ethanporcaro/eric-fulltext-meta huggingface dataset:
Youth Functioning and Experiences in Inner-City After-School Programs among Age, Gender, and Race Groups
Author: Roffman, Jennifer G.
Date: 2001-03-00
Type: Reports - Research
Subjects: Urban Areas,After School Programs,Age Differences,Gender Differences,Racial Differences,Minority Group Children,Correlation,Clubs,Program Effectiveness,Child Development,African Americans,Hispanic Americans,Participation,Skill Development,Psychological Patterns,Self Esteem,Youth Programs,Preadolescents,Adolescents,Adolescent Development,Likert Scales,Check Lists,Multivariate Analysis

Many dangers and challenges face inner-city minority children during their after-school hours. Youth development programs provide an alternative to spending this time unsupervised. We examined the relationship between children's experiences in selected urban Boys and Girls Clubs and child functioning. Because the sample (N = 296) consisted of African American and Hispanic boys and girls, aged 10-18, we were able to compare these relationships across race, gender, and age groups. There was no relationship between simple participation levels and child functioning, but significant linkages were identified between specific elements of the club experience and functioning. Relationships with club staff members and participation in club activities were associated with better functioning for older boys, a subgroup that is at considerable risk for delinquency. In addition, enjoyment of the club and not feeling badly treated there were associated with better functioning for all groups of children. [This article was published in the &quot;Journal of Child and Family Studies,&quot; v10 n1 p85-100 Mar 2001.]
Immersion in Primary School: A Guide
Author: Kersten, Kristin
Date: 2010-11-00
Type: Guides - Non-Classroom
Subjects: Immersion Programs,Elementary Education,Second Language Instruction,Multilingualism,Prior Learning,Preschool Education,Bilingual Education,Literacy Education,German,Program Implementation,Legal Responsibility,Planning,Institutional Cooperation,Private Schools,Costs,Teacher Selection,Faculty Workload,Teamwork,Preschool Children,Dyslexia,Native Language,Parent Role,Foreign Countries

Immersion programmes in primary schools have gained more and more recognition over the last decades. Every new immersion school faces the problem of providing a concept which will be put into practise with the help of personnel who have normally not been trained specifically for this task. The purpose of this guide is to answer frequently asked questions about immersion at the primary school level and aims at helping practitioners to implement immersion programmes.
2015-2016 Annual Enrollment Report. Daring to Be Great: The NDUS Edge
Author: Weber, Jennifer
Date: 2016-08-00
Type: Reports - Research
Subjects: Annual Reports,Enrollment Rate,Enrollment Trends,State Surveys,Statistical Data,Statistical Distributions,College Credits,Delivery Systems,Noncredit Courses,Electronic Learning,Full Time Students,Part Time Students,College Freshmen,Transfer Students,Job Training,Industrial Education,State Universities,Community Colleges,Two Year Colleges

The North Dakota University System (NDUS) &quot;2015-2016 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit and non-degree credit enrollments across the eleven NDUS institutions for an entire academic year. Additionally, non-credit enrollments provided through TrainND, a legislatively established organization powered by the five state community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2015, Fall 2015, and Spring 2016 semesters. &quot;Train ND Non Credit Coursework &amp; Training&quot; is appended.
Effects of a Multimedia Professional Development Package on Inclusive Science Teachers&apos; Vocabulary Instruction
Author: Kennedy, Michael J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Science Instruction,Multimedia Instruction,Faculty Development,Inclusion,Science Teachers,Disabilities,Teaching Methods,Student Needs,Middle School Teachers,Observation,Evidence Based Practice,Video Technology,Instructional Materials,Feedback (Response),Coaching (Performance),Vignettes,Technology Uses in Education,Educational Technology

Vocabulary knowledge is vital for students' success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level content area courses. Because many students with disabilities are now educated primarily in general education classrooms, their teachers report needing more professional development on instructional strategies to support this population. Using a multiple-baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge. The professional development package improved the quality of the teachers' use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes.
2016 Fall Enrollment Report. Daring to Be Great: The NDUS Edge
Author: Weber, Jennifer
Date: 2016-11-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Rate,Enrollment Trends,State Universities,Access to Education,Institutional Mission,State Boards of Education,Educational Policy,State Policy,Organizational Change,Full Time Students,Part Time Students,College Bound Students,College Freshmen,Transfer Students,Special Needs Students,College Credits,Electronic Learning,Delivery Systems,Undergraduate Students,Place of Residence,Graduate Students,Age Differences,Racial Distribution,State Surveys,Two Year Colleges

