ethanporcaro/eric-fulltext-meta huggingface dataset:
Directing and Chairing EFL Doctoral Students' Qualitative Research Dissertations in Taiwan
Author: Kuo, Ya-Hui
Date: 2009-00-00
Type: Reports - Research
Subjects: Graduate Students,Qualitative Research,Doctoral Dissertations,Foreign Countries,Writing Skills,English,English (Second Language),Research Methodology,Academic Advising,Faculty Advisers,Doctoral Programs

Writing a dissertation to fulfill the requirement for the completion of Ph.D. programs has always been the most challenging task for doctoral students. It is especially true for EFL students who not only need to struggle with the research process, but also the English language. One way to avoid being an ABD (All But Dissertation or All But Dead), dissertation chairs usually advice their EFL students with less research, no research experience, or low level of English proficiency not to conduct a qualitative dissertation which is &quot;notorious&quot; for its hardness and complication. Thus, students without time, energy, and good writing skills are not encouraged to do it. While the statement might be true, supervising and chairing a qualitative research dissertation is as hard as writing one. It is indeed challenging work for the first-time dissertation chair. The purpose of this study is to better prepare doctoral students and first time chairing dissertation faculty during this process by outlining the facts and tips of supervising, directing, and conducting a qualitative dissertation. More importantly, the author of the current research hopes more graduate students and scholars will conduct  qualitative research studies. Yet, it is very essential for researchers to know that research questions determine the methods they need to use for their researches, not the methods they are most comfortable with. A 36-item bibliography is included. [This paper was published in: Access: Selected Papers. Presented at the Philippine International English Language Conference (1st, Manila, Philippines, January 31-February 1, 2009). British Council. ISSN 2094-4241. p115-123.]
How an Understanding of Cognition and Metacognition Translates into More Effective Writing Instruction
Author: O'Brien-Moran, Michael
Date: 2010-03-05
Type: Information Analyses
Subjects: Process Approach (Writing),Writing Processes,Metacognition,Decision Making,Cognitive Processes,Short Term Memory,Teaching Methods

This discussion paper investigates the pedagogical implications of the cognitive process writing model proposed by Flower and Hayes (1981). The research of Flower and Hayes (1981) provides insights into how writers go about planning, generating, and revising during the process of writing. Flower and Hayes (1981) believed that this shift in focus, from product to process, had important instructional implications. They further stated that good writing instruction should provide an understanding of the cognitive processes that make up the writing process. This paper attempts to address the following question: How does one move inexperienced writers to the point at which they can begin to engage in the decision-making practices that are used by experienced writers? Sitko (1998) found that one way to engage students in the decision-making process was to provide instruction in metacognition. Explicitly teaching students metacognitive strategies, such as summarizing (self-review), questioning, clarifying, and predicting allowed writers to develop certain strategies to the point of automaticity. Palinscar and Brown (1986) found that teaching students basic metacognitive skills and then reminding them to use those skills was beneficial in improving their ability to monitor their own thinking. Once metacognitive strategies become automatic students are able to devote more of their working memory to the hierarchical stages of writing involving planning, generating, and reviewing. This paper identifies instructional protocols instructors might use to effect students' metacognitive awareness of the hierarchical decision-making strategies. (Contains 1 table.)
The Role of Calligraphy in the Italian Schools of Modern Times
Author: Ascoli, Francesco
Date: 2010-00-00
Type: Historical Materials
Subjects: Foreign Countries,Handwriting,Educational History,Elementary Schools,Teaching Methods

The history of calligraphy and its insertion into the &quot;cursus studiorum&quot; of Italian schools is rebuilt, starting from the end of the 18th century. The history of teaching calligraphy was connected in fact not only with the development of writing styles and instruments but--particularly in the Italian context--it was burdened with other issues also, such as the teaching of reading and writing, the learning of the national Italian language itself, and pedagogical issues more in general. Through a review of authors, writing styles, teaching methods and manuals, the history of teaching calligraphy in elementary and secondary schools is retraced ad well as the development of a training course for teachers, from the pre-unification period to the Gentile's Reform, when a real calligraphic crisis began. (Contains 60 footnotes and 10 pictures.)
Why America Needs High-Quality Early Care and Education
Author: Business Roundtable
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Quality,Educational Principles,Employed Parents,Productivity,Employee Absenteeism,Socioeconomic Status,Context Effect,Cost Effectiveness,Disadvantaged Youth,Elementary Secondary Education,Outcomes of Education,Government School Relationship

