ethanporcaro/eric-fulltext-meta huggingface dataset:
A Discussion on Accurate and Effective Data Collection for Qualitative Research
Author: Yildiz, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Collection,Qualitative Research,Accuracy,Documentation,Research Design,Program Effectiveness

The purpose of the study is to discuss accurate and effective data collection for qualitative studies. The analysis of the written documents for the study was carried out via the descriptive analysis approach. Many documents reviewed, checked for authenticity, arranged, and organized by field experts can be a source of data, and using these documents can enhance the reliability and validity of qualitative studies. It is considered in qualitative studies that the researcher must constantly keep in touch with the study group to gather correct and effective data, choose the most appropriate time for the group in every respect, and determine the data collection tools in line with the participants' interests and opinions. In addition, it is known that the participants must be encouraged to express their real opinions easily, that they must feel comfortable and safe during the study process and in the study environment, and that recording devices can sometimes be intimidating. If qualitative data is considered to be obtained from documents, the priority must be given to first-hand documents that are relevant to and necessary for the problem addressed.
Completing College 2020: A National View of Student Completion Rates for 2014 Entering Cohort. (Signature Report No. 19)
Author: Causey, J.
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: College Graduates,Graduation Rate,Time to Degree,Two Year College Students,College Students,Two Year Colleges,Private Colleges,Public Colleges,Proprietary Schools,Racial Differences,Ethnicity,Nontraditional Students,Stopouts,Age Differences,Gender Differences,Geographic Location,Enrollment

As the ninth in the &quot;Completing College&quot; series, the report presents the latest information on the six-year completion outcomes of the fall 2014 cohort of beginning college students, nationally and by state, and the eight-year completion outcomes of the fall 2012 cohort of beginning students, through June 2020. The national completion rate counts all students who enter postsecondary education for the first time each year, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. It includes those who complete after transfer, not just completions at the starting institution. Thus, the results more fully capture today's students' diverse pathways to success, which increasingly involve mobility across institutions and across state lines, re-entry after stop-out, and changes in enrollment intensities.
Pre-K through 12 Education and COVID-19: Landscape Analysis of Impact Indicators
Author: Kazouh, Ashley
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Outcomes of Education,Equal Education,Educational Opportunities,Access to Education,Minority Group Students,Educational Technology,Distance Education,Educational Indicators,Privacy,Public Health,Licensing Examinations (Professions),Faculty Mobility,Teacher Retirement,Educational Finance,School Closing,Achievement Gap,Testing,Student Evaluation

In what ways and to what extent has the COVID-19 pandemic impacted racial and socioeconomic inequities in educational opportunity and access in North Carolina? This report, commissioned by the Brady Education Foundation and prepared by researchers at the Public School Forum of North Carolina and the Samuel DuBois Cook Center on Social Equity at Duke University, reveals that there is limited available data to assess the impact of COVID- 19 on education in North Carolina across all topic areas, in large part due to limited resources and time to collect information. If we hope to truly understand how Black, Latinx students, and economically disadvantaged students throughout the state have fared during the pandemic and will fare in the years ahead, extensive new data collection and analysis efforts will be necessary. You'll find in this report what data already exists, what is being collected, and what data should be collected in the future in order to address educational inequality in North Carolina. Our analysis focused on the following topic areas that are relevant to COVID-19 and equity in educational opportunity, access, and outcomes: (1) Technology and Remote Learning; (2) Teachers; (3) Resources and Opportunity; and (4) Academic Outcomes. [The report was also prepared by the Samuel DuBois Cook Center on Social Equity at Duke University. Funding provided by the Brady Education Foundation.]
Current Term Enrollment Estimates: Fall 2018
Author: National Student Clearinghouse Research Center
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,School Size,Undergraduate Study,Graduate Study,Associate Degrees,Age Differences,Gender Differences,Geographic Location,Intellectual Disciplines,Classification

The &quot;Current Term Enrollment Estimates Report Series&quot; is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2018, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In fall 2018, overall postsecondary enrollments decreased 1.7 percent from the previous fall. Enrollments increased 2.4 percent at four-year private nonprofit institutions, but this increase was largely due to the recent conversion of a large for-profit institution to nonprofit status. Enrollments decreased among four-year for-profit institutions (-15.1 percent) and two-year public institutions (-3.2 percent) and were virtually unchanged at four-year public institutions. Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 1.3 percent this fall. [For &quot;Current Term Enrollment Estimates: Spring 2018,&quot; see ED610017.]
Current Term Enrollment Estimates: Fall 2017
Author: National Student Clearinghouse Research Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Enrollment,Postsecondary Education,Enrollment Rate,Enrollment Trends,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Age Differences,Gender Differences,Institutional Characteristics,Undergraduate Students,Associate Degrees,Bachelors Degrees,Graduate Students,Part Time Students,Full Time Students,Majors (Students)

