ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Attainment and Attitudes towards War in Muslim Countries Contemplating War: The Cases of Jordan, Lebanon, Pakistan, and Turkey
Author: Shafiq, M. Najeeb
Date: 2009-09-00
Type: Reports - Research
Subjects: Muslims,Educational Attainment,Multivariate Analysis,Foreign Countries,Conflict Resolution,War,Social Attitudes,Public Opinion,Justice

This study addresses the little understood relationship between educational attainment and public attitudes towards war in four predominantly Muslim countries contemplating war: Jordan, Lebanon, Pakistan, and Turkey. The multivariate analysis using public opinion data suggests that the educational attainment of respondents has no statistically significant association with believing that war is necessary for obtaining justice. In a separate analysis, there is no statistically significant association between educational attainment and believing that U.N. approval is necessary before using military force to deal with an international threat. This study suggests that there is some validity to concerns raised by the U.K.'s Department for International Development and UNICEF that education may not be contributing to peaceful conflict resolution. (Contains 3 tables, 2 figures, and 15 footnotes.) [This study was supported by Indiana University's Proffitt Grant Program.]
Understanding the Role of Technology in a Secondary School Social Studies Classroom
Author: Gardner, Jacob D.
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Rural Schools,Educational Technology,Social Studies,Computer Uses in Education,Access to Computers,Technology Integration,Interviews,Questionnaires,Observation,Teacher Role,Educational Needs,Secondary School Teachers,Teacher Attitudes

Recent research has shown that technology is extremely important when used in the classroom because it enhances student learning. It is imperative that teachers learn the best practices for use of technology in the classroom. Using interviews, questionnaires, and observations with social studies teachers in a rural school district in Central New York, the studies showed that there are issues of access to technology for both students and teachers. Technology is a tool, and is changing the role of the teacher. Teachers have little or no professional development in the use of technology in their classroom. It is also not clear what purpose technology should serve in the classroom. The following are appended: (1) Letter to Administrator; (2) Letter of Informed Consent; (3) Questionnaire; and (4) Interview Question Outline. (Contains 6 figures.)
Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities
Author: Taymans, Juliana
Date: 2010-10-00
Type: Guides - Classroom - Teacher
Subjects: Intervention,Learning Disabilities,Adult Education,Learning Modules,Citations (References),Adult Educators

Approximately 3 million adults attend a variety of federally funded adult education and training programs. A noticeable number of these individuals have either diagnosed or undiagnosed learning disabilities (LD). For some, their adult education experience, based on effective instruction and respectful relationships, provides the preparation they need to move forward with their lives. The goal of the "Learning to Achieve" program is to expand the ability of adult service providers to work effectively with adults with LD. This document, "Learning to Achieve: A Professional's Guide to Educating Adults With Learning Disabilities," is both a companion guide to the training and a stand-alone resource for professionals who work with adults with LD and have not taken the training. The six chapters reinforce and extend the content of the training modules. The chapters provide information on relevant characteristics of adults with LD matched with descriptions and examples of practical intervention strategies. A major theme in research and practice focused on adults with LD is that effective interventions for this heterogeneous group are appropriate for all individuals who struggle with learning. Thus, the information provided in this guide is relevant to adult educators' work with a broad spectrum of individuals enrolled in adult education programs. Appendices include: (1) Samples; and (2) Checklist for Considerate Text Characteristics. Individual chapters contain figures, footnotes, and references.
Partnering with Employers to Promote Job Advancement for Low-Skill Individuals
Author: Martinson, Karin
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Business,Global Approach,Economic Climate,Job Skills,Labor Force Development,Skill Development,Job Training,Teamwork,Employment,Productivity,Competition,Labor Market,Industry,Public Sector,Private Sector,Skilled Workers,Certification,Semiskilled Workers

The current economic climate in the United States and the difficulty employers face in hiring and maintaining a skilled workforce in an increasingly competitive and global economy have generated interest in developing and promoting policies and programs that can most effectively help low-skill individuals gain job skills and move up the economic ladder, while also enhancing the viability and competitiveness of businesses. Employer involvement is critical to the success of these policies and programs. This paper explores the reasons why employer partnerships are important for improving economic outcomes for both low-skill workers and businesses. It identifies the factors that have hindered the growth of these partnerships as well as promising approaches--incumbent worker training and sectoral training--to build partnerships. It concludes with a discussion of policy considerations for creating and sustaining partnerships with employers to provide skill development opportunities. (Contains 3 footnotes.)
Adult Education Literacy Instruction. Appendix: Tables of Studies Included in the Review
Author: National Institute for Literacy
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Literacy Education,Adult Education,Literacy,Educational Research,Reading Fluency,Vocabulary Development,Reading Comprehension,Evaluation Methods,Adolescents,Alphabets,Literature Reviews,Adult Basic Education,Secondary Education,English (Second Language),Research Methodology,Inferences,Statistical Analysis,Experiments,Sampling,Quasiexperimental Design,Pretests Posttests,Correlation

