ethanporcaro/eric-fulltext-meta huggingface dataset:
Broadband Access and Implications for Efforts to Address Equity Gaps in Postsecondary Attainment
Author: Sisneros, Lauren
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Online Courses,Distance Education,Internet,Telecommunications,Information Technology,Technology Uses in Education,Barriers,Costs,Access to Education,Postsecondary Education,Higher Education,State Policy,Public Policy

This education trends report focuses on two related but distinct challenges confronting state policy leaders and students as they seek to leverage online distance education to meet personal and statewide education goals: (1) access to the infrastructure necessary to provide industry-standard broadband speeds and (2) ensuring availability of the financial resources necessary to support adoption of broadband where it is available. Offered as a resource for state-level policymakers seeking to connect disparate conversations about broadband access, postsecondary attainment and equity concerns related to both, this report unfolds as follows: First, the report spotlights the challenge of inadequate access to industry-standard broadband speeds confronting many households and individuals. What is overwhelmingly evident is a physical infrastructure problem--certain communities simply do not have the ability, regardless of desire or the availability of financial resources, to access broadband at industry standard speeds; the information superhighway has not been constructed in these communities. Second, this report overviews a related but distinct challenge, whereby individuals reside in communities where the necessary broadband infrastructure is in place, but financial and/or other barriers are limiting adoption or use. In essence, the information highway has been constructed but certain segments of the population lack the means to drive on it. Finally, the report concludes with a set of key questions that state higher education policymakers can consider as they seek to expand the use of online distance education as a means of increasing educational access and supporting student success.
Universal SAT® Policy Boosts 4-Year College Enrollment. Info to Go™ 2015-1
Author: Hurwitz, Michael
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Rate,Enrollment Management,High School Seniors,Educational Change,Educational Policy,College Entrance Examinations

Maine replaced its existing high school statewide assessment with the SAT® and administered the exam to almost all public high school juniors. A primary goal of this policy change was to increase 4-year college enrollment by public school students in Maine. This brief report provides an overview of the data, research methodology employed, as well as the results and benefits of this change. [This report was adapted from: Michael Hurwitz, Jonathan Smith, Sunny Nin, and Jessica Howell, &quot;The Maine Question: How Is 4-Year College Enrollment Affected by Mandatory College Entrance Exams?&quot; &quot;Educational Evaluation and Policy Analysis,&quot; v37 n1 Mar (2015): 138-159. http://epa.sagepub.com/content/37/1/138 (see EJ1050961).]
University of West Florida Work Plan, 2013-2014
Author: State University System of Florida, Board of Governors
Date: 2013-07-09
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' new Strategic Plan 2012-2025 is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's Annual Accountability Report provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional Work Plans connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. These three documents assist the Board with strategic planning and with setting short-, mid- and long-term goals. They also enhance the System's commitment to accountability and driving improvements in three primary areas of focus: (1) academic quality; (2) operational efficiency; and (3) return on investment. The Board will use these documents to help advocate for all System institutions and foster even greater coordination with the institutions and their Boards of Trustees. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2013-14 components. Longer-term components will inform future agendas of the Board's Strategic Planning Committee. The Board's acceptance of a work plan does not constitute approval of any particular component, nor does it supersede any necessary approval processes that may be required for each component. The 2013-14 Work Plan is presented in this report. The following contents are included: (1) Strategy; (2) Key Performance Indicators; (3) Operations; and (4) Definitions.
System Summary of University Annual Work Plans, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities,Accountability,Awards

