ethanporcaro/eric-fulltext-meta huggingface dataset:
The Labor Market Returns to For-Profit Higher Education: Evidence for Transfer Students
Author: Liu, Vivian Yuen Ting
Date: 2020-04-00
Type: Journal Articles
Subjects: Outcomes of Education,Proprietary Schools,College Transfer Students,Education Work Relationship,Community Colleges,Two Year College Students,Income

Objective: This study examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college. Method: We use student-level administrative record data from college transcripts, unemployment insurance earnings data, and progression data from the National Student Clearinghouse across full entry cohorts of community college students in two statewide systems between 2001 and 2006. Using regression analysis and fixed effect methods, we calculate the wage gains to attainment across different student transfer patterns. Results: We find significant wage penalties to transfer to a for-profit college instead of to a public or private nonprofit college. For some student groups, earnings are higher if they drop out of community college instead of transferring to a for-profit college. Conclusion: Students in for-profit colleges do have lower opportunity costs in terms of foregone earnings while enrolled in college. However, these do not sufficiently compensate for lower earnings growth after college.
Education Candidates&apos; Perceptions of Title I Public Schools
Author: Thomas-Richmond, Jamia M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Preservice Teachers,Student Attitudes,Disadvantaged Schools,Public Schools,Field Experience Programs,Attitude Change

This study examines freshmen education candidates' perceptions of Title I schools prior to and following a four-day field experience in Title I schools. Analyses of pre and post-field experience surveys reveal the experience affected candidates' perspectives. Over the course of the field experience, they developed a more favorable and optimistic perspective of Title I schools. The specific impact of the field experience and the implications for teacher education programs is discussed.
Cooperating Teachers: Willing Partners or Reluctant Participants?
Author: Parks, Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Teacher Recruitment,Teacher Persistence,Recognition (Achievement),Field Experience Programs,Teacher Education Programs,Mentors

To grow and sustain field placement experiences, a group of elementary education university faculty members from a small private liberal arts university, examined strategies for teacher recruitment, retention, and recognition. Faculty members compiled and categorized data from cooperating teacher exit surveys, intern exit surveys, field observations, and consultations with cooperating teachers and our advisory board. Extrapolating scenarios and evidence from these categories, faculty brainstormed ways in which the partnership with existing schools, and the experiences for both the interns and their cooperating teacher could be strengthened. This work shares some of the challenges faced during this process as well as suggestions for making field experiences enjoyable, productive, and worthwhile for all involved.
Are Scientific Reading Instruction and Dyslexia Interventions the Same? Distinctions for Elementary Education Preparation Programs
Author: Woods, LaToshia
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,Dyslexia,Intervention,Elementary School Teachers,Teacher Education Programs,Preservice Teachers,Teacher Competencies,Evidence Based Practice,Teaching Methods,Reading Skills,Reading Comprehension,Grade 4,Reading Achievement,Reading Programs

Determining what elementary teacher candidates need to know to effectively teach reading will aid in how preparation programs prepare future teachers. To understand state legislation targeting early reading instruction, this study compared the tenets of structured literacy, the reading method used in dyslexia programs, to scientific reading instruction. Directed content analysis of documents relevant to the research topic revealed three themes which accounted for concepts from the National Reading Panel report, Scientific Reading Instruction, and the International Dyslexia Association. Recommendations for a comprehensive scope of the content to include in reading coursework for elementary teacher candidates are provided.
Collaboration and Connections among Middle School Teachers of Mathematics: Enhancing Efficacy through Professional Learning Communities
Author: Little, Mary E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Teacher Collaboration,Communities of Practice,Self Efficacy,Professional Development,Teacher Effectiveness,Program Effectiveness

With the increasing demand for improved student achievement in mathematics, few studies have been conducted examining teacher efficacy when continuously supported through a collaborative professional learning community (PLC) structure. This study examined teacher efficacy within PLC activities in a middle school. Both the belief that mathematics instruction would result in student learning and the belief to effectively teach mathematics statistically significantly increased after one year of participation with large effects (1.15 and 1.30, respectively). The correlations between belief that mathematics instruction would result in improved student learning and in their ability to effectively teach mathematics were very strong and positive.
Making the Case for Becoming a Teacher: Closing the Parity Gap in Recruitment
Author: Baker, A. Minor
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Declining Enrollment,Student Recruitment,Teacher Education Programs,Junior High School Students,High School Students,Student Attitudes,Elementary Education,Public Colleges,Rural Schools,Career Choice,Freehand Drawing,Professional Identity

