ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting the Global Impact of Authors from the Learning Analytics Community--A Case Study Grounded in CNA
Author: Ionita, Remus Florentin
Date: 2021-05-00
Type: Speeches/Meeting Papers
Subjects: Prediction,Learning Analytics,Authors,Network Analysis,Global Approach,Journal Articles,Semantics

Exploring new or emerging research domains or subdomains can become overwhelming due to the magnitude of available resources and the high speed at which articles are published. As such, a tool that curates the information and underlines central entities, both authors and articles from a given research context, is highly desirable. Starting from the articles of the International Conference of Learning Analytics &amp; Knowledge (LAK) in its first decade, this paper proposes a novel method grounded in Cohesion Network Analysis (CNA) to analyze subcommunities of authors based on the semantic similarities between authors and papers, and estimate their global impact. Paper abstracts are represented as embeddings using a fine-tuned SciBERT language model, alongside a custom trained LSA model. The extrapolation between the local LAK community to a worldwide importance was also underlined by the comparison between the rankings obtained from our method and statistics from ResearchGate. The accuracies for binary classifications in terms of high/low impact predictions were around 70% for authors, and around 80% for articles. Our method can guide researchers by providing valuable information on the interactions between the members of a knowledge community and by highlighting central local authors who may potentially have a high global impact.
Automated Paraphrase Quality Assessment Using Recurrent Neural Networks and Language Models
Author: Nicula, Bogdan
Date: 2021-07-09
Type: Speeches/Meeting Papers
Subjects: Phrase Structure,Networks,Semantics,Feedback (Response),Syntax,Computational Linguistics,Language Usage,Models,Teaching Methods,Classification,Artificial Intelligence,Linguistic Input,Intelligent Tutoring Systems,Natural Language Processing,Literacy Education,Elementary School Students

The ability to automatically assess the quality of paraphrases can be very useful for facilitating literacy skills and providing timely feedback to learners. Our aim is twofold: a) to automatically evaluate the quality of paraphrases across four dimensions: lexical similarity, syntactic similarity, semantic similarity and paraphrase quality, and b) to assess how well models trained for this task generalize. The task is modeled as a classification problem and three different methods are explored: (a) manual feature extraction combined with an Extra Trees model, (b) GloVe embeddings and a Siamese neural network, and (c) using a pre-trained BERT model fine-tuned on our task. Starting from a dataset of 1998 paraphrases from the User Language Paraphrase Corpus (ULPC), we explore how the three models trained on the ULPC dataset generalize when applied on a separate, small paraphrase corpus based on children inputs. The best out-of-the-box generalization performance is obtained by the Extra Trees model with at least 75% average F1-scores for the three similarity dimensions. We also show that the Siamese neural network and BERT models can obtain an improvement of at least 5% after fine-tuning across all dimensions.
Postsecondary Students Receiving Payments from the Canada Emergency Response Benefit (CERB) and the Canada Emergency Student Benefit (CESB) in 2020. Education, Learning and Training: Research Paper Series. Catalogue No. 81-595-M
Author: Van Bussel, Melissa
Date: 2023-01-16
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,Financial Support,Emergency Programs,COVID-19,Pandemics,Gender Differences,Graduate Students,Undergraduate Students,Intellectual Disciplines

In 2020, the federal government implemented the Canada Emergency Response Benefit (CERB) and the Canada Emergency Student Benefit (CESB) to provide financial support to employees, self-employed individuals and students directly affected by COVID-19. The CERB was available for individuals who stopped working or were working reduced hours because of COVID-19, and who met various other eligibility criteria. CERB applicants received $2,000 for an initial four-week period and could reapply for additional periods, eventually extending to 28 weeks, for a maximum benefit of $14,000. The benefit covered the period from March 15 to September 26, 2020. The CESB was available to students enrolled in a postsecondary educational program leading to a degree, diploma, or certificate, who were ineligible for the CERB or EI benefits, but met various other eligibility criteria. The benefit was active between May 10 and August 29, 2020. The CESB addressed a gap left by the CERB, which excluded students who were not employed at the start of the pandemic but would typically be looking for work during the summer of 2020. This paper provides insights into the differences in the rate of receipt of CERB and CESB of postsecondary students who received emergency benefit payments in 2020. Emergency benefit receipt is examined along various educational and socio-demographic characteristics to highlight some of the key differences. The analysis is limited to Canadian citizens and permanent residents who were enrolled full-time or part-time in a public postsecondary institution in the fall of 2019 in a program leading to a degree, diploma, or certificate.
High-Impact Educational Practices in the Arts and Post-College Community Engagement. SNAAP DataBrief. Volume 10, Number 2
Author: Hwang, Jihee
Date: 2023-00-00
Type: Reports - Research
Subjects: Educational Practices,Art Education,Outcomes of Education,Community Involvement,Learning Experience,Artists,Futures (of Society),Resource Allocation,Higher Education,Service Learning,Internship Programs,Alumni,Correlation,Student Participation,College Students,School Community Relationship,Volunteers,Nonprofit Organizations,Art