The State University System of Florida has developed three tools that aid in guiding the System's future; (1) The Board of Governors' new Strategic Plan 2012-2025 is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's Annual Accountability Report provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional Work Plans connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. These three documents assist the Board with strategic planning and with setting short-, mid- and long-term goals. They also enhance the System's commitment to accountability and driving improvements in three primary areas of focus: (1) academic quality; (2) operational efficiency; and (3) return on investment. The Board will use these documents to help advocate for all System institutions and foster even greater coordination with the institutions and their Boards of Trustees. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2014-15 components. Longer-term components will inform future agendas of the Board's Strategic Planning Committee. The Board's acceptance of a work plan does not constitute approval of any particular component, nor does it supersede any necessary approval processes that may be required for each component. The following work plan information is provided in this summary: (1) Performance Based Funding Metrics; (2) KPI Goals Common to All Universities; (3) Key Performance Indicator (KPI) Goals Specific to Research Universities; (4) Fiscal Information; (5) Planned Enrollment Growth; and (6) Planned Academic Programs.
MSQI in Action: Findings from the 2014-15 Evaluation
Author: New York City Department of Education
Date: 2015-00-00
Type: Reports - Research
Subjects: Fidelity,Program Implementation,Middle Schools,School Turnaround,Program Descriptions,Program Effectiveness,Program Evaluation,Change Strategies,Performance Factors

In 2011, the New York City Department of Education (NYCDOE) and the City Council's Middle School Taskforce launched the Middle School Quality Initiative (MSQI) as an instructional intervention for improving literacy levels in the lowest performing middle schools in New York City. The initiative grew rapidly and now serves over 100 schools and 53,000 students. When designing last year's evaluation, MSQI leadership and the Research and Policy Support Group (RPSG) agreed to focus on uniformly collecting implementation fidelity data. The 2014-2015 fidelity survey provides a snapshot of MSQI implementation in SY 2014-15, describing pillar activities across all 87 schools. This brief report highlights the key findings of the evaluation and concludes with recommendations.
Theories of Societal Development: Effects of Education and the Promotion of a Free Society
Author: Gordon, Vincent Hoover Adams, Jr.
Date: 2016-01-20
Type: Reports - Evaluative
Subjects: Social Justice,Freedom,School Role,Social Change,Role of Education,Equal Education,Political Issues

The analysis and synthesis of educational philosophies of Adler (1982), Dewey (1907), Greene (1988), and Illich (1970) in terms of their underlying principles about the strengths and limitations of building education systems for the purpose of promoting freedom for individuals and society are discussed. Information that is reflective of current thinking on the modern American school's role in promoting individual and societal freedom is also explored.
Effects of Character Education on Incidences of Physical Altercations among Eighth Grade Boys
Author: Gordon, Vincent Hoover Adams, Jr.
Date: 2014-12-16
Type: Reports - Research
Subjects: Values Education,Grade 8,Males,Bullying,Junior High School Students,Violence,Public Schools,Student Attitudes,Instructional Effectiveness,Quasiexperimental Design,Incidence,Comparative Analysis,Suspension,Statistical Analysis

The research focuses on the prevalence of bullying in certain public junior high schools in Texas and the U.S. Virgin Islands (USVI) with a concentration on the teaching of character education as a means of addressing the issue to decrease incidences of bullying through the changing of attitudes towards physical altercations among 8th grade boys in the USVI. This research was conducted to determine if there was significant association between character education and the decreasing of physical altercations among this population. A post hoc quasi experimental design was utilized to test for incidences of physical altercations between the two school districts.
Professional Practice in Strategic Leadership and Societal Development
Author: Gordon, Vincent Hoover Adams, Jr.
Date: 2016-01-17
Type: Reports - Evaluative
Subjects: Course Descriptions,Instructional Leadership,Ethical Instruction,High School Students,Peace,Nonprofit Organizations,Self Control,Program Descriptions

A demonstration in the research focuses on the development of a syllabus for high school assemblies. The Peaceful Solution Character Education Incorporated (PSCEI) is a non-profit organization committed to &quot;promoting character education as its main tool for positive character development with a variety of courses designed to reach all ages so the impact of character change can be realized and effected in society.&quot; Theories by Addler (1982), Dewey (1907), Greene (1988), and Illich (1970) are discussed in terms of their underlying principles about the strengths and limitations for professional practice in strategic leadership and societal development.
Taking Control: Stealth Assessment of Deterministic Behaviors within a Game-Based System
Author: Snow, Erica L.
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Pretests Posttests,Teaching Methods,Technology Uses in Education,Educational Technology,Student Behavior,Interaction,Training,Intelligent Tutoring Systems,Educational Games,Recall (Psychology),Instructional Effectiveness,Statistical Analysis