Business Roundtable (BRT) and Corporate Voices for Working Families (CVWF) believe federal and state efforts to develop early care and education systems for children birth through age five must be based on a set of guiding Principles that define the components of a successful system and high-quality programs. These Principles draw on current early childhood research, lessons from K-12 education reform efforts and applicable lessons from the nation's experience in building a voluntary system of higher education. The six Principles presented in this paper are interconnected; they are not listed in priority order. BRT, CVWF and others will use these Principles to assess existing early education programs; consider philanthropic priorities; evaluate policy proposals on prekindergarten, Head Start and other programs; and formulate policy positions. These principles are: (1) Learning; (2) Standards; (3) Teachers; (4) Parents; (5) Accountability; and (6) Partnerships. Supporting research is appended. A bibliography is included.
Playgrounds & Toxic Threats
Author: Healthy Schools Network, Inc.
Date: 2010-00-00
Type: Collected Works - General
Subjects: State Legislation,Federal Legislation,Public Health,Risk Management,Play,Laws,Playgrounds,Neighborhoods,Hazardous Materials,Child Safety,School Safety

Neighborhood and school playgrounds are places that kids play, get fit and make friends. Individuals expect playgrounds to be safe and clean environments for children to play in. However, too many playgrounds across America have unsafe play equipment and are not well-maintained. Some may pose environmental health hazards such as the ones discussed in this guide. Children are more vulnerable to environmental health hazards because their bodies are still growing. Proportionally, they eat, drink, and breathe more per pound of body weight than adults. Children like to explore, which can expose them to more environmental threats than adults. But, they also do not know how to identify and protect themselves from these hazards. This guide discusses the following: what parents and schools can do to ensure safety in playgrounds; current federal and state laws governing toxic playground materials; and health concerns associated with each type of risk.
Counting the Hidden Assets: First Steps in Assessing the Impact of Community College Noncredit Education Programs on the Workforce and Local Economies
Author: Business Roundtable
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Noncredit Courses,Community Colleges,Outcomes of Education,Labor Force Development,Economic Impact,Accountability,College Role,Role of Education,English (Second Language),Developmental Programs,Job Skills,Job Training,Urban Schools,Measurement Techniques,School Business Relationship,Models

By providing an affordable way to build and maintain a knowledgeable and skilled workforce, noncredit courses add value to people and their communities. Still, government leaders and other decisionmakers want to know: Exactly how much value do they add? Who benefits? What is the return on investment? Which programs are most effective and most cost-effective? And of course, how can these programs be improved? This white paper proposes the first steps to provide the answers decisionmakers want and community colleges need. Appendices include: (1) Testing the Activity Measure and Framework at Two Colleges: Macomb Community College and LaGuardia Community College; and (2) Members of the Research Team. A bibliography is included. (Contains 5 endnotes.)
Tennessee County Higher Education Profiles, 2010
Author: Tennessee Higher Education Commission
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Family Income,Community Surveys,Bachelors Degrees,Counties,Profiles,Enrollment,High School Graduates,Associate Degrees,Educational Attainment,Older Adults,Poverty,Young Adults,Census Figures

The &quot;Tennessee County Higher Education Profiles 2010&quot; provide basic information with respect to higher education for each county in Tennessee. The 2010 &quot;Profiles&quot; represent the fourth year for this report. In the demographic and enrollment sections, a few changes were made to better meet the needs of policymakers. This document explains those changes. The &quot;Tennessee Higher Education County Profiles 2010&quot; employed the U.S. Census Bureau's American Community Survey (ACS) as the data source to provide current demographic information each Tennessee county. Specifically, the following indicators utilize the ACS: (1) Percent of Adult Population with High School Diploma or Higher (Age 25 and up); (2) Percent of Adult Population with Associates Degree or Higher (Age 25 and up); (3) Percent of Adult Population with Bachelors Degree or Higher (Age 25 and up); (4) Degree Attainment of Younger Adults Relative to Older Adults; (5) Percent of Population in Poverty (18-64 Year Olds); (6) Median Family Income; and (7) Per Capita Personal Income. (Contains 1 footnote.)
Tennessee Higher Education Profiles and Trends, 2010
Author: Tennessee Higher Education Commission
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Student Participation,Profiles,School Holding Power,Trend Analysis,Educational Policy,Economic Factors,College Preparation,Academic Persistence,Graduation Rate,Remedial Programs,Educational Finance,Student Financial Aid,Tuition,Satisfaction,Student Attitudes,Educational Attainment,Outcomes of Education,Income,Adult Learning,Nontraditional Students,Minority Groups

