ethanporcaro/eric-fulltext-meta huggingface dataset:
Briefing Memo: Summaries of States&apos; ESSA School Quality/Student Success Measures
Author: Kaput, Krista
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Quality,Academic Achievement,Educational Indicators,Accountability,Attendance Patterns,College Readiness,Career Readiness,Advanced Placement Programs,College Entrance Examinations,Scores,Postsecondary Education,Scientific Literacy,Standardized Tests,Science Tests,Grade 9,Credits,Graduation Requirements,Educational Environment,School Safety,Family Involvement,Social Studies

The School Quality or Student Success (SQ/SS) indicator was one of the most talked about and biggest decisions that fell to the states in drafting their new ESSA accountability plans. This memo summarizes the chosen SQ/SS measures for each state, DC, and Puerto Rico. The most common SQ/SS measures among the states are: (1) Chronic Absenteeism (37 States): Percentage of students who missed ten percent or more of school days in which they were enrolled; (2) College and Career Readiness (36 States): The specifics vary by state, but some of the common components are AP and IB participation rates and scores, ACT and SAT scores, and post-secondary/PSEO participation; (3) Science Proficiency (15 States): Percentage of students who were proficient on the standardized science assessment; (4) 9th Grade On-Track (11 States): The specifics vary by state, but they commonly measure the percentage of ninth grade students who earn enough credit to be one-fourth of the way to meeting high school graduation requirements; (5) Engagement and Climate Surveys (9 States): The different surveys measure a variety of concepts, including student and teacher engagement, how safe students feel in school, family involvement, and more; and (6) Social Studies Proficiency (7 States): Percentage of students who were proficient on the standardized statewide social studies assessment.
Washington [State Profile]
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Academic Degrees,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,College Students,Expenditures

This State Profile from the Delta Cost Project presents data on key Delta metrics for public research, master's, bachelor's, and community college sectors in the state of Washington. The data are limited to a five-year period, showing data for the most recent year, and the five-year change.
Wyoming [State Profile]
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Academic Degrees,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,Expenditures,College Students

This State Profile from the Delta Cost Project presents data on key Delta metrics for public research, master's, bachelor's, and community college sectors in the state of Wyoming. The data are limited to a five-year period, showing data for the most recent year, and the five-year change.
Vermont [State Profile]
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Academic Degrees,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,College Students,Expenditures

This State Profile from the Delta Cost Project presents data on key Delta metrics for public research, master's, bachelor's, and community college sectors in the state of Vermont. The data are limited to a five-year period, showing data for the most recent year, and the five-year change.
Do You Remember Being Told What Happened to Grandma? The Role of Early Socialization on Later Coping with Death
Author: Matinceková, Lucia
Date: 2020-00-00
Type: Reports - Research
Subjects: Coping,Death,Socialization,Parent Child Relationship,Adults,Path Analysis,Children,Grief,Information Seeking,Memory,Individual Differences,Factor Analysis,Questionnaires

Using a mixed-methods approach, we examined how participants' memories of socialization regarding death might influence their self-reported coping with losses in childhood and adulthood. We recruited 318 adults to complete an online survey. Path analyses indicated that participants who remembered their parents shielding them less from issues related to death reported better coping as children and adults. Qualitative responses suggested participants wanted to receive more information about death from their parents as they went through the grieving process. We highlight the potential benefits of socializing children about death, and how it may aid in their coping with death-related events. [This paper was published in &quot;Death Studies&quot; v44 n2 p78-88 2020.]
Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors
Author: Alibali, Martha W.
Date: 2019-00-00
Type: Reports - Research
Subjects: Learning Strategies,Problem Solving,Mathematics Skills,Mathematics Instruction,Metacognition,Context Effect,Student Attitudes,Student Behavior,Difficulty Level,Risk,Models,Feedback (Response),Teaching Methods,Individual Differences,Behavior Change,Cognitive Development,Decision Making,Systems Approach

