ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Occupational Intentions Stability and Change through High School. Stats in Brief. NCES 2020-167
Author: Holian, Laura
Date: 2020-06-00
Type: Reports - Research
Subjects: STEM Education,Occupational Aspiration,High School Freshmen,Student Attitudes,Expectation,Career Choice,Course Selection (Students),Grade 9,Grade 11,Sciences,Engineering,Mathematics,Information Technology,Intention,Student Characteristics,Family Characteristics,Institutional Characteristics,Persistence,Gender Differences,Racial Differences,Ethnicity,Parent Background,Educational Attainment,Socioeconomic Status,Grade Point Average,Student Interests,Grade 8

This Statistics in Brief provides information about the occupational expectations of high school freshmen in 2009 and how their expectations changed (or did not) by the spring of 2012. The focus is on expectations for a career in a Science, Technology, Engineering, and Mathematics (STEM) field, defined in this report as science, technology, engineering, and mathematics. The report draws on data from the High School Longitudinal Study of 2009 (HSLS:09).
Culturally Responsive Practices and Positive Behavioral Interventions and Supports (PBIS): Annotated Bibliography. [Updated]
Author: Gadd, Sonja
Date: 2020-00-00
Type: Reference Materials - Bibliographies
Subjects: Positive Behavior Supports,Culturally Relevant Education,Intervention,Students with Disabilities,At Risk Students,Racial Differences,Racial Bias,Transitional Programs,Planning,Annotated Bibliographies

Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS. The purpose of this annotated bibliography is to synthesize relevant research and resources on Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). The implementation of CRPBIS and its associated outcomes are briefly summarized. To conclude, additional resources on CRPBIS are provided. [For the previous version from 2019, see ED601040.]
Sexuality in Transition Planning: Annotated Bibliography
Author: Stevenson, Bradley
Date: 2015-10-00
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Sexuality,Individualized Transition Plans,Disabilities,Attitudes toward Disabilities,Gender Issues,Sex Education,Advocacy,Sexual Orientation,Intellectual Disability,Autism,Pervasive Developmental Disorders,Adolescents

Sexuality has been defined as &quot;companionship, friendship, sexual expression, sexual identity, and intimate relationships&quot; (Bambara &amp; Brantlinger, 2002). People with disabilities have many obstacles as they transition to adulthood, including developing and understanding their own sexuality (Sinclair, Unruh, Lindstrom, &amp; Scanlon, 2015). These can include the perception individuals with disabilities have about their own sexuality, the perception of others regarding the sexuality of people with disabilities, and the knowledge of sexuality by individuals with disabilities among others. Sexuality in transition planning seeks to overcome this obstacles through explicit planning in order to more fully develop a student's sexuality. Many articles have been published on the topic of sexuality in transition planning. This annotated bibliography provides a reference and a brief synopsis of articles published on this topic. The articles are divided into two basic categories. The first is &quot;Journals or Special Issues.&quot; This group consists of (1) journals dedicated to the topic of sexuality; or (2) special issues of other journals that are dedicated to the topic. The second category consists of articles appearing in various publications that are not dedicated exclusively to this topic. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) by Audrey Bartholomew in 2011. It was updated in 2015 by Bradley Stevenson.]
PEB-COVID-19: Analysis of Students Behavior and ILMIZI Model in Environmental Learning
Author: Ichsan, Ilmi Zajuli
Date: 2020-06-00
Type: Journal Articles
Subjects: Disease Control,Junior High School Students,Foreign Countries,Educational Technology,Technology Uses in Education,Ecology,Environmental Influences,Health Behavior,Hygiene,COVID-19,Pandemics

Environmental learning during COVID-19 experienced a change to elearning. The use of learning models must be compatible; one model that can be chosen was the ILMIZI model. In addition to learning the concept of COVID-19, students must also be able to implement it in the form of Pro-Environmental Behavior (PEB) COVID-19. The purpose of this study was to analyze descriptively about PEB-COVID-19 and also analyze the potential of ILMIZI to be applied in e-learning. The research conducted using a descriptive method. The sample was 148 Junior High School students located in Bekasi City and Bandung city. The data was collected online using Google form. The results showed that the PEB-COVID-19 student score was already in the very high category. While the results of the analysis show that the ILMIZI model allows it to be used in elearning. This study concluded that the score of PEB-COVID-19 students was still in the very low category and the use of the ILMIZI model was one form of learning innovation one form of learning innovation.
Reproductive Health Awareness of College Students of Selected Private Colleges in Olongapo City
Author: Asio, John Mark R.
Date: 2019-10-00
Type: Journal Articles
Subjects: Sex Education,Health,College Students,Private Colleges,Foreign Countries,Family Planning,Infants,Nutrition,Pregnancy,Sexually Transmitted Diseases,Knowledge Level,Information Sources,Individual Differences,Social Differences,Gender Differences