To improve student access and success in North Dakota University System institutions, the State Board of Higher Education has implemented enrollment policies that better reflect the differentiated missions of research universities, regional universities, and community colleges. This report addresses the transition in policy by grouping data by institutional mission. The North Dakota University System includes two research universities, four regional universities, and five two-year community colleges. As required by the North Dakota State Board of Higher Education, this enrollment report includes all degree credit enrollments for all NDUS institutions and is consistent with protocols implemented by the Integrated Postsecondary Education Data System.
Student Affordability Report. Daring to Be Great: The NDUS Edge
Author: North Dakota University System
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Access to Education,Paying for College,Fees,Student Costs,College Housing,Federal Aid,Student Loan Programs,Debt (Financial),Student Financial Aid,Statistical Distributions,Comparative Analysis,Educational Trends,Trend Analysis,Financial Support,Undergraduate Students,Institutional Characteristics,Cost Indexes,Two Year Colleges

This 2016 student affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room &amp; Board; (2) Total Estimated Student Cost; (3) Federal Funding Sources; (4) Net Price; (5) Loan Volume and Indebtedness; and (6) Percent of Students with Aid. In 2015-16, tuition and mandatory fee rates at University of North Dakota (UND), North Dakota Sate University (NDSU), Minot State University (MiSU) and the four-year campuses were less than their regional counterparts. NDUS two-year campus rates continue to be higher than regional counterparts. Mandatory fees are those assessed to all students regardless of program and would not include course or program specific fees. NDUS 2015-16 room and board rates at all campuses (except the two-year campuses) are significantly less than regional rates. Tuition and fees range from 28-40 percent of the total estimated student cost; room, board, books, supplies, travel and other expenses account for the remaining 60-72 percent of the cost. Federal Work-Study dollars have declined by 25.0% over the last 10 years. It is increasingly difficult for campuses to compete with high paying jobs in the market-place. Loan volume is slowing at all institution types. All saw a reduction in number of borrowers, average loan amount borrowed and total volume over the past five years. In 2014, the average NDUS overall student loan indebtedness for graduates was $27,704 (3.3% increase) for all loan types (federal, Perkins, private alternative loans and other loans.) The national average is $28,950 (2.0% increase) as reported by the Institute for College Access &amp; Success. 55.7% of NDUS undergraduates received some form of financial aid in 2014-15. Two appendices are included: (1) A Comparison of ND and Regional Average Undergraduate Tuition and Mandatory Fees; and (2) A Comparison of ND and Regional Average Room and Board Rates.
North Dakota University System Five-Year Plan. Daring to Be Great: The NDUS Edge
Author: North Dakota University System
Date: 2017-02-03
Type: Reports - Descriptive
Subjects: State Universities,Two Year Colleges,Annual Reports,Statewide Planning,College Planning,Strategic Planning,School Location,Educational Quality,Relevance (Education),Student Development,Systems Approach,Tuition,Needs Assessment,State Boards of Education,Educational Improvement,College Students

This report presents the 2017-19 edition of the State Board of Higher Education's strategic narrative. Contents include: (1) North Dakota University System (NDUS) colleges and locations; (2) Board Chair Neset's report; (3) Five-year goals; (4) Deliver degrees that are the best value in the nation; (5) Provide programs people want; (6) Equip students for success; (7) Maximize the strengths of a unified system; (8) Financial snapshot (and Tuition snapshot); (9) Chancellor's Cabinet studies (studying long-term needs); (10) Envision 2030; and (11) State Board of Higher Education members.
Cutting through Complexity: Using Behavioral Science to Improve Indiana's Child Care Subsidy Program. OPRE Report 2016-03
Author: Dechausay, Nadine
Date: 2016-09-00
Type: Reports - Research
Subjects: Child Care,Grants,Early Childhood Education,After School Programs,Intervention,State Aid,Low Income Students,Diagnostic Tests,Educational Quality,Testing,Behavioral Sciences,Program Improvement,Change Strategies,Educational Improvement,Educational Cooperation,Partnerships in Education,Decision Making,School Choice,Funding Formulas,Program Evaluation,Program Effectiveness,Foreign Countries,State Programs