&quot;Current Term Enrollment Estimates&quot; is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2017, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In fall 2017, overall postsecondary enrollments decreased 1.0 percent from the previous fall. Enrollments decreased among four-year for-profit institutions (-7.1 percent), two-year public institutions (-1.7 percent), four-year private nonprofit institutions (-0.4 percent), and four-year public institutions (-0.2 percent). Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 0.8 percent this fall. [For &quot;Current Term Enrollment Estimates: Spring 2017,&quot; see ED610018.]
A Scrutiny on the Moral Decision-Making Attitudes of the Youth Sportspeople in Combat Branches
Author: Pepe, Sirin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Values,Decision Making,Athletes,Athletics,Age Differences,Gender Differences,Parent Background,Educational Attainment,Youth,Sportsmanship,Standards,Ethics

The objective of this study is to scrutinize the changes in the moral decision-making attitudes of the youth sportspeople in the branches of box, wrestling, karate, kickboxing, judo, and taekwondo. The population of the study is constituted by the youth sportspeople in Turkey and the sample group consists of 257 male and 135 female, totally 392, sportspeople doing sports in the youth setups of box, wrestling, karate, kickboxing, judo, and taekwondo in the province of Osmaniye. In acquiring the data, for demographic properties, a personal information form and, for moral decision-making attitudes, &quot;Moral Decision-making Attitudes Scale in Youth Sports&quot; developed by Lee, Whitehead, and Ntoumanis (2007) and adapted to the Turkish culture and examined its test reliability by Gürpinar (2014a) were used. In our study where the level of significance was determined as 0,05, homogeneousness and variances of the data were determined by conducting a descriptive statistics operation; Kruskal Wallis, Man Whitney U tests were used in determining the changes between groups; and Tamhane's T2 test was utilized to determine the source of the difference. In our study, no change in the moral decision-making attitudes of the youth sportspeople in combat branches in line with the factor of period of doing sports was observed, while it was determined that the factors of age, gender, branch, and parental education level are effective in the moral decision-making attitudes of sportspeople and that such effects cause statistically significant alterations (p&lt;0.05).
Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development
Author: Verger, Antoni
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Educational Objectives,Goal Orientation,Preschool Education,Child Development,Elementary Education,Access to Education,Secondary Education,Educational Needs,At Risk Persons,Poverty,Literacy Education,Gender Bias,Disproportionate Representation,Cultural Differences,Educational Quality,Developing Nations,Nutrition,Child Health,Postsecondary Education,Educational Resources,Teacher Qualifications,Numeracy,Social Bias,Socioeconomic Status,Educational Finance,Disabilities,Academic Achievement,Illiteracy,Academic Standards,Accountability,Data Collection,Data Use,Foreign Countries,Data Analysis,Age Differences,Gender Differences,Sustainable Development,Educational Environment,Literacy,International Assessment

This report reviews the conceptual debates and existing data sources that relate to three ambiguous and controversial targets included in the post-2015 education framework: Relevant Learning Outcomes; Knowledge, Skills, Values, and Attitudes (for education for global citizenship and sustainable development); and Teachers and Safe, Inclusive, and Effective Learning Environments. The main objectives of the report are to: (1) Propose a battery of indicators for each target for the purpose of advancing toward a broad and bold global education action framework; (2) Reflect on the most appropriate methodological approaches to monitor countries' progress against the post-2015 education targets; and (3) Inform current debates related to the definition of the post-2015 education action framework and become a useful tool for civil society and governmental actors involved in such debates. In this report the authors emphasize the importance of complementing a focus on access with process and outputs indicators to ensure the quality of education systems. The authors also assert that, in any global framework for action, equity should be seen as cross-cutting to access, processes, and outputs, as well as inherent to any notion of educational quality. . Existing evidence makes clear that most educational systems will only be able to improve their effectiveness if they reduce educational inequalities and strengthen education processes for the most marginalized.
Perceived Stress Due to COVID-19 Pandemic among Employed Professional Teachers
Author: Oducado, Ryan Michael F.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Stress Variables,Foreign Countries,Teacher Attitudes,Gender Differences,Correlation,Self Concept,Health,Coping,Mental Health,Teacher Characteristics