This descriptive study examines the reproductive health awareness of 100 randomly selected college students in selected private colleges in Olongapo City. The survey covered six basic and common reproductive health issues: maternal and child health, family planning, promotion of breastfeeding, adolescent reproductive health, prevention and management of abortion, prevention and management of reproductive tract infections. The data were subjected using weighted mean, and Pearson -r. The following information was generated: student-respondents were aware of the six basic and common reproductive health issues. On the sources of students' information, which included socio-economic conditions, status of women, social and gender issues, culture and psycho-social issues, the respondents perceived all of these factors as important. The correlational analysis also revealed a moderate to strong relationship values in all six health issues. The sources of students' information significantly affected the levels of awareness in the different issues about reproductive health. Moreover, the sources of reproductive health information come from the following according as ranked by the respondents: parents, nurse/doctor, television, friends, and the internet.
Analysis of Students&apos; Mathematical Connection Abilities in Solving Problem of Circle Material: Transposition Study
Author: Diana, Nanang
Date: 2020-06-00
Type: Journal Articles
Subjects: Mathematics Skills,Problem Solving,Geometry,Geometric Concepts,Academic Ability,Thinking Skills,Prior Learning,Comprehension,Algebra,Equations (Mathematics),Mathematical Logic,Undergraduate Students

This study aims to describe the ability of students' mathematical connections in solving problems in the circle equation material through transposition studies. The method in this research is a descriptive qualitative approach, the techniques used in the study are tests, interviews, and documentation to explore data in research. Test and interview techniques were carried out in order to find out more about the ability of connections and generate knowledge about the transposition in making mathematical problem solving designs. The test is given to 3 students who have high ability, medium ability and low ability. Analysis of the data in this study is through the provision of problem solving tests and interviews using time triangulation, which provides tests and interviews for each student with a different time. The results in this study indicate that highly capable subjects have excellent mathematical connections and didactic knowledge is well utilized and able to provide alternative answers that differ from researchers so that a didactic transposition is formed, that is knowledge to be taught with knowledge, subjects of mathematical ability are able understand the problem well but are not careful enough in solving problem so that previous knowledge is underutilized, the subject of low mathematical ability is not able to understand the problem well and is unable to solve problems in the form of algebra so that the initial knowledge possessed is not well connected.
Teaching Strategies for Gifted Students in Interior Design Program
Author: Elsayed Ali Elsamanoudy, Gamal
Date: 2020-06-00
Type: Journal Articles
Subjects: Academically Gifted,Interior Design,Teaching Methods,College Students,Creative Thinking,Critical Thinking,Foreign Countries,Student Needs,Teacher Competencies,Talent Identification,Individual Differences,Gender Differences,Age Differences

The study aims to identify the gifted students in basic interior design courses by utilizing new teaching strategies to support their capabilities and their intellectual growth within the interior design program. This research used a descriptive correlational study design to recruit the gifted students studying at Ajman University during the academic year 2018-2019, where the female students were 77% and 23%, male students -- percentages based on a total of 130 students - with no statistically significant difference for teaching strategies based on gender variable. The results also showed that 66% of these students joined the interior design program due to their passion, and 95% had learned how to determine the requirements of a successful interior design project effectively. The findings have shown a significant and positive difference for teaching strategies based on 3rd level students (F=11.895, p=0.007). The study concluded that the use of creative and critical thinking strategies needs the exclusion of conventional teaching methods, which include monocratic and memorizing techniques to aid, precisely the gifted students' GS, to reach the same motivational level as their counterparts.
Summary of Performance: Annotated Bibliography
Author: Mazzotti, Valerie L.
Date: 2016-03-00
Type: Reference Materials - Bibliographies
Subjects: High School Students,Educational Experience,Goal Orientation,Students with Disabilities,Academic Accommodations (Disabilities),Individualized Transition Plans,Educational Resources,Annotated Bibliographies,Special Education,Postsecondary Education,Student Records,Student Evaluation,Outcomes of Education,Academic Achievement,Educational Legislation,Equal Education,Federal Legislation

The Summary of Performance (SOP) serves as the link between high school and post-school experiences by providing a document that includes evaluation records, post-school goals, and accommodations to support attainment of post-school goals for students with disabilities (Richter &amp; Mazzotti, 2011). A well-developed SOP will provide transition personnel (e.g., adult service providers, colleges and universities, high schools), students, and families with a resource to facilitate a student's transition into post-school life (Izzo &amp; Kochhar-Bryant, 2006). The purpose of this annotated bibliography is to provide special education professionals and researchers with guidelines and suggestions for completing SOPs to facilitate students' successful transition to postsecondary life. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2009 by Sharon M. Richter. It was then revised for the National Technical Assistance Center on Transition (NTACT) in 2016 by Valerie L. Mazzotti.]
NLTS-2 and Findings from NLTS-2012: Annotated Bibliography. Updated
Author: Mazzotti, Valerie L.
Date: 2018-09-00
Type: Reference Materials - Bibliographies
Subjects: Disabilities,Special Education,Transitional Programs,Longitudinal Studies,Students with Disabilities,Autism,Pervasive Developmental Disorders,Deafness,Hearing Impairments,Emotional Disturbances,Behavior Disorders,Learning Disabilities,Intellectual Disability,Blindness,Visual Impairments,Annotated Bibliographies