Tennessee Code Annotated (T.C.A.) Section 49-7-202 (c) (7) requires the Tennessee Higher Education Commission to &quot;submit a biennial report to the governor and the general assembly, commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education.&quot; The purpose of this report, &quot;Tennessee Higher Education Profiles and Trends,&quot; is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on seven policy issues important to the state: (1) State Economy and Higher Education; (2) Student Preparation; (3) Student Participation; (4) Student Retention and Completion; (5) Finance; (6) Tuition and Financial Aid; and (7) Student Satisfaction. (Contains 22 figures and 8 footnotes.)
Tennessee Higher Education Fact Book, 2009-2010
Author: Tennessee Higher Education Commission
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Scholarships,Enrollment Trends,Public Colleges,Student Characteristics,Gender Differences,Age Differences,Racial Differences,College Freshmen,College Transfer Students,Undergraduate Students,Community Colleges,College Entrance Examinations,Academic Persistence,School Holding Power,Graduation Rate,Tuition,Student Financial Aid,State Aid,Taxes,Fees,Family Income,Grants,Teacher Salaries,College Faculty

The Division of Policy, Planning, and Research has assembled the Tennessee Higher Education Fact Book which is a compilation of statistical information pertaining to higher education in Tennessee. The 2009-2010 Fact Book contains tables and charts with data relevant to enrollment, persistence, graduation, tuition, financial aid, lottery scholarships, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included.
Tennessee Higher Education Commission Statutory Data Report, 2010
Author: Tennessee Higher Education Commission
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Colleges,Community Colleges,Technical Institutes,State Legislation,Accreditation (Institutions),College Admission,Graduation Rate,Academic Degrees,College Faculty,Remedial Instruction,Developmental Studies Programs,African American Students,College Students,College Transfer Students,Scores,Certification,Job Placement,College Graduates,Financial Support,College Entrance Examinations

This report is prepared pursuant to T.C.A. (Tennessee Code Annotated) Section 49-7-210. As specified, this report provides information as required for public four-year institutions, public two-year institutions, and public technology centers. (Contains 18 tables.)
Productivity, Performance and Return on Investment: A Baseline Analysis of Tennessee Public Institutions of Higher Education
Author: Tennessee Higher Education Commission
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Full Time Equivalency,Awards,Graduation Rate,Institutions,Outcomes of Education,Master Plans,Enrollment,Educational Finance,Public Colleges,Financial Support,State Aid,Economic Climate,Accountability,Tuition,Fees,College Students,Cohort Analysis,College Attendance,Academic Degrees,Comparative Analysis,Tables (Data)

Tennessee needs to continuously increase its degree productivity by four percent every year from now until 2025. In the midst of this need for increased degree production, the state's current economic realities indicate public institutions will receive little to no new state appropriated revenues for the foreseeable future. The Master Plan Annual Progress Report measures state and system progress, an accountability tool designed to monitor student success, efficiency and quality. The present report supplements the Progress Report by profiling institutional productivity, performance and return on investment. As the current fiscal environment requires that institutions provide services at a lower cost, campuses and systems must consider the relationship between funding and outcomes. This report analyzes that relationship through widely used indicators: (1) the level of investment, measured by unrestricted state appropriations and tuition and fees per full-time equivalent (FTE) student; (2) the return on that investment, measured by annual awards produced per dollar invested; and (3) and awards produced per 100 FTE. Instead of using first-time freshman cohort graduation rates, which exclude part-time students, those who start in spring semester, and those who begin as transfers, this analysis looks at the number of all degrees, certificates and diplomas awarded relative to student enrollment, adjusted to account for full time attendance. Still, this measure of productivity does not differentiate between one-year certificates or doctoral degrees, nor does it take into consideration programmatic expense. Over the past five years, Tennessee institutions of higher education have become more productive, not only relative to the SREB median but also in the count of awards produced. According to the 2003-2004 survey, Tennessee produced approximately 35,400 degrees and certificates while five years later the same institutions produced 39,500 degrees and awards, an increase of 12 percent. Furthermore, these awards were produced with no real increase in revenues per FTE. When adjusted for inflation to 2008 dollars, revenues available to institutions in 2003-2004 were exactly the same as in 2008-2009 ($10,100 per FTE). (Contains 6 footnotes.)
Creating Partnerships for a Better Tennessee. Master Plan, 2005-2010
Author: Tennessee Higher Education Commission
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Quality,Academic Aspiration,Governing Boards,Master Plans,Colleges,Access to Education,College Preparation,Readiness,Partnerships in Education,Ability,Paying for College,Public Officials,Educational Policy,Public Policy,School Community Relationship

