ethanporcaro/eric-fulltext-meta huggingface dataset:
Surveillance on University Students' Living Behaviors in the Private Residence, Prathumthani, Thailand
Author: Luckanavanich, Suwannee
Date: 2011-01-06
Type: Reports - Research
Subjects: Friendship,Correlation,Foreign Countries,Questionnaires,Student Attitudes,Student Behavior,Interpersonal Relationship,Attachment Behavior,Living Standards,Social Indicators,Social Theories,Hypothesis Testing

The purpose of this study was to investigate the relationship among lifestyles, personal relationship (friendship and romantic relationship), and living behaviors shared with closed friends and romantic friends. The study undertook a quantitative research of university students' living behaviors in the private residence. A survey questionnaire was employed with three hundred and eighty-four students living in the private residence nearby their universities. Reliability of the questionnaire was 0.93. The significance was tested by Pearson's Product Moment Correlation Coefficient. Results indicate that there was a positive relationship at a low level between friendship and romantic relationship, between students' lifestyle and friendship, between students' lifestyle and romantic relationship, between friendship and living behaviors shared with closed friends and between romantic relationship and living behaviors shared with closed friends. There was no significant difference between friendship and living behaviors shared with romantic friends, however, there was a negative relationship at a moderate level between romantic relationship and living behaviors shared with romantic friends. Results show that friendship was developed to romantic relationship, and students' lifestyle in the private residence had an effect on friendship and on romantic relationship. Moreover, different types of personal relationship could explain living behaviors shared with closed friends, but could not explain living behaviors shared with romantic friends. The development of relationship asserts the necessity for educators to give a careful look when students lived in the private residence and work proactively with owners of the private residence by using two-way communication to build mutual understanding and trust to get their participation to create constructive lifestyles and living behaviors to students.(Contains 5 tables.)
Working in Australian Higher Education: The Pressures at Small Regional Universities
Author: Palmer, W. P.
Date: 1996-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Regional Schools,Small Colleges,Teaching Conditions,Quality of Working Life,Financial Problems,Retrenchment,Institutional Characteristics,Computer Mediated Communication,Technology Uses in Education,Educational Practices,Regional Characteristics,Case Studies,Educational Finance,Schools of Education

This paper looks at the pressures under which academics in Australia are currently working, with special regard to small regional universities. Some time will be spent in explaining the situation and context of those working in the field of education at Northern Territory University as an example. In many respects small regional universities are under greater pressures than their older and larger counterparts in the major centres of population. Regional universities, however, tend to be the sole providers of educational courses over huge areas, which often gives them greater local  community support. Amongst the other pressures one sees at the smaller regional universities are the problems of retaining the educationally desirable diversity of courses  in a situation where there is little opportunity for economies of scale. The greater use of technology may provide some relief from these pressures and this is currently being investigated. Here again examples will be given.
A First Look at the Common Core and College and Career Readiness
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: State Standards,High School Graduates,Career Development,College Preparation,Colleges,Educational Policy,Program Implementation,Mathematics Achievement,Intervention,Educational Strategies,Accountability,Federal Legislation,Reading Achievement,Science Achievement,Writing Tests,English Instruction,Readiness

Forty-one states have adopted the Common Core State Standards. Now, implementing the Standards--to realize their purpose of increasing the college and career readiness of high school graduates--takes on primary importance. This transition to implementation introduces a number of challenging questions: What is the baseline of student performance on the Common Core State Standards, and what reasonable expectations should individuals hold for students moving forward? What does student college and career readiness look like today through the lens of the Standards? This report offers a first look at student performance relative to the Common Core State Standards and college and career readiness. This report establishes a baseline of performance on the Standards by using a sample comprising a quarter-million typical high school students, and then discusses how states, districts, and schools can support the implementation of the Common Core State Standards going forward. The period between Common Core adoption and Common Core implementation offers an important opportunity to evaluate and reframe education policy and practice at all levels. This report hopes to provide information that stakeholders can use to understand the current state of college and career readiness of students and to begin implementing programs and policies that best support the Common Core. (Contains 2 figures and 1 note.)
Charter Schools: Education Could Do More to Assist Charter Schools with Applying for Discretionary Grants. Report to Congressional Requesters. GAO-11-89
Author: Ashby, Cornelia M.
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Federal Aid,Grants,Eligibility,Government School Relationship,School Districts,Public Agencies