High-impact practices (HIPs) are educationally purposeful activities that college students experience in and out of the classroom which are found to be positively related to several learning outcomes including: better gain of academic knowledge and artistic skills, recognition of community issues and real-world problems, career success and leadership building, and community engagement. In arts education, HIPs have been gaining attention as a significant learning experience for nurturing future artists and art professionals who contribute to a wide range of organizations and communities. This report examines a recent study on the association between arts alumni HIP participation and their community engagement outcomes. In examining the association between HIPs and community engagement, the researchers hypothesized that resource allocations between higher education institutions and community partners are critical in providing community-engaged HIP experiences such as working with local artists, service-learning, or internships.
South Carolina Commission on Higher Education Statistical Abstract, 2022. 44th Edition
Author: Robinson, Christopher, Ed.
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,School Statistics,Data,Enrollment Rate,Academic Degrees,College Faculty,Tuition,Fees,Educational Finance,Graduation Rate

The &quot;South Carolina Higher Education Statistical Abstract&quot; is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the governor, legislators, college and university staff, other state government officials, and the general public. The 2022 edition of the &quot;Statistical Abstract&quot; marks the 44th year of this valuable publication. This &quot;Abstract&quot; includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. Relevant terminology is listed in the introduction to each section. Additionally, included in this &quot;Abstract&quot; is the Public Agenda Implementation Plan, &quot;Ascend 60X30&quot; which serves as the Commission on Higher Education's (CHE's) strategic blueprint to achieve the larger goals for the state's system of higher education, as established in the 2017 Public Agenda. It encompasses initiatives to reach the primary goal of increasing higher education attainment rates from 48 percent in 2020 to 60 percent by 2030. [For the 43rd Edition, see ED620046.]
Coordinated School Health: 2019-20 Physical Education/Physical Activity (PE/PA) Annual Report
Author: Tennessee Department of Education
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: Comprehensive School Health Education,Physical Education,Physical Activity Level,Health Behavior,State Standards,State Legislation,Elementary Secondary Education,Obesity,Body Composition,Program Effectiveness,COVID-19,Pandemics,Academic Achievement,Recess Breaks,Punishment,Barriers,Compliance (Legal),Faculty Development,Guidelines,Risk,High School Students,National Surveys,School Districts,Educational Innovation,Physical Education Teachers,School Surveys,Models,Health Promotion,Educational Policy,Kindergarten

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2019-20 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included. [For the 2018-19 report, see ED628415.]
Coordinated School Health: 2020-21 Physical Education/Physical Activity (PE/PA) Annual Report
Author: Tennessee Department of Education
Date: 2021-10-00
Type: Numerical/Quantitative Data
Subjects: Health Promotion,Health Behavior,Comprehensive School Health Education,Physical Education,Physical Activity Level,Physical Education Teachers,State Standards,State Legislation,Academic Achievement,Compliance (Legal),Elementary Secondary Education,Body Composition,Obesity,Program Effectiveness,Educational Policy,Punishment,Recess Breaks,Faculty Development,Models,High School Students,National Surveys,Risk,COVID-19,Pandemics,School Surveys

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2020-21 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included. [For the 2019-20 report, see ED628444.]
Coordinated School Health: 2021-22 Physical Education/Physical Activity (PE/PA) Annual Report
Author: Tennessee Department of Education
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: Physical Education,Physical Activity Level,Comprehensive School Health Education,State Standards,State Legislation,Educational Policy,Guidelines,Physical Education Teachers,Faculty Development,School Surveys,Health Promotion,Health Behavior,Program Effectiveness,Obesity,Body Composition,Recess Breaks,Punishment,Compliance (Legal),School Districts,Educational Innovation,High School Students,National Surveys,Risk,Models,Academic Achievement,Elementary Secondary Education,Kindergarten