This report describes a collaboration between the Indiana Office of Early Childhood and Out-of-School Learning (OECOSL) and the Behavioral Interventions to Advance Self-Sufficiency (BIAS) team. The OECOSL is the lead agency responsible for administering the state's Child Care and Development Fund (CCDF), which provides child care subsidies to low-income parents who are working or in school. The BIAS team tested three behavioral interventions related to the CCDF program using random assignment. The first intervention focused on child care decision making among low-income parents. It aimed to increase the percentage of parents who used their CCDF subsidies to pay for providers in the state's quality rating and improvement system, called Paths to QUALITY (PTQ). The second and third interventions aimed to improve the CCDF redetermination process. Findings showed that the first intervention did not increase the overall percentage of CCDF families who chose any PTQ provider; however, being sent a referral list combined with a phone call increased the percentage of parents who chose a highly rated provider by 2.1 percentage points (a 17 percent change). The second intervention increased the percentage of parents who attended their first scheduled redetermination appointment by 10.6 percentage points (a 24 percent change). It did not change the likelihood that parents completed redetermination in one appointment, but it did increase the percentage of parents who renewed on time by 2.7 percentage points (a 4 percent change). The following are appended: (1) Additional Background; and (2) Technical Appendix. Contains a list of earlier publications from the Behavioral Interventions to Advance Self-Sufficiency (BIAS) Project.
Understanding Knowledge Network, Learning and Connectivism
Author: AlDahdouh, Alaa A.
Date: 2015-10-00
Type: Journal Articles
Subjects: Learning Theories,Social Networks,Constructivism (Learning),Networks,Educational Technology,Technology Uses in Education,Online Courses,Epistemology,Artificial Intelligence,Information Networks,Models

Behaviorism, Cognitivism, Constructivism and other growing theories such as Actor-Network and Connectivism are circulating in the educational field. For each, there are allies who stand behind research evidence and consistency of observation. Meantime, those existing theories dominate the field until the background is changed or new concrete evidence proves their insufficiencies. Connectivists claim that the background or the general climate has recently changed: a new generation of researchers, connectivists propose a new way of conceiving knowledge. According to them, knowledge is a network and learning is a process of exploring this network. Other researchers find this notion either not clear or not new and probably, with no effect in the education field. This paper addresses a foggy understanding of knowledge defined as a network and the lack of resources talking about this topic. Therefore, it tries to clarify what it means to define knowledge as a network and in what way it can affect teaching and learning.
Planning to Design MOOC? Think First!
Author: AlDahdouh, Alaa A.
Date: 2016-04-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Design,Literature Reviews,Dropout Rate,Accreditation (Institutions),Business,Models,Reputation,Teaching Methods,Research,Ethics,Student Evaluation,Language Usage,Barriers,Higher Education,Qualitative Research,Content Analysis,Learning Theories,Social Networks,Educational Technology,Technology Uses in Education

Over the last years, educators have been forced to rethink about the whole education system. In 2005, Connectivism, a new learning theory, was emerged. Consequently, Massive Open Online Courses (MOOCs) have been presented as an alternative powerful educational system. Money was invested and tens of for-profit and non-profit companies involved in producing MOOC. However, integrating and adopting MOOC in educational institutions worldwide is still questionable. This literature review paper addressed and discussed the issues that higher education institutions should consider before adopting MOOC. The findings showed eight considerable, interrelated and controllable MOOC issues: high dropout rate, accreditation, business model, reputation, pedagogy, research ethics, student assessment and language barrier. Policy makers in higher education institutions should be aware of these issues before including MOOC in their development plans. In addition, the paper presented a number of possible future studies.
The Cultural Discontinuity Hypothesis: A Critical Review of Literature
Author: Conner, Timothy W., II
Date: 2013-02-10
Type: Information Analyses
Subjects: Minority Group Students,Underachievement,Culture Conflict,Values,Behavior,African American Students,Asian American Students,Hispanic American Students,American Indian Students,Educational Research

Researchers that study cultural and psychological influences on learning and development have proposed that differences between the socialized practices of European Americans and those of particular racial and ethnic minority youth are, to some degree, potentially responsible for persistent Racial and ethnic minority youth underachievement in America. This phenomenon, known as Cultural Discontinuity, has great potential for identifying sources of difference between majority and minority educational experiences and more importantly, for finding particular methods for teaching students of various cultural backgrounds. The goal of this paper is two-fold: First, a review of the literature on the Cultural Discontinuity hypothesis (much of which can be found in the Tyler, et al. (2008) work) is discussed. Secondly, a discussion of next steps is offered, providing insight into what should also be considered with future study of this hypothesis.
The Effects of Test Trial and Processing Level on Immediate and Delayed Retention
Author: Chang, Sau Hou
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Retention (Psychology),Cognitive Processes,Correlation,Tests,Word Lists,Psycholinguistics,Databases,Word Frequency,Statistical Analysis