The number of charter schools is growing, spurred by demand for innovation and federal incentives, such as the Race to the Top Fund, which favors states supportive of charter schools. However, states often define charter schools differently than traditional public schools. Some charter schools operate as a school district, while others are part of a school district and some are for-profit entities. These differences could complicate eligibility determination for federal administrators. GAO was asked: (1) To what extent do charter schools apply for federal discretionary grant programs and what challenges do they face, if any, in doing so? (2) What role has the U.S. Department of Education played in helping charter schools establish their eligibility for federal discretionary grant programs? GAO identified grant programs governmentwide for which charter schools are eligible to apply, surveyed a stratified random sample of charter school officials, and interviewed federal agency officials. We also visited charter schools, school districts, charter school associations, and state educational agencies in 3 states. GAO recommends that Education clarify grant opportunities for charter schools, highlight charter schools' eligibility in relevant grant announcements, and post its grant application guidance for charter schools on its Web site. Education agreed with our recommendations. Appended are: (1) Scope and Methodology; (2) Federal Discretionary Grant Programs for which Charter Schools Are Potentially Eligible; (3) Comments from the Department of Education; and (4) GAO Contact and Staff Acknowledgments. (Contains 9 tables, 6 figures and 20 footnotes.)
Connecting Body and Mind: A Resource Guide to Integrated Health Care in Texas and the United States
Author: Lopez, Molly
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Health Services,Coordination,Physical Health,Mental Health,Substance Abuse,Primary Health Care,Improvement,Barriers,Financial Support,Models,Health Programs,Federal Programs,National Programs

There is a call across the country and in Texas to improve health care systems through integrated care. Integrated health care is the systematic coordination of physical and behavioral health services. The idea is that physical and behavioral health problems often occur at the same time and that integrating services will provide the best results and be the most acceptable to individuals receiving services. However, the health, mental health and substance abuse treatment systems developed independently, are physically separate and typically are financed separately. Shifting to integrated care requires substantial changes to existing service systems and is a challenging endeavor. This report summarizes various approaches to integration and what is known about their effectiveness. It also describes integrated health care programs in Texas and nationally and identifies resources to assist with developing and implementing integrated care systems. A glossary is included. (Contains 35 resources.)
A Longitudinal Study of Illinois High School Graduates with Disabilities: A Six-Year Analysis of Postsecondary Enrollment and Completion. Policy Research: IERC 2010-4
Author: Lichtenberger, Eric J.
Date: 2010-00-00
Type: Reports - Research
Subjects: Disabilities,High School Graduates,Longitudinal Studies,Cohort Analysis,Enrollment,College Graduates,Postsecondary Education,Student Characteristics,Institutional Characteristics,High Schools,Educational Attainment,Two Year Colleges,Bachelors Degrees

This study highlights the postsecondary pathways of students with disabilities from the Illinois high school class of 2002 (N=7,598) and provides comparisons to the students from the same cohort without a disability (N=105,537). The current study has two parts: 1) an analysis of the differences between students with disabilities and students without a disability in terms of demographic and academic characteristics, in addition to characteristics of the students' respective high schools; and 2) an analysis of the students' initial level of enrollment in higher education and the attainment of an intended outcome, for instance, obtaining a bachelor's degree for those initially enrolling at a four-year institution. The results of this study can be used to help identify some of the problem areas along the educational pipeline for students with disabilities in an effort to inform the work of policymakers and practitioners. Such information could be used to improve key transition points in the pipeline and reduce disparities that exist between students with disabilities and those without. (Contains 5 tables and 11 figures.)
Implementing Randomized Controlled Trial Studies in Afterschool Settings: The State of the Field. Afterschool Research Brief. Issue No. 1
Author: Vaden-Kiernan, Michael
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Research Methodology,Researchers,Academic Achievement,Evaluation,After School Programs,Partnerships in Education,Science Experiments,Research Design,Intervention,Program Implementation,Educational Strategies,Hypothesis Testing,Young Children,Outcomes of Education,Measures (Individuals),After School Education

