Sports Teaching &amp; Sports Management) variables were statistically analyzed using the SPSS 21.0 program. Results: When the results were analyzed, it was determined that there were no significant differences in terms of gender, university, and department (p&gt; 0.05) variables. Conclusions: In conclusion, it was seen that the students' leadership types were not affected by gender, university, and departmental variables.
Teaching Culture in the Foreign Language Classroom: Implications for Language Assistants in Bilingual Schools
Author: Laborda, Jesus Garcia
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cultural Awareness,Bilingual Schools,Teaching Assistants,Foreign Countries,English,Native Language,English (Second Language),Second Language Learning,Educational Attitudes,Misconceptions,Educational Policy,Bilingual Education,Foreign Nationals,Cultural Pluralism,Guides,Second Language Instruction

Language assistants have become an important resource for teachers in bilingual schools in Spain, especially in the Madrid region. Most language assistants come from English-speaking countries, especially from the United States. In their role as language assistants, they are expected to bring and share their knowledge about the cultural aspects and content subjects and, at the same time, they need to share their beliefs and perspectives towards Spain and Spanish schools. Nevertheless, sometimes there is controversy around this topic, as there are obvious differences and similarities between both cultures; one of them being the misconception regarding the type of culture they need to teach students. [Paper presented at the World Conference on Educational Sciences (12th, Istanbul, Turkey, Jun 6-8, 2020).]
Detecting Test Fraud Using Bayes Factors
Author: Sinharay, Sandip
Date: 2019-09-20
Type: Reports - Research
Subjects: Cheating,Deception,Statistical Analysis,Bayesian Statistics,Scores,Hypothesis Testing,Identification

According to Wollack and Schoenig (2018), score differencing is one of six types of statistical methods used to detect test fraud. In this paper, we suggested the use of Bayes factors (e.g., Kass &amp; Raftery, 1995) for score differencing. A simulation study shows that the suggested approach performs slightly better than an existing frequentist approach. We also demonstrate the usefulness of the suggested approach using a real data example. [This is the advance online version of a paper published in &quot;Behaviormetrika&quot; (2020).]
Bossier Parish Community College First in the World Evaluation: Final Annual Performance Report
Author: Giani, Matt S.
Date: 2019-09-30
Type: Reports - Evaluative
Subjects: Community Colleges,Computer Oriented Programs,Handheld Devices,Courseware,Outcomes of Education,Developmental Studies Programs,Two Year College Students,Academic Achievement,Academic Persistence,Credentials,Learner Engagement,Program Evaluation,Program Implementation,Intervention,Barriers,Grade Point Average,Credits

The purpose of the current study was to evaluate the effect of mobile app courseware on the college outcomes of developmental education students, using a research design which randomly assigned course sections to receive access to the apps or not. The results show that access to the apps significantly improved student performance in developmental education outcomes, marginally improved medium-term college persistence and performance, but did not effect credential attainment. Despite a number of barriers to implementation, the results suggest the intervention has the potential to improve the outcomes of developmental education students in addition to being low-cost and scalable. [This report was prepared by Giani Consulting &amp; Evaluation, LLC.]