Colleges of Education are witnessing a decline in elementary teacher preparation programs creating an urgent need to recruit students. Part of these efforts means initiating recruitment efforts in junior and high schools. Included in these recruiting efforts is work around changing the narrative around teaching as a potential career. Here we share working with junior high school students to examine their perceptions of teachers in order to work towards closing the parity gap with recruiting efforts.
Supporting Opportunities for All: Strategic Collaborative Partnerships to Increase Book Access for Children
Author: Green, Charlotte
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Information,Books,Poverty,Poverty Areas,Partnerships in Education,Counties,Equal Education,Reading Programs,Low Income Groups,Children

Poverty can substantially limit access to books. Access to books is a significant predictor of academic success, and lack of access jeopardizes literacy development and expands academic achievement gaps. We examined an evolving collaborative effort to increase book access in a region in the southern United States. The collaborations involve a number of community and regionally based institutions working with a wide range of constituents. We also examined the relationship between poverty level and book access. We found a trend in increased book access for all in the region, including high poverty counties.
Providing Teacher Candidates Experience in Data Teams: Analyzing Literacy Data
Author: Danley, Angela J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Literacy,Data Analysis,Data Use,Reading Achievement,Writing Achievement,Teamwork,Cooperative Learning,Decision Making,Data Collection,Preservice Teacher Education,Communities of Practice

Preparing teacher candidates to analyze achievement data is necessary to develop the understanding of how academic data is collected and used to inform instruction. Collecting achievement data in the area of literacy includes a variety of assessments focused on reading and writing. A critical component of analyzing data involves working in collaborative data teams. This article describes the process of providing teacher candidates opportunities to analyze data in collaborative partnerships, giving them experience with using data teams to make informed instructional decisions.
Investigating Differential Item Functioning of Ankara University Examination for Foreign Students by Recursive Partitioning Analysis in the Rasch Model
Author: Altintas, Özge
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Test Bias,Foreign Students,Gender Differences,Cultural Differences,Social Differences,College Entrance Examinations,Test Items

This study aims to determine whether items in the Ankara University Examination for Foreign Students Basic Learning Skills Test function differently according to country and gender using the Recursive Partitioning Analysis in the Rasch Model. The variables used in the recursive partitioning of the data are country and gender. The population of the study is composed of 2476 individuals. Since the study includes comparisons across countries, the country is accepted as a criterion in determining the sample group. Thus, the sample of the study consists of 615 individuals selected from Azerbaijan, Bulgaria, and Syria. To investigate differential item functioning (DIF) of the items of the test, the Rasch tree method was used. As a result of the analysis, DIF has been detected in 16 items at the 0.001 significance level. However, these items have been identified to have similar difficulty parameters in all countries. Finally, items have not shown DIF according to gender.
Alternative Certification Candidates&apos; Attitudes towards Using Technology in Education and Use of Social Networking Services: A Comparison of Sports Sciences and Foreign Language Graduates
Author: Atabek, Oguzhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Technology Uses in Education,Educational Technology,Teaching Methods,Preservice Teachers,Social Media,Athletics,Second Language Instruction,Teacher Competencies,Foreign Countries,Student Attitudes,Faculty Development

The purpose of the research was to investigate the relationships between alternative certification candidates' attitudes towards using technology in education and their use of social networking services (SNSs). Participants were 156 pre-service teachers enrolled in the alternative certification program at a public university in Turkey (N = 156). The research was designed as a correlational study. Data were collected by Attitude towards Using Technology in Education Scale in addition to demographics form including questions about SNS usage. Data were analysed by Mann-Whitney U test and Spearman's rank-order correlation coefficient. Alternative certification candidates had strong attitudes towards improving themselves in using technology in education. However, their attitudes towards using educational technology in instructional processes and classroom management were weaker. Alternative certification candidates were observed to be close to low-risk class of problematic social media use indicating negative emotional states. The results indicated that instructional programs that participants engaged in during their undergraduate studies seem to have an influence on developing familiarity with and competence in technology.
Learning Skills for Enhancing the Use of Big Data
Author: Sabaityte, Jolanta
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Data Collection,Professional Continuing Education,Competence,Program Implementation,Barriers,Skill Analysis,Skill Development,Program Development,Models