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2021-22 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included. [For the 2020-21 report, see ED628445.]
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2021-2022
Author: Wyoming Community College Commission
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Educational Indicators,Educational Quality,Benchmarking,Outcomes of Education,School Holding Power,Success,Academic Persistence,Graduation Rate,Transfer Rates (College),Educational Objectives,Student Educational Objectives,Alignment (Education),Labor Needs,Education Work Relationship,Career Pathways,Economic Development,Paying for College

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the Wyoming Legislature and the Governor. The annual reporting must include, but is not limited to, the following measures: (1) Student goal attainment and retention; (2) Student persistence; (3) Degree and certificate completion rates; (4) Placement rate of graduates in the workforce; (5) Licensure and certification pass rates; (6) Demonstration of critical literacy skills; (7) Success in subsequent, related coursework; and (8)Number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The Wyoming Community College Commission Statewide Strategic Plan, adopted by the Commission in October 2020, has identified four primary goals and related objectives. All former and current strategic plans center around the Commission's mission. Wyoming community colleges provide dynamic lifelong learning environments through higher education, workforce development, innovative partnerships, and civic and global engagement that lead to responsible citizenship and economic, social, and cultural prosperity. Planning for the future of Wyoming's community colleges and fulfilling the mission of the Wyoming Community College Commission includes providing coordination, advocacy, funding, and accountability. Current goals identified in the 2020-2025 strategic plan include: (1) Educational Attainment -- Facilitate postsecondary educational attainment to the betterment of all Wyoming citizens; (2) Facilitate community college system sustainability, funding, and affordability while keeping higher education as nearly free as possible; (3) Facilitate alignment of post-secondary programs with the University of Wyoming (UW), the workplace, and the workforce to provide a seamless pathway for Wyoming citizens to pursue their employment goals while benefiting the state; and (4) Facilitate initiatives leading to the diversification and growth of Wyoming's economy. [For the 2020-2021 report, see ED625161.]
Ensuring the Best Schools for Veterans Act of 2022 (Public Law 117-174)
Author: US Congress
Date: 2022-08-26
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Veterans Education,Student Needs,Federal Aid,Veterans,Enrollment,Student Financial Aid,Eligibility,Postsecondary Education,Institutional Characteristics

The Ensuring the Best Schools for Veterans Act of 2022 was put in place to amend title 38, United States Code, to improve the process by which the Secretary of Veterans Affairs determines whether an educational institution meets requirements relating to the percentage of students who receive educational assistance furnished by the Secretary, and for other purposes. The Act includes the following sections: (1) Short Title; and (2) Determinations relating to percentage of students of educational institution who receive educational assistance by Department of Veterans Affairs.
Teacher Induction Program (TIP): 2010 TIP Teacher Survey Results. Publication Number 10.05 RB a
Author: Koehler, Holly
Date: 2010-09-00
Type: Reports - Research
Subjects: School Districts,Teacher Orientation,Teacher Attitudes,Positive Behavior Supports,Learning Modules,Intention,Teacher Collaboration

This report summarizes results from a survey of Austin Independent School District (AISD) teachers who provided leadership to newly hired teachers who attended AISD's orientation week in August 2010. Overall, Teacher Induction Program (TIP) teachers were pleased with the information and support they received prior to the August TIP sessions and felt prepared to lead their cohort of new teachers. [For the supplemental report, see ED628453.]
Teacher Induction Program (TIP): 2010 New Teacher Survey Results. Publication Number 10.05 RB b
Author: Koehler, Holly
Date: 2010-09-00
Type: Reports - Research
Subjects: Teacher Orientation,Beginning Teachers,School Districts,Teacher Attitudes,Teacher Surveys,Teacher Selection,Classroom Techniques,Training,Curriculum

This report summarizes results from a survey of newly hired teachers who attended Austin Independent School District's (AISD) orientation week in August 2010. Most new teachers reported that district and campus orientations were useful. [For the supplemental report, see ED628452.]
How Does Skill Preparation in Higher Education and Its Cost Influence Alumni&apos;s Entrepreneurship Career Choice? SNAAP Databrief. Volume 10, Number 4
Author: Guo, Wen
Date: 2022-00-00
Type: Reports - Research
Subjects: Alumni,Career Readiness,Higher Education,Student Costs,Career Choice,Entrepreneurship,Family Characteristics,Race,Student Loan Programs,Business Skills,Skill Development