Included here are two appendixes to "Adult Education Literacy Instruction: A Review of the Research." Appendix A, "Adult Studies," contains: (1) Assessment Profiles; (2) Alphabetics; (3) Fluency; (4) Vocabulary; and (5) Comprehension. Appendix B, "Adolescent Studies," contains: (1) Alphabetics; (2) Fluency; (3) Vocabulary; and (4) Comprehension. [For the accompanying report, "Adult Education Literacy Instruction: A Review of the Research," see ED521229.]
2008-10 County Profiles: A Publication in Support of Kentucky's Goal to Double the Number of Bachelor's Degree Holders by 2020
Author: Kentucky Council on Postsecondary Education
Date: 2008-01-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Educational Attainment,College Graduates,Counties,Bachelors Degrees,Goal Orientation,Correlation,Income,Outcomes of Education,Graphs,College Entrance Examinations,Scores,High School Seniors,College Attendance,College Preparation,Employment Level,Alumni,Student Financial Aid,Postsecondary Education

Doubling the Number of college graduates in Kentucky by 2020 will be challenging, but it is a worthy and achievable goal, and will make a real difference in the lives and livelihoods of Kentuckians. This report, a biennial publication of the Council on Postsecondary Education, shows how every county in the state can contribute toward this goal and benefit from the achievement of it. This edition features a new county ranking by the number of additional college graduates needed to bring the county up to the national average. This edition also includes a new graph showing the relationship between educational attainment and per capita income across Kentucky's fifteen area development districts, and a new graph and map showing the educational attainment of Kentuckians in an international context. Other new features on each county profile sheet include: (1) College graduation rates for students from the county; (2) Comparison of the county's in-state college-going rate with the Kentucky rate; and (3) Average ACT scores for each county's high school seniors (previous editions included ACT scores only for students entering college in Kentucky).
Developmental Education: Time to Completion. Data Notes. Volume 6, Number 1, January/February 2011
Author: Topper, Amy
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Developmental Studies Programs,English Instruction,Mathematics Instruction,Correlation,Low Income Groups,Academic Persistence,Community Colleges,Outcomes of Education,Statistical Data,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Educational Policy,Improvement Programs,Program Length,Time Factors (Learning)

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" investigates the number of attempts it takes students to complete all developmental education courses to which they are referred. Subsequent gateway course completion and overall persistence are also examined. Three-year outcomes were analyzed and disaggregated by developmental education subject (English and math) and the level of developmental education assignment. Students referred to developmental math were more likely to attempt the class than were students referred to developmental English. The data show that the number of developmental education course attempts and the student's referral level are both inversely related to successful gateway course completion, regardless of subject. Three-year persistence rates were positively associated with developmental coursework completion, but not with the number of developmental coursework attempts. (Contains 3 figures and 4 footnotes.)
Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: Evidence from Quantile Regression Analyses
Author: Shafiq, M. Najeeb
Date: 2011-01-00
Type: Reports - Research
Subjects: Muslims,Social Characteristics,Overachievement,Academic Achievement,Foreign Countries,Student Characteristics,Socioeconomic Influences,Gender Differences,Mathematics Achievement,Reading Achievement,Science Achievement,Adolescents,Cross Cultural Studies,Cultural Differences,Achievement Gap,Underachievement,Human Capital

Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15 year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan, girls achieve as well as boys in all subjects. In Qatar and Turkey, girls underachieve in mathematics, achieve as well as boys in science and overachieve in reading. In Indonesia, the Kyrgyz Republic, and Tunisia, girls underachieve in mathematics and science but overachieve in reading. On the basis of the analyses, two generalizations can be made. First, key country-level economic and social characteristics appear unrelated to achievement gender gaps. Second, the overachievement of girls in reading and underachievement in mathematics and science are similar to findings from non-Muslim industrialized countries. (Contains 5 tables and 6 footnotes.) [This study was supported by a Proffitt Research Grant from Indiana University.]
Teaching Technology to Hispanic Youth: A Report on Factors Affecting Students' Learning. Research Report No. 46
Author: Cutz, German
Date: 2011-01-00
Type: Reports - Research
Subjects: Summer Programs,Student Attitudes,Time Management,Teaching Methods,Hispanic Americans,Adolescents,Knowledge Level,Pretests Posttests,Scores,Program Effectiveness,Self Esteem,Independent Study,Technology Education,Middle School Students,High School Students,Computer Literacy