Learning, development, and response to instruction often involve changes in the strategies that learners use to solve problems. In this chapter, our focus is on mathematical problem solving in both children and adults. We offer a selective review of research on three classes of factors that may influence processes of strategy change in mathematical problem solving: contextual factors, individual factors, and metacognitive factors. &quot;Contextual factors&quot; involve information that learners encounter in the learning context, such as feedback about prior strategies and examples of alternative strategies. &quot;Individual factors&quot; involve the abilities, dispositions, and knowledge that learners bring to the learning context. &quot;Metacognitive factors&quot; involve knowledge &quot;about&quot; strategies and factors that affect the application of strategies--including perceptions of problem difficulty, confidence in the strategies one already knows, and judgments about the qualities of alternative strategies. These factors operate both independently and in combination to influence learners' behavior. Therefore, we argue that scientific progress in understanding strategy change will require comprehensive conceptual models that specify how different factors come together to explain behavior. We discuss several such models, including vulnerability-trigger models, cumulative risk models, and dynamic systems models. Research guided by such models will contribute to greater progress in understanding processes of strategy use and strategy change. [This paper was published in &quot;Advances in Child Development and Behavior&quot; v56 p227-256 2019.]
Wisconsin [State Profile]
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,Expenditures,College Students,Academic Degrees

This State Profile from the Delta Cost Project presents data on key Delta metrics for public research, master's, bachelor's, and community college sectors in the state of Wisconsin. The data are limited to a five-year period, showing data for the most recent year, and the five-year change.
Trend in the G.C.E. Ordinary Level Mathematics Performance of Students in the North West Region of Cameroon
Author: Akuro, Anta
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Secondary School Students,Standardized Tests,Achievement Tests,Mathematics Tests,Gender Differences,Student Characteristics

This work seeks to portray the trend (pattern) in the General Certificate of Education (GCE), Ordinary Level mathematics performance of secondary school students of the North West Region of Cameroon, across the years 2007-2013. To achieve this, an expost facto research design was used. Furthermore, the population of the study was all the 171,187 Form Five secondary school students of the North West Region of Cameroon that sat for this examination across the years 2007-2013. No sampling was used since the results of all the students in the population were considered in the study. The instrument for data collection was the &quot;North West Region Students' GCE O'Level Mathematics Results&quot; Data CD which was officially collected from the headquarters of the Cameroon GCE Board, Buea. Moreover, students' mean mathematics performance for the various years was used to describe the trend in the students' performance. Though the results did not show any systematic pattern, it was noticed that 2009 showed the best mathematics performance, with performance dropping steadily across the years 2011-2013.
Strategy Adoption Depends on Characteristics of the Instruction, Learner, and Strategy
Author: Brown, Sarah A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Characteristics,Learning Strategies,Problem Solving,Feedback (Response),Context Effect,Adoption (Ideas),Individual Differences,Undergraduate Students,Self Efficacy,Predictor Variables,Cognitive Processes,Behavior Patterns,Novelty (Stimulus Dimension),Behavior Change,Error Correction,Mathematics Skills

Why do people change their strategies for solving problems? In this research, we tested whether negative feedback and the context in which learners encounter a strategy influence their likelihood of adopting that strategy. In particular, we examined whether strategy adoption varied when learners were exposed to a target strategy in isolation, in conjunction with their own current strategy, and in conjunction with another novel strategy. We also investigated the roles of individual differences, including learners' need for cognition and their confidence in their current strategies. In Study 1, undergraduate participants who encountered a target strategy in isolation were more likely to adopt it than participants who encountered it in the context of their own current strategy. Negative feedback, low confidence, and high need for cognition also predicted greater adoption. In Study 2, we examined whether rates of strategy adoption depended on the target strategy itself. Indeed, participants were more likely to adopt one strategy than the other, and the effects of feedback also varied across strategies. Individual differences--need for cognition and confidence--also influenced patterns of strategy adoption. These results suggest that strategy adoption depends on the confluence of many factors, including the context in which a target strategy is introduced, characteristics of the learner, and characteristics of the strategy itself.
Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model
Author: Arifin, Zainal
Date: 2020-05-00
Type: Reports - Research
Subjects: Andragogy,Pedagogical Content Knowledge,Teaching Methods,Technological Literacy,Vocational Education,Learning Processes,Student Needs,Cognitive Style,Models,Educational Improvement