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing.
Evaluation of English as a Foreign Language Program--Using CIPP (Context, Input, Process and Product) Model
Author: Ulum, Ömer Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,High School Students,Interviews,Questionnaires,Student Attitudes,Statistical Analysis,Linguistic Input,Educational Environment,Reliability,Language Tests,Scheduling

The aim of this study is to evaluate a state high school EFL Program through CIPP (context, input, process and product) model. The participants of the study include 504 students. The source of data has been obtained through a 46-itemed questionnaire and an interview for the students. In the study, the data has been analysed using statistical techniques (SPSS 20.0). By looking at the responses to the scales displaying the program components such as context, input, process and product, it was understood that most of the students partly agreed about these components. Yet, regarding the course book of the program, the students mostly did not favour it. Furthermore, the students stated that the course time was too much and they always had the same topics in the courses, as well as hinting on the difficulty of the common exams specified in the program. At the end of the study, some recommendations were taken into consideration such as adjusting the common exams properly, implementing a variety of activities in the courses and shortening the course time in order not to discomfort the students.
Working toward the Cultural Discontinuity Hypothesis in Appalachian American Education: Theoretical Considerations
Author: Conner, Timothy W., II.
Date: 2016-01-10
Type: Reports - Evaluative
Subjects: Culture Conflict,Regional Characteristics,Geographic Regions,Educationally Disadvantaged,Social Theories,Systems Approach,Ethnocentrism

K.M. Tyler et al.'s (2008) seminal inquiry into establishing new measures for the study of cultural discontinuity and the role it may play in education provided a foundation from which to consider the ways in which cultural discontinuity might play a role in other, less discussed marginalized student populations. One such group of students are those that live within the socio-cultural confines of the Appalachian region of the United States. Although several theoretical perspectives might serve to orient the investigation of cultural values, marginalization in education and cultural discontinuity in Appalachia, serious inquiry into theoretical perspectives should be examined to determine which theoretical perspective (or perspectives) best serve as a means of understanding this type of inquiry. This paper reviews several theoretical perspectives, and examines the relative strengths and benefits of each as it relates to the study of Appalachian cultural discontinuity. In the end, a final theoretical framework is offered, with an explanation as to why it serves the study of cultural discontinuity in Appalachia so well.
Mathematics Education as a Practice: A Theoretical Position
Author: Grootenboer, Peter
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics Instruction,Educational Practices,Educational Theories,Educational Philosophy,Theory Practice Relationship,Educational Research,Foreign Countries,Qualitative Research,Semi Structured Interviews,Elementary Schools

In this paper we will examine mathematics education using practice theory. We outline the theoretical and philosophical ideas that have been developed, and in particular, we discuss the &quot;sayings,&quot; &quot;doings,&quot; and &quot;relatings&quot; inherent in the teaching and learning practices of mathematics education. This theorising is drawn from an empirical study that focused on the broader practices of education in schools. We exemplify these ideas with a small excerpt of data. Understanding mathematics education as a practice highlights the site-based nature and also ecological arrangement of practices, and we conclude by outlining some implications that emerge from this perspective.
Students' Performance on a Symmetry Task
Author: Ho, Siew Yin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Achievement,Geometry,Mathematics Instruction,Foreign Countries,Problem Solving,Mathematics Curriculum,Cross Cultural Studies,Grade 6,Spatial Ability,Elementary School Students

This paper describes Singapore and Australian Grade 6 students' (n=1,187) performance on a symmetry task in a recently developed Mathematics Processing Instrument (MPI). The MPI comprised tasks sourced from Australia and Singapore's national assessments, NAPLAN and PSLE. Only half of the cohort solved the item successfully. It is possible that persistence of prototypical images of a vertical line of symmetry and reinforcements in the classrooms could have attributed to this low success rate.
Mathematical Engagement Skills
Author: Ingram, Naomi
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Learner Engagement,Mathematics Skills,Longitudinal Studies,Adolescents,Secondary School Students,Ethnography,Case Studies,Qualitative Research,Observation,Questionnaires,Semi Structured Interviews,Teacher Attitudes,Parent Attitudes

In this paper, the mathematical engagement of Colin and Robyn is compared. Through this comparison, and informed by longitudinal research into the mathematical journeys of a group of students in New Zealand, a set of engagement skills emerged. Both students had high levels of engagement in mathematics. However, Colin was a thriving mathematics student with effective engagement skills, whereas Robyn had ineffective engagement skills and was, over time, vulnerable to disengagement, negative feelings and non-participation in the subject of mathematics.