University of Illinois Extension, in partnership with Our Lady of Mount Carmel Church in Joliet, Illinois, offered a technology summer program for Hispanic youth from June 22 to July 22, 2009. The program, &quot;Looking Back, Moving Forward,&quot; utilized self-directed learning activities during the entire program. Eight out of fourteen Hispanic students completed sixty hours of training by attending a three-hour class from Monday through Friday. There were seven females and one male whose ages ranged from twelve to seventeen years old. To assess students' knowledge before and after the program, they were administered pre- and post-tests. The highest score on the pre-test was 32 percent, but that went up to 88 percent on the post-test. To document the factors that affected students' learning, they completed a self-report card every day. Student reports on factors that positively affected their learning included: (1) sense of accomplishment; (2) excitement; (3) experimenting; (4) self-directed learning; (5) confidence; and (6) time management. Factors that limited students' learning included: (1) inability to complete tasks; (2) frustration; (3) equipment malfunctions; (4) uncertainty; and (5) tediousness. (Contains 4 tables.)
Connecticut Public Higher Education: 2011 System Trends. Report
Author: Connecticut Department of Higher Education
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Student Financial Aid,Enrollment Trends,Public Colleges,Educational Finance,Trend Analysis,Tuition,Funding Formulas,In State Students,Context Effect,Financial Support,Student Costs,Budgets,Fees,Expenditure per Student,Enrollment Rate,Academic Degrees,College Faculty

This paper presents the public higher education system trends in Connecticut for 2011. This report contains the following sections: (1) Higher Education in a Statewide Context; (2) Expenditure Trends; (3) Comparative Funding Indicators; (4) Enrollment Trends; (5) Position Trends; (6) Tuition and Fees; (7) Student and State Share of Costs; and (8) Student Aid and Statutory Waivers.
What Criteria Should Policymakers Use for Assisting Households with Educational Expenditure? The Case of Urban Bangladesh
Author: Shafiq, M. Najeeb
Date: 2010-11-00
Type: Reports - Research
Subjects: Foreign Countries,Expenditures,Family (Sociological Unit),Criteria,Financial Support,Educational Finance,Urban Areas,Educational Policy,Financial Policy

Low household expenditure on education compromises the learning and future labor market prospects of children. This study provides an empirical framework for determining the  criteria that South Asian policymakers can use for assisting households with educational expenditure. A case study of urban Bangladesh using tobit and hurdle regression models indicate that households in the bottom two per-capita quartiles should receive priority as recipients of policy assistance. Other criteria include households with parents who have not completed primary schooling, and households with boys, older children, and multiple children of school-going age. (Contains 3 tables, 1 figure, and 5 footnotes.) [This study was supported by a Proffitt Grant from Indiana University.]
Do Education and Income Affect Support for Democracy in Muslim Countries? Evidence from the &quot;Pew Global Attitudes Project&quot;
Author: Shafiq, M. Najeeb
Date: 2009-05-00
Type: Reports - Research
Subjects: Cross Cultural Studies,Poverty,Socioeconomic Status,Muslims,Income,Democracy,Educational Attainment,Foreign Countries,Access to Education,Educational Quality,Democratic Values,Public Opinion

Using micro-level public opinion data from the &quot;Pew Global Attitudes Project&quot; 2005, this study investigates the effect of educational attainment and income on support for democracy  in five predominantly Muslim countries: Indonesia, Jordan, Lebanon, Pakistan, and Turkey. Holding all else constant and compared to not finishing primary education, this study finds that secondary education and higher education encourage support for democracy in Jordan, Lebanon and Pakistan. The results suggest that support for democracy is a social benefit of education in Jordan, Lebanon, and Pakistan. Regarding income, the results indicate that relative to the poor, those belonging to middle-income groups are more supportive of democracy in Lebanon and Turkey. Curiously, there is no statistical relationship between belonging to the richest groups and supporting democracy. (Contains 3 tables and 6 footnotes.) [This study was funded by a Proffitt Grant from the School of Education at Indiana University.]
Do School Incentives and Accountability Measures Improve Skills in the Middle East and North Africa? The Cases of Jordan and Tunisia
Author: Shafiq, M. Najeeb
Date: 2011-06-00
Type: Reports - Research
Subjects: Foreign Countries,Accountability,Incentives,Educational Change,Reading Skills,Mathematics Skills,Science Achievement,Mathematics Achievement,Reading Achievement,Adolescents,Economics