For a competitive organisation, it is important to invest in employee's education to keep their knowledge up to date and ensure continuous growth in terms of employees' competence and skills. Continuous learning is considered as one of the success factors for the organisation, since this ensures constant growth of employees' competence that results in productiveness and effectiveness in its product development. Nowadays, more and more organisations are investing in performance analytics, Big Data analytics, artificial intelligence and process automation that are strongly related. However, such initiatives and projects can fail due to the lack of skills and competence of employees, which is strongly related to certain learning barriers. Therefore, the objective of the article is to create a conceptual framework for the elimination of learning-related barriers. The methods employed in this research are scientific literature analysis, synthesis and logical analysis of information, comparison of information, systemisation and visualisation. The conceptual framework illustrates the learning process for learning-related barriers elimination and suggests learning solutions: e-learning, mentoring, in house sessions, generic courses and external training solutions such as conferences and seminars.
Exploring the Rationale of Performance Based Funding for Malaysian Public Universities
Author: Ahmad, Abd Rahman
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Educational Finance,Budgeting,Financial Support,School Effectiveness,Administrator Attitudes

The intention of this paper is to discuss the rationale for Malaysian public universities to implement Performance Based Funding (PBF) mechanism. Here, the funding mechanisms are systems based on allocating a proportion of education budgets relative to specific performance measures such as course completion, credit attainment, and degree completion, instead of allocating funding entirely based on enrolment alone. The implementation of PBF mechanisms has recently become a topic of heated debate in the education sector worldwide which has also increased the interest of researchers and policymakers to work on it. Since almost no study has looked into the applicability of PBF in Malaysia with the aims to contribute knowledge and fill the gap in the current research. Semi-structured interviews were conducted to answer the objective of this study. The positive functions of qualitative research methodology are to show that it can assist the researcher in obtaining in-depth information and to understand the subjective experience of the respondents. Thus, in this procedure, semi-structured interviews were adopted and targeted to obtain information regarding the applicability of the PBF mechanism from the budgeting and financial aspects. Participants who encompassed in semi-structured interviews were the senior officer from the Bursar Office of selected universities. The findings from the qualitative data showed that PBF mechanism is suitable to be implemented at Malaysian public universities. However, there were several issues that the government needs to be addressed before the PBF mechanism can be successfully implemented.
Relevance of the Senior High School Curriculum in Ghana in Relation to Contextual Reality of the World of Work
Author: Okrah, Abraham Kwadwo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Secondary School Curriculum,Relevance (Education),Education Work Relationship,Job Skills,High School Students,Employer Attitudes,Labor Demands

The mass unemployment of the youth toady has mostly been attributed to the irrelevance of the school curriculum. However, the skills in the curriculum have not been subjected to critical analysis to empirically prove their relevance or otherwise. The purpose of the study was therefore to identify the skills embedded in the curriculum, those skills the learners have acquired and those that employers usually demand of employees by relating them to empirical findings of the skills employers in general demand of employees. A conceptual content analysis was used to determine the skills embedded in the curriculum. Purposive sampling procedure was used to select twenty-one students and fourteen key informants for an interview. The data from the interview were sorted out into themes and coded through the use of NVivo 8 to help in the counting of frequencies of each skill. It was found out that the senior high school curriculum, though was generally rated as relevant, the skills with the highest frequencies in the curriculum focused on attitudes and values while those required by employers focused on the application of knowledge. On the basis of these findings, it can be concluded that the curriculum is relevant in instilling values into the students but it is not relevant in the application of knowledge that employers usually demand of employees at the work environment.
The Education Agency as Research Intermediary
Author: Courtney, Matthew B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Research Utilization,Capacity Building,Action Research,Federal Legislation,Educational Legislation,Elementary Secondary Education,Agency Role,Public Agencies

