ethanporcaro/eric-fulltext-meta huggingface dataset:
Using High School Data to Explore Early College Success on Pohnpei, Federated States of Micronesia. Study Brief. REL 2021-092
Author: Rentz, B.
Date: 2021-06-00
Type: Reports - Research
Subjects: Foreign Countries,High School Graduates,Academic Achievement,College Students,College Preparation,Student Characteristics,Outcomes of Education,College Entrance Examinations,Student Placement,Academic Persistence,Grade Point Average,High School Students

As of 2010, about 15 percent of residents older than age 25 on Pohnpei in the Federated States of Micronesia (FSM) had completed an associate degree or higher. To increase the number of college graduates, the Pohnpei Department of Education and the College of Micronesia--FSM are working together to improve the early college outcomes of their students. They noted that in 2018, 42 percent of applicants from Pohnpei to the College of Micronesia--FSM were not admitted or were admitted to a one-year nondegree certificate program. No studies have examined possible links between high school academic preparation in the FSM and early college success outcomes, such as the college entrance test result. Examining these links could inform strategies to improve degree attainment. Using data on Pohnpei public high school graduates from 2016 to 2018 provided by the Pohnpei Department of Education and the College of Micronesia--FSM, this study examined high school academic preparation characteristics and college student characteristics to determine whether they are associated with five early college success outcomes: College of Micronesia--FSM Entrance Test result; placement in credit-bearing math, reading, and writing courses; and persistence to a second year. The study found that high school grade point average was positively associated with all five outcomes. Students who were enrolled in the high school academic coursework track were more likely than students who were enrolled in the business and vocational tracks to be admitted to a degree program and to enroll in credit-bearing reading courses. College students who first enrolled at the College of Micronesia--FSM in the summer term immediately after high school graduation were more likely to persist to a second year than those who first enrolled in the fall term. [For the full report, see ED613208. For the Study Snapshot, see ED613214. For the appendixes, see ED613211.]
Using High School Data to Explore Early College Success on Pohnpei, Federated States of Micronesia. Study Snapshot. REL 2021-092
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,High School Graduates,Academic Achievement,College Students,College Preparation,Student Characteristics,Outcomes of Education,College Entrance Examinations,Student Placement,Academic Persistence,Grade Point Average,High School Students

This Study Snapshot highlights key findings from a study which examined the relationship between high school academic preparation characteristics, such as cumulative grade point average; college student characteristics; and college success outcomes, including college entrance test result, placement in credit-bearing courses, and persistence to a second year. The study analyzed predictors of performance on the College of Micronesia--FSM Entrance Test in a sample of 1,146 students who graduated from a Pohnpei public high school between spring 2016 and spring 2018 and who took the exam. It also analyzed predictors of college success in a subset of 327 of those students who enrolled in the college in the summer or fall term immediately after high school graduation in either an associate degree program or an alternative series of developmental courses called Achieving College Excellence, which is designed to help students enter a degree program. [For the full report, see ED613208. For the Study Brief, see ED613212. For the appendixes, see ED613211.]
Effects of a Read Aloud Intervention on First Grade Student Vocabulary, Listening Comprehension, and Language Proficiency
Author: Baker, Doris Luft
Date: 2020-06-00
Type: Reports - Research
Subjects: Intervention,Grade 1,Elementary School Students,Vocabulary Development,Comparative Analysis,Teaching Methods,Reading Aloud to Others,Outcomes of Education,Instructional Effectiveness,Listening Comprehension,Language Proficiency

We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n = 19) or comparison condition (n = 20). Teachers in the treatment condition implemented a 19-week set of read aloud lessons during whole-class read aloud time. Read alouds included the systematic use of narrative and expository texts, before-, during-, and after-reading components, the use of teacher-facilitated text-based discourse, and explicit comprehension instruction. Results indicated main effects of treatment on vocabulary knowledge. Exploratory findings indicated a significant interaction effect of treatment and recommended features of read aloud instruction on all outcomes. Specifically, students of teachers in the treatment condition who were rated higher on adhering to recommended features of read aloud instruction had better outcomes on vocabulary, comprehension, and language outcomes on expository and narrative text than treatment teachers who closely followed intervention materials without dynamically adjusting to student responses. We discuss these findings in the context of other read aloud studies, including a previous study that used the same intervention in a different setting and with a less diverse sample of students. [This paper was published in &quot;Reading and Writing&quot; (EJ1272681).]
Free to Spend? Institutional Autonomy and Expenditures on Executive Compensation, Faculty Salaries, and Research Activities
Author: Odle, Taylor K.
Date: 2021-05-20
Type: Reports - Research
Subjects: Institutional Autonomy,Educational Finance,Expenditures,Compensation (Remuneration),Public Colleges,College Faculty,Teacher Salaries,Administrative Organization,Research,Administrators,College Administration