SEDL is providing analytic and technical support to three large-scale randomized controlled trials assessing the efficacy of promising literacy curriculum in afterschool settings on student academic achievement. In the field of educational research, competition among research organizations and researchers can often impede collaborative efforts in the field. One important aspect of the current work has been the creation of the SEDL Afterschool Research Consortium (ARC), which brings together SEDL researchers, key staff from each afterschool research project, and experts in the field to discuss and share accomplishments, challenges, and solutions. This unique arrangement allows a number of researchers with varied backgrounds and experience implementing rigorous research in afterschool settings to collaborate in applying best research practices in the field, to a set of ongoing studies to improve the current studies' efforts and address important challenges to the field of afterschool research. The ARC also plans to develop papers and presentations documenting the lessons learned in order to advance the effective use of rigorous experimental research approaches in applied afterschool settings. This research brief is the first in a series of papers that are intended to provide the field with the insights culled from this collaborative effort. The purpose of this research brief is to summarize the challenges that have been raised by the proposal review process and the implementation of these studies during the first year of the project. This research brief seeks to highlight challenges to the field of afterschool research as the need for rigorous approaches to addressing questions of program impact and efficacy in applied settings increases. (Contains 1 footnote.) [For the related reports, see &quot;Key Issues and Strategies for Recruitment and Implementation in Large-Scale Randomized Controlled Trial Studies in Afterschool Settings. Afterschool Research Brief. Issue No. 2&quot; (ED513821) and &quot;The National Partnership for Quality Afterschool Learning Randomized Controlled Trial Studies of Promising Afterschool Programs: Summary of Findings. Afterschool Research Brief. Issue No. 3&quot; (ED513822).]
Key Issues and Strategies for Recruitment and Implementation in Large-Scale Randomized Controlled Trial Studies in Afterschool Settings. Afterschool Research Brief. Issue No. 2
Author: Jones, Debra Hughes
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Research Methodology,Adolescents,Recruitment,Partnerships in Education,After School Education,Academic Achievement,Program Implementation,Educational Strategies,Intervention,After School Programs,Reading Programs,English (Second Language),Second Language Learning,Bilingual Education

Under the larger scope of the National Partnership for Quality Afterschool Learning, SEDL funded three awardees to carry out large-scale randomized controlled trials (RCT) assessing the efficacy of promising literacy curricula in afterschool settings on student academic achievement. SEDL provided analytic and technical support to the RCT studies through its Afterschool Research Consortium (ARC), composed of SEDL researchers, key staff from each research project, and experts in the field. The ARC convened at least twice a year to discuss accomplishments, challenges, and solutions to the implementation of the funded RCT study designs. The ARC has been committed to the dissemination of information to the field about the effective use of rigorous experimental research approaches in applied afterschool settings. This research brief is the second in a series of papers intended to address some of the key challenges faced by awardees in order to provide insights to the research and practice community. The information for this brief includes lessons extracted from ARC discussions and activities, guidance provided by ARC experts, site visits and interviews conducted by SEDL, and the findings described in the larger literature of afterschool research. This brief is organized according to the primary challenges undertaken by the ARC during the early funding and implementation period, which involved two interrelated topics: difficulties with the recruitment of sites and challenges with implementation of curricula that had been adapted to fit the afterschool setting. These issues are part of a larger set of often-uncovered mechanisms or &quot;black box&quot; events occurring during implementation that can insidiously contribute to dampened treatment effects in these applied studies. This discussion is aimed at contributing practical information about conducting RCT studies in applied settings, suggesting strategies that might help circumvent a few of the multiple ways in which study effects are threatened, and broadening such discussions in the field. (Contains 3 footnotes.) [For the related reports, see &quot;Implementing Randomized Controlled Trial Studies in Afterschool Settings: The State of the Field. Afterschool Research Brief. Issue No. 1&quot; (ED513820) and &quot;The National Partnership for Quality Afterschool Learning Randomized Controlled Trial Studies of Promising Afterschool Programs: Summary of Findings. Afterschool Research Brief. Issue No. 3&quot; (ED513822).]
Divided We Fail in LA: Improving Completion and Closing Racial Gaps in the Los Angeles Community College District
Author: Moore, Colleen
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Educational Attainment,Minority Groups,Graduation Rate,Achievement Gap,Educational Assessment,Educational Indicators,Transfer Students,College Outcomes Assessment,Enrollment Rate,Racial Differences,Change Strategies