Since the late 1970s, researchers and policy makers have debated the role of research in policy making. Since the passage of the Every Student Succeeds Act (ESSA) in 2015, education policy has experienced a renewed interest in this topic. ESSA presents a rigorous framework and set of requirements for research use in educational decision making. This paper presents an evidence-informed model that education agencies (EAs) can follow to support schools in the implementation of ESSA's evidence-based practice provisions. The model includes three key activities that EAs should engage in to become effective research intermediaries: (1) model effective research use, (2) build capacity in educators, and (3) promote action research.
The Implementation of the Epstein&apos;s Model as a Partnership Framework at Saudi Kindergartens
Author: Gahwaji, Nahla M.
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Kindergarten,Preschool Teachers,Women Faculty,Females,Public Schools,Private Schools,Parent Role,Child Rearing,Interpersonal Communication,Volunteers,Family Involvement,Family Environment,Decision Making,School Community Relationship,Cooperation,Family School Relationship

The aim of the study is to reveal the implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein's Model which is considered from the perceptions of Kindergartens' female teachers. Analytical descriptive methodology was employed, and the study sample included 48 public kindergartens' teachers and 44 private kindergartens' teachers in Jeddah city, Saudi Arabia. The study tools included a questionnaire that was related to the six fields of Epstein's Model including; parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. The results revealed that implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein's Model were overall average. There were no statistically significant differences between the means of implementing partnership's frameworks in Saudi Arabian kindergartens with its six fields, which attributed to the specific type of Kindergarten (Public - Private). The significant recommendation of the study is formulating partnerships between community institutions and kindergartens to arrange recreational, educational and social programs after school hours, which would be beneficial for children and their families.
Fluency Strategies for Beginning Readers
Author: Acosta-Tello, Enid
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Strategies,Beginning Reading,Elementary School Students,Word Lists,Instructional Materials,Reading Aloud to Others

Fluency in reading is crucial for comprehension of the written word. Traditionally we concentrate on fluency once a child is a proficient reader. However, fluency is a skill that can be successfully addressed with beginning readers. This article presents practical strategies to help beginning readers become fluent readers. Of course, these strategies are effective with proficient readers, however, the earlier we begin to use them, the sooner children will internalize the concept of fluency and practice it. These strategies are also effective with second language learners.
Improving Engagement in a Lecture Course by Increasing Relevance to Student Needs and Interests
Author: Arnold, William W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Relevance (Education),Lecture Method,Student Needs,Student Interests,Instructional Effectiveness,Teacher Role,Student Centered Learning,Career Readiness,Business Administration Education,Undergraduate Students,Curriculum Enrichment,Student Satisfaction

A modification in emphasis in an upper business course from a professor-centered approach to a student-centered focus demonstrated the use of possibilities to enrich a lecture course format to increase student engagement while also facilitating student readiness to enter the workforce. A proliferation of college teaching formats has emerged, including online learning, video teaching alternatives, and interactive learning outside the classroom. These rival formats offer new ways to engage students and ease them into future positions in organizations, yet the lecture format continues to be a choice preferred by many educational institutions. The transition to a course aligned with student needs and interests entailed numerous modifications in classroom conduct, curriculum, and student learning experiences. Certain changes appeared obvious along with other adjustments that, although profound, were subtle. This study identified factors associated with this transition along with their effects on students. Findings were based on input and evaluations by students. Three main factors were prominent in implementing the modifications: (a) augmenting the positioning of the professor as the unilateral classroom authority by adding the role of professor as agent of service to the students; (b) enriching content and assignments that immersed students in the course subjects, but often focused on the workplace environment; and (c) collecting initial input about student learning goals and requiring student feedback from each class meeting. Pre-post surveys completed by students assessed changes in their confidence on factors they associated with effectiveness in their careers.
Five Effective Ways to Support At-Risk and Wounded Students in Thriving at Alternative High Schools and Earning Their Diplomas!
Author: Williams, Tammy
Date: 2019-00-00
Type: Journal Articles
Subjects: At Risk Students,High School Students,Nontraditional Education,Ancillary School Services,Counseling Services,Social Support Groups,Food Service,College Planning,Career Planning

Effective alternative high schools service the whole child - academically, socially, emotionally, and developmentally. It is critical to address the needs of the child through wrap-around support services that include Building Positive Relationships, Providing Supportive Safety Nets at School, Offering Counseling Services, Having a Food and Toiletry Pantry, Laundry Service and Bus Pass Bank and Focusing on Post-secondary Plans. A clear focus on these five wrap-around support areas will assist at-risk and wounded students to earn their high school diplomas - and level the students' playing fields with an emphasis on building productive futures in college, military and/or career. [This paper was originally presented at the 2019 Clute International Academic Conference on Education in Denver, Colorado.]