System governing boards fulfill roles as both regulators and protectors for their multiple constituent campuses. While centralized control provides many benefits to institutional members, such advantages are also be accompanied by limitations upon campuses to pursue expanded missions, fully compete, and spend according to individual rather than collective priorities. In this study, I leverage a natural experiment where one state &quot;freed&quot; six public universities by removing the oversight of a centralized board. Given a novel opportunity to assess how institutions respond to a new intra-state market characterized by deregulation and increased competition for students, faculty, and other scarce resources, I first focus on changes in three institutional expenditure areas closely tied to entrepreneurship, competition, and prestige-seeking: executive compensation, faculty salaries, and spending on research activities. After constructing a novel dataset with administrative records on compensation and public data on expenditures, I employ complementary difference-in-differences and synthetic control approaches which yield robust evidence suggesting that newly independent universities increased the salary of their president/chancellor by approximately 6.2% (or $19,000), increased the average full professor salary by 2.2% (nearly $2,000), and increased research expenditures by an average of 12% (or $2 million). These findings not only advance the nascent literature on how state governance structures influence institutional behaviors but also provide useful evidence for policymakers considering the intended (and potentially unintended) consequences of similar governance reorganizations. [This paper will be published in &quot;Research in Higher Education.&quot;]
Revenues and Expenditures for Public Elementary and Secondary Education: FY 19. Finance Tables. NCES 2021-302
Author: Cornman, S. Q.
Date: 2021-06-00
Type: Reports - Research
Subjects: Income,Expenditures,Expenditure per Student,Public Schools,Elementary Secondary Education,Educational Finance,Federal Aid,State Aid,School Administration,Pupil Personnel Services,Student Transportation,Food Service,School Maintenance,Instruction,Enrollment,Salaries,Wages,Fringe Benefits,School Construction,Equipment,Credit (Finance),Low Income Students,Educational Legislation,Federal Legislation

This set of tables introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2019. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function and object; (4) current expenditures; and (5) current expenditures per pupil. The finance data used in this report are from the National Public Education Financial Survey (NPEFS), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. [For &quot;Revenues and Expenditures for Public Elementary and Secondary Education: FY 18. Finance Tables. NCES 2020-306,&quot; see ED607297.]
Local Education Agency Website Student Privacy Transparency Reviews -- Combined Two-Year Report Summary. PTAC-IB-9
Author: Student Privacy Policy Office (SPPO) (ED/OPEPD), Privacy Technical Assistance Center (PTAC)
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Privacy,School Districts,Web Sites,Educational Legislation,Student Records,Parent Rights,Access to Information,Information Policy,Information Security,Board of Education Policy,Information Dissemination,Disclosure,Confidentiality

The Student Privacy Policy Office (SPPO) is performing a four-year review of a sample of the websites of 1,504 local education agencies (LEAs) to identify whether and how these websites include information about student privacy. In each year of the study, SPPO is reviewing a nationally representative sample of 376 LEA websites, focusing on whether the LEAs included key student privacy documents and information about the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA) on the LEA website, as opposed to on individual school, board of education, or other websites. This report includes the first two years of research findings. [For &quot;LEA Website Student Privacy Transparency Reviews: Year One Report Summary. PTAC-IB-8,&quot; see ED609875.]
A Qualitative Study on the Impact of a &apos;Self-Running Class&apos;
Author: Istifci, Ilknur
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Personal Autonomy,Self Management,English (Second Language),Second Language Instruction,Independent Study,Grade 6,Foreign Countries,Class Organization,Positive Attitudes,Student Participation,Reflection,Decision Making Skills,Peer Relationship