Game-based environments frequently afford students the opportunity to exert agency over their learning paths by making various choices within the environment. The combination of log data from these systems and dynamic methodologies may serve as a stealth means to assess how students behave (i.e., deterministic or random) within these learning environments. The current work captures variations in students' behavior patterns by employing two dynamic analyses to classify students' sequences of choices within an adaptive learning environment. Random Walk analyses and Hurst exponents were used to classify students' interaction patterns as random or deterministic. Forty high school students interacted with the game-based system, iSTART-ME, for 11-sessions (pretest, 8 training sessions, posttest, and a delayed retention test). Analyses revealed that students who interacted in a more deterministic manner also generated higher quality self-explanations during training sessions. The results point toward the potential for dynamic analyses such as random walk analyses and Hurst exponents to provide stealth assessments of students' learning behaviors while engaged within a game-based environment. [At time of submission to ERIC this article was in press with &quot;International Journal of Artificial Intelligence in Education.&quot;]
Learning beyond Boundaries: Case Studies of Interschool Collaboration in the New York City Department of Education Learning Partners Program
Author: Wallenstein, Jessica
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Institutional Cooperation,Teamwork,Educational Improvement,Case Studies,Change Strategies,Leadership Training,Facilitators (Individuals),Leadership Qualities,School Culture,High Schools,Middle Schools,Elementary Schools,Role,Teacher Collaboration,Urban Schools,Success

The Learning Partners Program (LPP) is designed to promote interschool collaborative learning. Using the Framework for Great Schools as a lens, the program creates triads of schools by matching a host school with strong practices in a specific learning focus area (LFA) with two partner schools interested in strengthening their practices in that area. Teams within each LPP school participate in a series of intervisitations, school team meetings, and related learning activities. LPP schools are supported in their work by central office facilitators, experienced educators who guide participants through the process. Through this structure and these activities, LPP seeks to: (1) Strengthen school practices; (2) Support collaboration; and (3) Strengthen system-wide knowledge. After a 2014 spring pilot with seven school triads, the Office of Interschool Collaborative Learning (OICL) has just completed its first full year of the Learning Partners Program with 24 triads. From the program's inception OICL has collaborated with the Research &amp; Policy Support Group and the Center for Public Research and Leadership at Columbia University to evaluate and strengthen the Learning Partners Program. The case studies presented herein provide a window into the program's approach to school improvement and provide detailed accounts of program implementation in select triads. The report introduces the case study triads, describes the LPP learning process, identifies key components of successful collaboration and provides three detailed case studies. It is meant to help schools and school support staff better understand the process of interschool collaboration and provide ideas about how to successfully implement similar models. Individual case studies contain appendixes.
Say More and Be More Coherent: How Text Elaboration and Cohesion Can Increase Writing Quality
Author: Crossley, Scott A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Essays,Writing Assignments,Writing Skills,Connected Discourse,Persuasive Discourse,Prompting,College Freshmen,Revision (Written Composition),Statistical Analysis,Scores

This study examines links between essay quality and text elaboration and text cohesion. For this study, 35 students wrote two essays (on two different prompts) and for each, were given 15 minutes to elaborate on their original text. An expert in discourse comprehension then modified the original and elaborated essays to increase cohesion, resulting in a 2 (prompt) x 2 (original content, elaborated content) x 2 (original cohesion, improved cohesion) design. Expert raters scored the essays for overall quality and text coherence. In terms of overall essay quality, increasing text content (i.e., elaboration) and improving cohesion both led to significant gains in expert judgments of writing quality, and a combination of both elaboration and improved cohesion led to increased scores over increased cohesion alone. Judgements of text coherence were increased by improved cohesion (but not elaboration); and a combination of both elaboration and improved cohesion led to higher human ratings of coherence in comparison to the original and elaborated versions. The results have important implications for writing theories, writing success, writing pedagogy, and standardized testing. The following are appended: (1) Holistic Scoring for Essays; (2) Essay Prompts Provided to Students; and (3) Analytical Rating Form.
The Development and Use of Cohesive Devices in L2 Writing and Their Relations to Judgments of Essay Quality
Author: Crossley, Scott A.
Date: 2016-06-00
Type: Journal Articles
Subjects: Writing (Composition),Essays,Writing Assignments,Second Language Learning,College Students,Writing Skills,English for Academic Purposes,English (Second Language),Predictor Variables,Statistical Analysis,Language Skills,Regression (Statistics)