Nowadays, the ICT is an important part of the 21st century and teacher learning and industry 4.0 challenges must involve technology in their teaching and learning. Previous research on the involvement of technology in the learning process is generally known as TPACK, Technology -- Pedagogy -- Content -- Knowledge. However, the specific objectives of implementing vocational learning are specific to certain occupations. The purpose of this study is to analyse the teaching and learning needs of students in professional vocational education with the revised TPACK new model approach. The study of qualitative methods in the form of document analysis is used to construct a new theoretical conceptual framework. Important findings offered in the concepts of teaching and learning of vocational students were adopted based on work, content, technology, and learning approaches which were conceptualized as TAWOCK. The work as a new domain shows the characteristics of student teaching and learning while the learning approach has shifted from the level of engagement - Pedagogy to the level of cultivation - Andragogy. The study explains that vocational education with the TAWOCK concept is an ideal model for developing depth.
West Virginia [State Profile]
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Academic Degrees,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,Expenditures,College Students

This State Profile from the Delta Cost Project presents data on key Delta metrics for public research, master's, bachelor's, and community college sectors in the state of West Virginia. The data are limited to a five-year period, showing data for the most recent year, and the five-year change.
School Counselors: Risk of Accumulated Stress
Author: Merrill-Washington, Victoria
Date: 2020-06-08
Type: Information Analyses
Subjects: School Counselors,Stress Variables,Work Environment,Stress Management,Counselor Role,Professional Development,Trauma,Urban Schools,Prevention,Coping

Counselors in the school setting may undergo a high amount of stress because of the nature of their profession. Professional counselors, who manage stress, can be more effective in the school, the profession, and their life. This literature review examines the types of stressors in the school environment and professional responsibilities that promote stress. Recommendations are included for counselors, school settings, and professional development. In addition, practices to manage stress in counselor programs and school settings are included.
Service Marketing Mix as Input and Output of Higher and Technical Education: A Measurement Model Based on Students&apos; Perceived Experience
Author: Mahajan, Prashant
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Marketing,Student Attitudes,Academic Achievement,Higher Education,Technical Education,Indians,Referral,Foreign Countries,Student Motivation,Competition,Institutional Characteristics,College Choice,Socioeconomic Status,Quality of Life,Educational Development,Economic Development,Delivery Systems,Measurement,Educational Experience

Purpose: The purpose of this paper is to examine the relationships of service marketing mix (SMM) as service input and service output in terms of students' performance, satisfaction and referral act in context to higher and technical education (HTE) through the application of structural equation modeling. Design/methodology/approach: A quantitative research, conducted through a self-administered survey composed by a closed-ended structured questionnaire, was incorporated for the students who were enrolled in the technical educational institutions situated in the Khandesh region of India. Findings: The findings of this study revealed that traditional SMM is statistically linked with the performance of students in terms of skill and knowledge enhancement, satisfaction and referral act of students, which are perceptible new emerging SMM; performance, pleasure and pointing out in terms of service output. Practical implications: Integrating SMM as service input and service output are productive for HTE in enhancing growth (quantitatively) by the inclusivity of diversified students and development (qualitatively) by enhancing their performance for global standing, making them satisfied and motivating them for recommending their institution to others. This integration can be utilized as a yardstick by the institutions for staying ahead in students' market with a distinctive competitive advantage. Social implications: Growth and development of HTE will raise a society's quality of life and thereby increase a country's socio-economic status. Originality/value: The study has exhibited SMM as input and output of a service system that is useful for the growth and development of HTE. The measurement tool presented is effective in (re)framing policies on SMM as service input based on desired service output.
Briefing Memo: Summaries of States&apos; ESSA Accountability Plans. Briefing Memo
Author: Kaput, Krista
Date: 2017-05-26
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Statewide Planning,State Government,Educational Planning,Educational Indicators,Performance Based Assessment,Educational Assessment