The aims of this study are to describe 'Self-running class' project which is meant to provide maximum participation of pupils, assist them to set the learning goals, choose and apply learning techniques, brush up their study skills, monitor their performance, evaluate their academic progress, and measure its effect on learner autonomy. For the study, a qualitative research methodology was used in order to investigate and discuss the results of 'Self-running class' project as a means of developing secondary school learners' autonomy level. In this study, the data were collected by means of classroom observations recorded in descriptive and reflective fieldnotes, pupils' performance video-recordings and learning logs in the shape of E-Twinning twinspace page- discussions. This study also reports on the participants' experiences and reactions towards the application of 'Self-running class' project grounded in self-regulated learning. The results revealed that application of 'Self-running class' project contributed to the development of the pupils' autonomy level, namely, its five components: positive attitude, participation, reflection, decision making skills, interaction with others in the learning process, thus, making the participants partially capable of taking charge of their studies. It is believed that application of Class Jobs, giving learners multiple chances to practice various language skills, actively collaborate with each other, resulted in participants' gaining features of autonomous learners and findings acquired from the study contributed to clarification of the secondary school pupils' autonomy and the constituents which their level of autonomy comprises.
Blind Saudi Female College Students and Assistive Technologies: A Case Study
Author: Al-Jarf, Reima
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Blindness,College Students,Assistive Technology,Technology Uses in Education,Braille,Computer Software,Handheld Devices,Telecommunications,Social Media,Barriers,Notetaking,Females,Visual Impairments,Students with Disabilities,Visually Impaired Mobility

This is a case-study of a blind college student, Sonia, at the College of Languages and Translation (COLT). She has an iPhone, iPad and laptop as well as a Twitter, Facebook, WhatsApp and Skype accounts. She uses MS Office and the university's Academic Portal. The iPhone VoiceOver App and the Braille Sense Notetaker enable her to surf the internet, take notes in class, synchronize her calendar and contacts, and read silently through the use of a refreshable Braille display. She gives her Camera voice commands to take photos and write captions. A navigation software helps Sonia to walk around alone. Sonia reported that the voice software helps her communicate with people better, especially on social media. Since Sonia takes listening and interpreting courses in the Multimedia Language Lab at COLT, she indicated that no screen reading software is available at the lab like HAL or JAWS. Everything is operated by the mouse, not voice. Instructors do not wait for her during the listening and interpreting classes. Although she finds the Braille Sense Notetaker very useful and handy, she cannot afford to buy it. She borrows it from the Centre for Special Needs Students at the university. Recommendations for helping blind students make the best use of assistive technologies are given.
The Relationship between the Attitudes of Secondary School Student towards the School Subject Physical Education and Sports and Kinesthetic Intelligence
Author: Hatami, Omid
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Middle School Students,Physical Education,Athletics,Kinesthetic Perception,Multiple Intelligences,Instructional Program Divisions,Socioeconomic Status,Family Income,Parent Attitudes,Teacher Attitudes,Siblings,Athletic Coaches,Attitudes,Family Influence,Parent Background,Educational Attainment,Gender Differences

The purpose of this research is to examine the relationship between the attitudes of secondary school students towards the school subject Physical Education and Sports and kinesthetic intelligence. The study was carried out in the Maragheh province of Iran, Tabriz. In 2015-2016 academic year a total of 324 students (149 girls and 175 boys) in Middle School (Tarbiyat Middle School - Nuredanesh Middle School - Sama Middle School - Sadrossaadat Middle School - Rahe Zeyneb Middle School) participated in the. In order to evaluate the attitudes of the students, the Physical Education Lesson Attitude Scale created by of Mehmet GÜLLÜ and Mehmet GÜÇLÜ was used by the students (Güllü ve Güçlü, 2009). The Multiple Intelligence Observation Form in Dr. Ziya Selçuk's Multiple Intelligence Applications book and also the Form Of Identifying Multiple Intelligence Fields and Evaluation were utilized in this research. It is a 5 - Likert type and consists of 8 subsections belonging to intelligence types in Multiple Intelligences Theory. The kinesthetic intelligence form consists of 10 questions. Data were analyzed using the SPSS (Statistical Package for Social Sciences) statistical package program.
Visual Analysis of the Classroom Teacher Candidates&apos; Metaphorical Perceptions Related to the Mathematics Course
Author: Çagirgan, Dilek
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Figurative Language,Student Attitudes,Case Studies,State Universities,Foreign Countries,Lesson Plans,Classroom Environment,Educational Environment,Mathematical Concepts,Anxiety,Affective Behavior,Psychological Patterns,Visual Aids