A recent report titled &quot;Divided We Fail: Improving Completion and Closing Racial Gaps in California's Community Colleges&quot; shows that student outcomes in the state's community colleges are inadequate to meet the projected demand for college-educated workers in the labor market. The report also documents the serious problem posed by the disparities in outcomes across racial/ethnic groups, disparities that leave the growing populations of underrepresented minority (primarily Latino and black) students much less likely to complete college degrees. The Los Angeles Community College District (LACCD) is the largest district in the state of California, enrolling over 250,000 students annually--about one in 10 of all students in the 72 districts of the California Community College (CCC) system. It serves a substantially higher share of under-represented minority students than the system as a whole, with blacks and Latinos accounting for 68% of enrolled students compared to 43% systemwide. The impact of continued racial disparities on the workforce is especially relevant in the Los Angeles region, given its size and diversity. Educational attainment among the large and growing Latino population is a particular concern, as the Latino share of the working-age population in Los Angeles County is projected to grow from 44% currently to about 50% in 2020 and 60% in 2040. At the request of Alliance for a Better Community, an organization dedicated to enhancing opportunities for Latinos to ensure the well-being of the Los Angeles region, this report summarizes student progress over 6 years for over 18,000 students in the LACCD. As what was done for the CCC system in &quot;Divided We Fail&quot;, this report examines student progress through intermediate outcomes (called &quot;milestones&quot;) and on to the completion of certificates, degrees and transfers. (Contains 1 table, 9 figures and 4 footnotes.) [Support for this paper was provided by the Alliance for a Better Community. For the related report, &quot;Divided We Fail: Improving Completion and Closing Racial Gaps in California's Community Colleges&quot;, see ED513824.
Divided We Fail: Improving Completion and Closing Racial Gaps in California's Community Colleges
Author: Moore, Colleen
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Persistence,Graduation Rate,Achievement Gap,Racial Differences,Educational Improvement,Alignment (Education),College Outcomes Assessment,Management Information Systems,Educational Practices,Educational Policy,Transfer Policy,Transfer Programs,Transfer Students,Educational Indicators,Change Strategies,Data

State actions to increase college completion are growing, with 23 states (though not California) signed on to Complete College America, and other foundation-led initiatives involving still more states and college systems. These initiatives are helping states use data to understand how students, and which students, make, or fail to make, progress toward completion and to apply that knowledge by changing institutional practices. These efforts have identified policy change as a key element in the completion agenda. Policy that is well aligned with completion goals can enhance college efforts to increase student success, while poorly-aligned policies can thwart the best on-the-ground efforts. This report models how data can be used to identify ways to increase student success. It analyzes outcomes for over a quarter of a million degree-seeking students in the California Community Colleges (CCC), tracking those who entered in 2003-04 over six years. The authors analyze student progress through intermediate &quot;milestones&quot; as well as three completion outcomes: certificates, associate degrees, and transfer. (Contains 10 figures, 1 table, and 35 notes.) [Support for this paper was provided by The Campaign for College Opportunity.]
Student Flow Analysis: CSU Student Progress toward Graduation. Report to the California State University as Part of the &quot;Making Opportunity Affordable&quot; Planning Year
Author: California State University, Sacramento. Institute for Higher Education Leadership & Policy
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Productivity,Graduation Rate,College Outcomes Assessment,Educational Indicators,Barriers,Cohort Analysis,Enrollment Trends,Predictor Variables,Academic Achievement,Student Records,Racial Differences,Probability,Change Strategies,Performance Factors,Transfer Students

The CSU (California State University) Chancellor's Office received a grant from the Lumina Foundation to engage in a year of planning activities to increase productivity within the CSU system. The grant is part of the Making Opportunity Affordable (MOA) initiative of the Lumina Foundation that is aimed at improving higher education productivity nationally. The subcontractors' charge for this MOA planning year was twofold: (1) Analyze the patterns by which students either proceed through stages toward degree completion or get off track--in order to determine what institutional efforts would have the biggest return in getting students on track and increasing instructional productivity; and (2) Conduct an in-depth analysis of CSU Campuses' Actions to Facilitate Graduation (CAFG) to determine which of the many individual campus initiatives offer the greatest promise to the CSU system to increase graduation rates and numbers of graduates. This work was intended to inform CSU efforts as the system works to improve graduation rates and productivity. This excerpt of the full report provided to the CSU contains the student flow analysis--part 1 of the charge detailed above. (Contains 11 figures, 3 tables and 20 footnotes.)
Learning Connections. Learning Times. Volume 6, Number 3
Author: LDA Minnesota
Date: 2008-06-00
Type: Collected Works - Serial
Subjects: Low Income Groups,At Risk Students,Reading Achievement,Mathematics Achievement,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Achievement Gap,Student Needs,Child Health,Safety,Check Lists,Conferences (Gatherings),Intervention

This issue of &quot;Learning Times&quot; discusses closing the achievement gap for low-income kids. Too many low-income children in Minnesota lag behind grade level in reading and math. LDA's (Learning Disabilities Association's) Learning Connections program serves these students who have fallen behind, but who do not receive special education services. This issue also includes Healthy Legacy: Safe Baby Products Bill Vetoed by the Governor! and an invitation to join the Play A Round for Kids! 2008 Golf Classic. Regular features include: (1) Parenting Corner: Home &amp; School Checklist; (2) Visit Us; (3) Upcoming ADHD (Attention Deficit Hyperactivity Disorder) Workshops &amp; Support Groups; and (4) LDA Minnesota Partners &amp; Community Sites.