There is general agreement that skill-enhancing school reforms in the Middle East and North Africa (MENA) region are necessary for economic, political and social reasons. Using student-level data from Jordan and Tunisia, this study assesses the relationship between skills and the following school incentive and accountability measures: pedagogical autonomy, school competition, freedom to hire and fire teachers, publicly posting data, and parent involvement in school affairs. Quantile regression analyses of mathematics, science, and reading skills of 15-year-old students suggest that students in schools with incentive and accountability measures do not have higher skills than students in school without the measures; this suggests that schools with incentive and accountability measures are no more efficient than other schools that have not adopted the measures. In terms of equity, the reforms are not associated with higher skills for the less skilled; a notable exception is parent involvement in Tunisia, which is associated with higher science and reading skills among low-skilled students. The main policy implication is that school incentive- and accountability-based reform should not be pursued until researchers have identified the effective design properties of each incentive and accountability measure. (Contains 8 tables and 6 footnotes.)
Integrating the Secondary School Foreign Language Classroom through Multiple Learning Activities
Author: DeFalco, Laura
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Learning Activities,Second Language Instruction,Learning Disabilities,Teaching Methods,Regular and Special Education Relationship,Language Teachers,Special Education Teachers,Teacher Collaboration,German,Spanish,Inclusion,Interviews,Observation

Foreign language teachers experience difficulties in teaching students with learning disabilities. The challenge is to teach students with and without disabilities in the same classroom while having no background knowledge of how to teach towards all these students. Through observations and interviews with two foreign language teachers, the use of a variety of methods can help teachers and students succeed. For student's success, foreign language teachers use many different strategies and assistance from special education teachers. The use of multiple learning activities in the classroom has shown that all students can learn a foreign language. The following are appended: (1) Letter of Permission from Principals; (2) Letter of Informed Consent from Teachers; (3) Letter of Introduction for Parents and Students; (4) Letter of Introduction for Students; (5) Letter of Informed Consent for Parents; (6) Letter of Informed Consent for Students; and (7) Foreign Language Teacher Interview Questions. (Contains 2 figures and 3 tables.)
Education, Income and Support for Suicide Bombings: Evidence from Six Muslim Countries
Author: Shafiq, M. Najeeb
Date: 2009-08-00
Type: Reports - Research
Subjects: Muslims,Income,Educational Attainment,Suicide,Foreign Countries,Terrorism,Social Attitudes,Cross Cultural Studies,Generalization,Public Opinion,Islamic Culture,Political Attitudes,Family Structure,Age Differences

We examine the effect of educational attainment and income on support for suicide bombing among Muslim publics in six predominantly Muslim countries that have experienced  suicide bombings: Indonesia, Jordan, Lebanon, Morocco, Pakistan, and Turkey. We make two contributions. First, we present a conceptual model, which has been lacking in the literature. Second, we consider attitudes towards two different targets of suicide bombings: civilians within the respondent's country and Western military and political personnel in Iraq. We find that the effect of educational attainment and income on support for suicide bombings varies across countries and targets. Our findings therefore draw attention to the difficulties of making generalizations about Muslim countries, and the importance of distinguishing between targets of suicide bombings. (Contains 15 tables, 1 figure, and 13 notes.)
Designing Targeted Educational Voucher Schemes for the Poor in Developing Countries
Author: Shafiq, M. Najeeb
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Costs,Economically Disadvantaged,Educational Vouchers,Poverty,Developing Nations,Access to Education,Educational Finance,At Risk Students,Educational Quality,Public Schools

Targeted educational voucher schemes [TEVS] are often proposed for poor children in developing countries. This article explores the design of an effective TEVS using three policy instruments: regulation, support services, and finance. The regulation design addresses the rules that must be adhered to by participating households, children, and schools. The support services design considers the complementary services for all participants and financial and political supporters. The finance design addresses the value of each voucher, total TEVS costs, and sources of finance. Overall, this article provides a foundation for evidence-based evaluations to support, modify, or oppose a particular TEVS. (Contains 2 footnotes.)
Characteristics of Credential Completers. Data Notes. Volume, 6, Number 2, March/April 2011
Author: Clery, Sue
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Academic Achievement,Attendance,Student Characteristics,Graduation,Predictor Variables,Racial Differences,Gender Differences,Age Differences,Majors (Students),Developmental Programs,College Students,College Graduates,Achievement Gap

Certain attributes are predictors of student success, including: regular class attendance; completion of all assigned readings and work; being attentive in class and participating in class discussions; setting definable goals; and scheduling an adequate amount of study time. However, other student characteristics, including demographics such as race and age, and certain academic characteristics, such as the depth and breadth of developmental needs, or field of study, have also been linked to lower student outcomes. Closing achievement gaps associated with demographics and academic characteristics upon enrollment has been one of the most perennial problems in education. Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" examines the demographic and background characteristics of students who completed certificates or degrees, or transferred within three years of initial enrollment. Some background and  academic characteristics may be stronger predictors of student success than others. Through this analysis, an attempt was made to determine which characteristics had the strongest relationships with completion or transfer rates. (Contains 8 footnotes and 1 figure.)