On April 3, 2017, sixteen states (Arizona, Colorado, Connecticut, Delaware, Hawaii, Illinois, Louisiana, Maine, Massachusetts, Michigan, Nevada, New Jersey, New Mexico, North Dakota, Tennessee, and Vermont) and the District of Columbia submitted their Every Student Succeeds Act (ESSA) state accountability plans to either the US Department of Education (USDE) or their governor for review. Hawaii's plan has been submitted to the governor for review, and has been included in this memo. There are four primary areas or &quot;big decisions&quot; left up to states under ESSA, which they must address in their plans: (1) School Quality or Student Success; (2) Indicators and Weights; (3) Overall Rating System; and (4) Ninety-Five Percent Student Assessment Participation. This briefing memo provides a one-page summary of each state's plan.
The Demotivating Effect (and Unintended Message) of Awards
Author: Robinson, Carly D.
Date: 2019-00-00
Type: Reports - Research
Subjects: Student Motivation,Awards,Attendance,Incentives,Gender Differences,Secondary School Students,Academic Achievement,Individual Differences,Young Adults,Attitudes,Social Behavior,Behavior Standards

It is common for organizations to offer awards to motivate individual behavior, yet few empirical studies evaluate their effectiveness in the field. We report a randomized field experiment (N = 15,329) that tests the impact of two common types of symbolic awards: pre-announced awards (prospective) and surprise awards (retrospective). The context is U.S. schools, where we explore how awards motivate student attendance. Contrary to our pre-registered hypotheses and organizational leaders' expectations, the prospective awards did not on average improve behavior, and the retrospective awards &quot;decreased&quot; subsequent attendance. Moreover, we find a significant negative effect on attendance after prospective incentives were removed, which points to a crowding-out effect. Survey experiments probing the mechanisms suggest that awards may cause these unintended effects by inadvertently signaling that the target behavior (perfect attendance) is neither the social norm nor institutionally expected. In addition, receiving the retrospective award suggests to recipients that they have already outperformed the norm and what was expected of them, hence licensing them to miss school. Exploratory analyses shed further light on differential effects of awards by age and performance. [This is the in press version of an article published in &quot;Organizational Behavior and Human Decision Processes&quot; (ISSN 0749-5978).]
State Employment First Policies #2: Engaging Stakeholders in Development and Implementation. Research to Practice. Issue No. 57
Author: Bose, Jennifer
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: State Policy,Employment Opportunities,Employment Services,State Programs,Disabilities,Supported Employment,Capacity Building,Program Implementation,Stakeholders

This brief is the second in a series focusing on Employment First implementation as it relates to one of the seven elements within the High-Performing States in Integrated Employment model. It examines the background of circumstances under which Employment First efforts began in seven states, and introduces each state's values, mission, and goals around increasing employment opportunities for people with disabilities. States may use the lessons in this brief to develop an Employment First policy, or to evolve existing efforts. [This is a publication of Access to Integrated Employment, a project of ThinkWork! at the Institute for Community Inclusion. For the first brief, &quot;State Employment First Policies: State Definitions, Goals, and Values,&quot; see ED605611.]
Spending and Results: What Does the Money Buy? A Delta Data Update, 2000-2010
Author: Desrochers, Donna M.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Academic Degrees,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,Expenditures,College Students

This is one in a series of data briefs developed by the Delta Cost Project at AIR using data from the &quot;IPEDS Analytics: Delta Cost Project Database 1987-2010,&quot; which was released on August 14, 2012, by the U.S. Department of Education, National Center for Education Statistics. The intent of these briefs is to update key tables and figures from &quot;Trends in College Spending: Where does the money come from? Where does it go? What does it buy?&quot; This data brief focuses on institutional spending and outcomes between 2000 and 2010, with particular attention paid to changes between 2009 and 2010. The brief looks at two degree-related measures: (1) Degree and completion ratios that compare the number of degrees or completions (total awards) to student enrollment; and (2)The cost per the total number of degrees or completions awarded, which looks at education and related (E&amp;R) costs (spending focused solely on the educational mission of colleges and universities) through the lens of student outcomes rather than enrollments. [For &quot;IPEDS Analytics: Delta Cost Project Database 1987-2010. Data File Documentation. NCES 2012-823,&quot; see ED534366. For &quot;Trends in College Spending 1999-2009. Where Does the Money Come from? Where Does It Go? What Does It Buy? A Report of the Delta Cost Project,&quot; see ED539420.]