The Tennessee Higher Education Commission is statutorily charged to develop a statewide master plan for the future development of public higher education. In response to this, the Master Plan, &quot;Creating Partnerships for a Better Tennessee,&quot; was developed for 2005-2010. The Master Plan is a collaborative effort with the Tennessee Board of Regents, the University of Tennessee and guidance from a Master Plan Taskforce, representing a board constituency. Approved by the Commission in July 2005, the Master Plan is a public policy document which promotes linkages with civic, corporate, and community partnerships. Additionally, the Master Plan identifies four key areas of improvement: Access, Student Preparation, Affordability, and Educational Excellence. Therefore, the 2005-2010 Master Plan, sets in motion focused efforts across all public higher education to meet the educational aspirations of the citizens of Tennessee.
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2010
Author: Tennessee Higher Education Commission
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Graduation Requirements,Master Plans,Public Education,Elementary Secondary Education,College Admission,Annual Reports,Preschool Education,Academic Achievement,Alignment (Education),Educational Indicators,Educational Change,Academic Standards,Careers,Readiness,College Preparation

This report complies with the requirements established in T.C.A. (Tennessee Code Annotated) Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but not to be limited to, a discussion of the following four areas: (1) The extent of duplication in elementary-secondary and postsecondary education; (2) The extent of compatibility in high school graduation requirements and admission requirements of postsecondary institutions; (3) The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) The extent to which state needs in public education are being met as determined by such board and commission. Appendices include: (1) Tennessee High School Graduation Requirements; and (2) Minimum High School Course Requirements for Regular Undergraduate Admission to Tennessee Public Higher Education Institutions. (Contains 4 footnotes.)
Wilder-Naifeh Technical Skills Grant Program Report: A Baseline Evaluation
Author: Tennessee Higher Education Commission
Date: 2010-00-00
Type: Reports - Research
Subjects: Grants,Student Financial Aid,State Aid,Labor Force Development,Technical Institutes,College Students,Student Characteristics,Enrollment,Sex,Ethnicity,Age,Family Income,Majors (Students),Graduation Rate,Transfer Rates (College)

The Wilder-Naifeh Technical Skills Grant, introduced in Winter 2004, grants awards of up to $2,000 to students who attend one of the 27 Tennessee Technology Centers. Since the inception of this program, approximately 50,000 students have received grants, and the state of Tennessee has spent roughly $47.5 million on the program over the last four years. The annual recipient headcount has grown continuously, from 8,815 in 2004-05 to 11,604 in 2008-09. It is expected that grant expenditure will continue to expand as more students flow into Technology Centers along with the increased demand for more skilled workers. This study is the first comprehensive report on the Wilder-Naifeh program since the program came into being. The report introduces basic data pertaining to the program such as enrollment, completion, and transfer. First, it presents enrollment data in terms of demographics and academic major. The enrollment profiles of award recipients and non-recipients are compared and differences are observed. Secondly, the report details the performance of grant recipients. Specifically, completion rates are calculated for each cohort, and transfer rates as well as time-to-completion data are also included in this report. (Contains 9 tables, 5 charts, and 6 footnotes.)
Career Pathways Partnerships. K-12 &amp; Afterschool Policy Brief
Author: Children Now
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Youth Programs,Work Experience,Intervention,Prevention,Career Development,Juvenile Gangs,At Risk Persons,Access to Education,Equal Opportunities (Jobs),Job Skills,Partnerships in Education,School Community Relationship,College School Cooperation,Labor Force Development,After School Programs,College Preparation,Teaching (Occupation)

On June 30, 2010, California awarded $3 million to support teacher recruitment and training through the California Gang Reduction, Intervention and Prevention (CalGRIP) initiative, which assists young adults at risk of joining gangs in finding employment or pursuing an education. California chose to fund six Career Pathways Partnership projects as part of this initiative. The projects recruit, train and educate young adults in high-need communities to become credentialed teachers or pursue careers like youth counseling or social work. Unique partnerships between state universities, community colleges, school districts, community-based organizations and workforce development agencies provide guidance, case management and academic programs to ensure their success. Participants work part-time in afterschool programs, gaining valuable and career-relevant work experience and providing a positive example for at-risk children. (Contains 3 endnotes.)
New Jersey Teacher Salaries Are Comparable to Professional Pay in Private Sector. Issue Brief No. 5
Author: Winters, Marcus A.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Private Sector,Public School Teachers,Labor Market,Comparative Analysis,Salaries,Economic Factors,Working Hours

It is often said that public school teachers are poorly paid. At an average salary of about $60,000 a year, public school teachers in New Jersey take home substantially less pay than do many other college educated professionals. Teachers tend to work fewer hours in a year than do other professionals. Does the widespread assertion that New Jersey's teachers are poorly paid relative to other professionals hold true after accounting for differences in hours worked? This policy brief uses data from government sponsored labor market surveys to shed light on that question. When adjusted to equivalent working hours, it is found that New Jersey's public school teachers earn wages that are competitive with those of private-sector professionals, whose salaries have stagnated or been cut as a result of the recent economic downturn. (Contains 6 endnotes.)