The SNAAP survey includes questions for alumni to rate both how important the skills they learned in school have been for their careers (perceived importance), and how well their alma maters helped them develop these same skills (perceived preparedness). Survey results and previous SNAAP Data Briefs [see ED612788] suggest a gap between alumni's sense of perceived importance and perceived preparedness (the skill preparation gap). Using three logistic regression models, this study investigates the impact of perceived preparedness and skill preparation gaps on three approaches of arts alumni entrepreneurship: freelancing, founding an arts-related venture, and starting a business of any kind. The study also examines other factors such as family resources, race, and student loans in determining whether someone will start a new venture or work as a freelancer to compare with the influence of university training.
Unpacking High-Impact Practices in the Arts: Predictors of College, Career, and Community Engagement Outcomes. SNAAP Databrief. Volume 10, Number 3
Author: Miller, Angie L.
Date: 2022-00-00
Type: Reports - Research
Subjects: Art Education,Community Involvement,Educational Practices,School Community Relationship,Internship Programs,Student Participation,Outcomes of Education,Service Learning,Study Abroad,Alumni,Undergraduate Students,Portfolios (Background Materials),Artists,Career Development,Bachelors Degrees,Art

SNAAP research scientist, Angie L. Miller, Indiana University Bloomington, and co-authors Nathan Martin, Arizona State University and Alexandre Frenette, Vanderbilt University, used SNAAP data to explore whether participating in &quot;high-impact practices&quot; (HIPs) such as internships, community service, study abroad, creating a portfolio, and working with an artist in the community are related to various educational, career, and community involvement outcomes for alumni with undergraduate degrees in the arts. This study originated from a presentation at the annual Social Theory, Politics, and the Arts Conference in 2017, and was recently published in &quot;The Journal of Arts Management, Law, and Society.&quot;
Principal Pipeline Self-Study Guide for Districts. Updated Edition
Author: Aladjem, Daniel K.
Date: 2021-02-00
Type: Guides - Non-Classroom
Subjects: Principals,Job Performance,Personnel Selection,Placement,Leadership,Standards,Job Training,Supervision,Data,Evidence Based Practice,Promotion (Occupational)

Recent research on implementation and effects demonstrates the important difference comprehensive and aligned principal pipelines can make in districts and schools. The implementation studies analyzed in depth how school districts can strategically put in place policies, processes, and infrastructures to strengthen school leadership. Research on achievement effects showed that schools in these districts with newly placed principals outperformed comparison schools to a statistically significant and meaningful extent over three years. This guide is built on the research evidence. Because many districts have already put in place key pipeline elements and want to know where there is room for improvement, this guide was created to help districts reflect on their policies, processes, and infrastructures related to school leadership and begin planning for improvement. It provides a set of evidence-based indicators of pipeline functioning and a framework for applying the indicators through self-study. Districts rate their own status on each indicator as a step in their decision making and planning. This guide is designed to help in improving any school district's principal pipeline, recognizing that structures for advancement and support differ across districts. The guide encourages district decision makers to consider the quality of the design and implementation of their own structural arrangements and how well these work as a system. Districts that have principal pipelines find that alignment across the domains of leadership development lends important coherence to their work and can advance district-wide progress.
Rising English Language Learner Population: Burmese Refugees. DPE Publication Number 10.37 RB
Author: Brunner, Josie
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Refugees,Students,Elementary Secondary Education,Kindergarten,English Language Learners,Enrollment Trends,Enrollment Projections,Language Proficiency

Austin Independent School District (AISD) Burmese refugee student enrollment has increased since the 2006-2007 year, and the number is expected to rise as Austin resettlement agencies serve more families coming into the US.
Austin Independent School District Dual Language Program. Pilot Year Evaluation Report, 2010-2011. Publication Number: 10.39
Author: Brunner, Josie
Date: 2011-08-00
Type: Reports - Research
Subjects: School Districts,Elementary Schools,Bilingual Education,Immersion Programs,Parent Attitudes,Teacher Attitudes,Second Language Learning,Language Proficiency,Program Effectiveness,Spanish Speaking,English (Second Language),School Personnel,Attitudes,Oral Language,English Language Learners

Ten Austin Independent School District (AISD) elementary campuses implemented one-way and two-way dual language pilot programs in the 2010-2011 year. This report includes summaries of parent and staff's perception of its implementation, as well as students' levels of advancement in second language proficiency.