The aim of this study is to evaluate the classroom teacher candidates' metaphorical perceptions about the mathematics course through the visuals they create. The sample of the study consists of 36 classroom teacher candidates studying at a state university in Istanbul. The case study, which is one of the qualitative research methods, was used as the research design of this study. As a data collection tool, the metaphorical perception form prepared by the researchers, which includes the instruction &quot;Draw what comes to your mind first when we say mathematics lesson and explain the drawing you have created&quot; was used. In the analysis of the data, the visuals created by the teacher candidates or the pictures they drew were analyzed in detail. The metaphors formed by the classroom teacher candidates within the scope of the sample have been grouped under 4 categories: affective situations, impact on life, school and classroom environment, mathematical expressions and concepts in line with the opinions of the experts. As a result of the study, it was seen that the classroom teacher candidates mostly expressed the school and the classroom environment related to the mathematics lesson. In addition, it was found that mathematical expressions and concepts were also found to be an effective factor related to mathematics lesson by teacher candidates. Another finding is the association between mathematics lesson and daily life. Expressions such as being happy-unhappy, anxiety, confusion, and love when it comes to mathematics lessons are also the findings in the affective states category. Recommendations for the research and researchers were given by discussing the research findings.
Our Clinical Practice: An Innovative Approach
Author: Singh, Delar K.
Date: 2020-02-28
Type: Speeches/Meeting Papers
Subjects: Student Teaching,Preservice Teacher Education,Educational Innovation,Student Attitudes,Preservice Teachers,Partnerships in Education

This presentation covers the importance of clinical experiences in teacher preparation. It also includes a brief description of our innovative approach to clinical practice at a public comprehensive, state university in Southeast. Findings of our research endeavors indicate that majority of our teacher candidates agree or strongly agree that clinical experiences have helped them realize the realities of school and classroom. Further, clinical experiences have significantly contributed to their development as teachers. The presentation concludes with implications for action.
Innovation for Transforming Democracy: Emotionally Intelligent Citizenry
Author: Singh, Delar K.
Date: 2020-02-28
Type: Speeches/Meeting Papers
Subjects: Social Emotional Learning,Teacher Education Programs,Teacher Competencies,Preservice Teacher Education,Emotional Intelligence,Social Development,Emotional Development,Student Development,Democracy

In today's milieu of school shootings, unprecedented rates of attempted suicide, drug addictions, escalating drop-out rates, teen age pregnancy, and behavior disorders, we propose that future teachers be trained in the delivery and maintenance of social-emotional learning. This presentation urges teacher educators to prepare future teachers for this task of inculcating emotional intelligence in every child.
How COVID-19-Induced Changes to K-12 Enrollment and Poverty Might Affect School Funding. Research Report
Author: Blagg, Kristin
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Enrollment,Poverty,Educational Finance,State Aid,Budgeting,Retrenchment,Low Income Students,Funding Formulas,Educational Equity (Finance),Average Daily Attendance

With declines in enrollment and attendance, increases in student poverty, and potential reductions in state revenue, policymakers are facing a perfect storm of uncertainty in apportioning K-12 education funding. State policymakers typically use prior-year enrollment numbers or average daily attendance to allocate funding proportional to the number of students a school serves. In most states, these funding formulas are designed to more equitably distribute money to schools serving low-income students. This year, however, substantial pandemic-induced changes in enrollment, as well as uncertainty in the measurement of student poverty, will complicate the assessment of which school districts need funding the most. To understand how states can most equitably allocate available funding, we modeled five policy approaches, each with benefits and drawbacks. From our analysis, it is clear that policymakers cannot rely on the status quo to efficiently distribute resources to the districts most in need.
Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool&apos;s Gold?
Author: Clemens, Nathan H.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Reading Tests,Reading Comprehension,Program Evaluation,Reading Programs,Standardized Tests,Testing Problems,Test Validity,Elementary Secondary Education

Many seem to believe that researcher-made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher-made (proximal) tests that align with the researchers' interventions are closely scrutinized and often devalued, whereas commercially developed (distal) tests, typically unaligned with the researchers' interventions, escape such examination and judgment. We take issue with the zeitgeist. We object to what appears as an unthoughtful rejection of proximal tests and acceptance of the distal ones. We do so first by discussing the multidimensionality of reading comprehension; then, we present evidence that commercial tests explore few of the construct's many dimensions, differ among themselves in the dimensions they address, and often have little to do with the aims and substance of researchers' comprehension interventions. We argue that these facts are reason enough to reconsider commercial tests as the gold standard in program evaluation. Finally, we make a case for the supplemental use of researcher-made tests and offer a framework to help researchers develop tests of reading comprehension that align more and less with their intervention programs. [This is the online version of an article published in &quot;Reading Research Quarterly.&quot;]