An important topic in writing research has been the use of cohesive features. Much of this research has focused on local and text cohesion. The few studies that have studied global cohesion have been restricted to first language writing. This study investigates the development of local, global, and text cohesion in the writing of 57 language (L2) university students and examines the effects of these cohesion types on judgments of L2 writing quality. Growth is observed in the use of a number of local, global, and text cohesive features across a semester-long upper-level English for Academic Purposes (EAP) course. Local, global, and text features also predicted whether an essay was written at the beginning or the end of the semester with an accuracy of 71%. In addition, the use of local, global, and text cohesive features explains 36% of the variance in human judgments of text cohesion and 42% of the variance in overall judgments of writing quality. This study has important implications for second language acquisition, writing development, and writing pedagogy.
Partial Verbal Redundancy in Multimedia Presentations for Writing Strategy Instruction
Author: Roscoe, Rod D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,High School Students,Writing Instruction,Writing Strategies,Intelligent Tutoring Systems,Video Technology,Animation,Connected Discourse,Writing Improvement,Reading Skills,Achievement Gains,Teaching Methods,Outcomes of Education,Time on Task,Reading Tests,Web Based Instruction,Computer Assisted Testing,Statistical Analysis,Pretests Posttests,Prior Learning,Reading Ability,Repetition

Multimedia instructional materials require learners to select, organize, and integrate information across multiple modalities. To facilitate these comprehension processes, a variety of multimedia design principles have been proposed. This study further explores the redundancy principle by manipulating the degree of partial redundancy between written and narrated content. Ninety high school students learned about cohesion via animated lesson videos from the Writing Pal intelligent tutoring system. Videos were crafted such that narrated and onscreen written content overlapped by 10%, 26%, or 50%. Across conditions, students gained significantly in their knowledge of cohesion-building strategies and the effects of cohesion on writing quality. However, degree of redundancy did not influence learning gains. Additionally, although more-skilled readers outperformed less-skilled readers, reading skill did not interact with the degree of redundancy. These results provide evidence that a broad range of partially redundant multimedia materials may be viable instructional tools that benefit diverse learners.
Examining the Influence of Campus Climate on Students' Time to Degree: A Multilevel Discrete-Time Survival Analysis
Author: Zhou, Ji
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Time to Degree,Longitudinal Studies,College Environment,Academic Persistence,Racial Relations,Racial Differences,Achievement Need,Minority Group Students,Student Diversity,Student Characteristics,Student Experience,Online Surveys,Content Analysis,Coping,College Freshmen

Utilizing longitudinal data of 3477 students from 28 institutions, we examine the effects of structural diversity and quality of interracial relation on students' persistence towards graduation within six years. We utilize multilevel discrete-time survival analysis to account for the longitudinal persistence patterns as well as the nested structure of students within institutions. Compared with white students, African American and Latino/a students had much lower odds of persisting to graduation within six years. African American students had higher odds of persisting to graduation at institutions with higher percentage of underrepresented ethnic minorities. Similarly, Asian American students had higher odds of persisting to graduation at institutions with higher percentage of Asian students. For Latino/a students, their odds of persisting to graduation were higher at institutions where the perceived quality of interracial relation for Latino/a students was more positive. Our study also found that white students in our sample had lower odds of persisting to graduation at institutions with higher percentage of underrepresented ethnic minorities. Other important predictors that we included as control variables based on existing research were also found to be significant for our sample, including sex, parental education, high school GPA, number of advanced placement tests passed, institutional selectivity, college GPA, effort, and financial aid. We provided scholarly and practical implications based on these findings.