The unexpected occurrence of the COVID-19 outbreak has undeniably disrupted the normalcy of life. Stress has become an important concern in education since the COVID-19 outbreak. This descriptive-correlational online survey administered in August 2020 utilized the COVID-19 Perceived Stress Scale (COVID-19 PSS-10) to assess the COVID-19 perceived stress among employed Filipino teachers. Whitney U and Kruskal-Wallis tested for differences while Spearman's rho was used to analyze the correlation between variables. Results demonstrated that more than half of teachers experienced moderate COVID-19 stress. Females experienced significantly higher COVID-19 stress compared to males. A negative correlation was noted between self-rated health and COVID-19 stress while a positive correlation was found between the perceive risk of getting COVID-19 infection and COVID-19 stress. This study highlights that steps must be undertaken to help teachers deal with the stress of the COVID-19 crisis as well as they must be provided or taught with stress management interventions during this pandemic. This study could be used as a baseline for future research to assess the impact of COVID-19 stress among professional teachers.
The Paradoxical Relationship between Principals&apos; Transformational Leadership Styles and Teachers&apos; Motivation
Author: Adarkwah, Michael Agyemang
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Transformational Leadership,Leadership Styles,Teacher Motivation,Correlation,Foreign Countries,Job Satisfaction,Teacher Characteristics,Administrator Characteristics,Teacher Attitudes,Administrator Attitudes,Administrator Responsibility,Teaching Conditions,Elementary Secondary Education

Leadership and motivation are inseparable. Principals' transformational leadership has been a focus in education over a decade because of the crucial role it plays in influencing the performance of teachers and students. There is a call for principals who are more transformational and less transactional. Prior research has established that principals who adopt the transformational leadership style are able to motivate their teachers to ensure higher academic achievement of students. Nonetheless, there is limited study on the relationship between the transformational leadership styles of principals and teacher motivation in most developing countries such as Ghana. Using the Multifactor Leadership Questionnaire (MLQ 6S), this study investigates the four dimensions of transformational leadership; idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teacher motivation in some selected basic schools in Eastern Region, Ghana. Findings indicate that although principals self-reported higher transformational leadership style, it had no significant relationship with teacher motivation. Three of the four dimensions of transformational leadership negatively correlated with teacher motivation (&quot;idealized influence, inspirational motivation, and intellectual stimulation). Teachers also reported low motivation. Further analysis revealed that principals equally practiced the transactional leadership style and less of the laissez-faire leadership style. The laissez-faire leadership style negatively correlated with teacher motivation. School administrators are encouraged to organize more leadership training programs for principals, and ensure teachers are adequately motivated to improve the academic performance of students.
Indicators for All? Monitoring Quality and Equity for a Broad and Bold Post-2015 Global Education Agenda
Author: Barrett, Angeline M.
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Access to Education,Equal Education,Educational Quality,Sustainability,Sustainable Development,Lifelong Learning,Citizenship Education,Social Justice,Social Change,Global Approach,Skill Development,Values Education,Knowledge Level,Educational Environment,Educational Objectives,Relevance (Education),Teacher Competencies,Educational Indicators,Civil Rights

This paper sets out to reclaim rights-based thinking on for the current proposals for the education Sustainable Development Goal (SDG). The proposed indicators are intended to contribute to a broad and bold agenda for education quality compatible with the targets set out in two proposals for a post-2015 education goals -- the Muscat Agreement (Global Education For All Meeting 2014) and Open Working Group (OWG) proposal (Open Working Group for Sustainable Development Goals 2014). Two targets are addressed, the &quot;relevant learning outcomes&quot; component of the basic education target and the target for qualified teachers. The paper is organized into two parts. Part I looks back at experience with the education MDG, EFA goals, and understandings of quality within the EFA movement to arrive at a framework for formulating indicators. Suggestions for post-2015 indicators are set out in Part II. The conclusion argues that the development goal should not only monitor what has been achieved against a pre-determined agenda but support stakeholders across all levels to create and implement a broad and bold agenda for education.
New York State Grade 4 Elementary-Level Science Test. Manual for Administrators and Teachers, 2020. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Grade 4,Science Tests,Testing Programs,Testing,Scoring,Guides,Student Evaluation,Testing Accommodations,Performance Based Assessment,Elementary School Science

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2019 manual, see ED609990.]
New York State Grade 4 Elementary-Level Science Test. Manual for Administrators and Teachers, 2019. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Grade 4,Science Tests,Testing Programs,Testing,Scoring,Guides,Student Evaluation,Testing Accommodations,Performance Based Assessment,Elementary School Science

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2018 manual, see ED609991.]
New York State Grade 4 Elementary-Level Science Test. Manual for Administrators and Teachers, 2018. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Grade 4,Science Tests,Testing Programs,Testing,Scoring,Guides,Student Evaluation,Testing Accommodations,Performance Based Assessment,Elementary School Science

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2017 manual, see ED609992.]
New York State Grade 4 Elementary-Level Science Test. Manual for Administrators and Teachers, 2017. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Grade 4,Science Tests,Testing Programs,Testing,Scoring,Guides,Student Evaluation,Testing Accommodations,Performance Based Assessment,Elementary School Science

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2016 manual, see ED609994.]