In 2011, the National Longitudinal Transition Study-2 (NLTS-2) data set was released to the field to provide researchers with data to conduct additional analysis (e.g., multivariate, descriptive) of youth with disabilities' in-school and post-school experiences. Funded in 2000 by the U. S. Department of Education's, Office of Special Education Programs, NLTS-2 included more than 11,000 youth with disabilities (ages 13 to 16) nationwide. From 2001 to 2009, data were collected from parents, youth, and schools to gain a national picture of youth with disabilities' transition experiences from high school into post-school life. NLTS-2 data elements included: (1) demographic characteristics; (2) secondary school experiences (e.g., schools, school programs, related services, extracurricular activities); (3) post-school experiences of youth with disabilities; and, (4) contextual factors (e.g., community type, interagency collaboration, service agencies and programs). This annotated bibliography provides an overview of NLTS-2 secondary analysis articles published from 2009 through 2017. Based on the categorical nature of the literature identified, it is organized by the following categories: across disabilities, autism, deaf/hard of hearing, emotional behavioral disorders, learning disabilities, intellectual disability, and vision impairment. [This bibliography was originally prepared for the NLTS-2 Community of Practice and the National Technical Assistance Center on Transition (NTACT) in 2016 by Valerie L. Mazzotti, Dawn A. Rowe, Kate Wagner, Angela Ingram, Hobie Blackhorn, and John R. Thomas. It was then updated for the NLTS-2 Community of Practice and NTACT in 2018 by Valerie L. Mazzotti and Wen-hsuan Chang.]
Using Natural Language Processing and Machine Learning to Classify Health Literacy from Secure Messages: The ECLIPPSE Study
Author: Balyan, Renu
Date: 2019-00-00
Type: Journal Articles
Subjects: Patients,Literacy,Health Services,Profiles,Barriers,Outcomes of Treatment,Measurement Techniques,Health,Classification,Natural Language Processing,Computational Linguistics,Artificial Intelligence,Computer Mediated Communication,Physician Patient Relationship,Comorbidity,Gender Differences,Racial Differences,Biochemistry,Correlation,Minority Groups,Drug Therapy,Diabetes,Predictor Variables

Limited health literacy is a barrier to optimal healthcare delivery and outcomes. Current measures requiring patients to self-report limitations are time-consuming and may be considered intrusive by some. This makes widespread classification of patient health literacy challenging. The objective of this study was to develop and validate &quot;literacy profiles&quot; as automated indicators of patients' health literacy to facilitate a non-intrusive, economic and more comprehensive characterization of health literacy among a health care delivery system's membership. To this end, three literacy profiles were generated based on natural language processing (combining computational linguistics and machine learning) using a sample of 283,216 secure messages sent from 6,941 patients to their primary care physicians. All patients were participants in Kaiser Permanente Northern California's DISTANCE Study. Performance of the three literacy profiles were compared against a gold standard of patient self-reported health literacy. Associations were analyzed between each literacy profile and patient demographics, health outcomes and healthcare utilization. T-tests were used for numeric data such as A1C, Charlson comorbidity index and healthcare utilization rates, and chi-square tests for categorical data such as sex, race, poor adherence and severe hypoglycemia. Literacy profiles varied in their test characteristics, with C-statistics ranging from 0.61-0.74. Relations between literacy profiles and health outcomes revealed patterns consistent with previous health literacy research: patients identified via literacy profiles indicative of limited health literacy: (a) were older and more likely of minority status; (b) had poorer medication adherence and glycemic control; and (c) exhibited higher rates of hypoglycemia, comorbidities and healthcare utilization. This represents the first successful attempt to employ natural language processing to estimate health literacy. Literacy profiles can offer an automated and economical way to identify patients with limited health literacy and greater vulnerability to poor health outcomes.
2019-2020 Annual Report Guidelines for New York State Charter Schools
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,Annual Reports,Expenditure per Student,Financial Audits,Budgets,Trustees,Enrollment,School Holding Power,Faculty Mobility,Teacher Certification,Administrative Organization,School Schedules,Elementary Secondary Education,Educational Indicators,COVID-19

By August 1 of each year, each charter school in New York State is required by law to complete and submit an Annual Report to the New York State Education Department's Charter School Office (NYSED CSO) and to the school's charter entity. The 2019-2020 Annual Report Guidelines include general instructions for submission, report content requirements, and key inquiries that highlight academic, organization, and fiscal performance, as well as the extent to which a school is meeting the requirements of its charter. These Guidelines are intended to walk schools through and supplement the prompts in the online Annual Report portal. All New York State charter schools, regardless of authorizer, must submit their school's 2019-2020 Annual Report through the online portal by August 3, 2020 or no later than the dates specified in the applicable sections of the guidance. Schools should make note of individual authorizer requirements in the Guidelines and within the portal. A charter school's Annual Report provides information about its performance over the prior academic year, as well as a report on progress toward performance goals agreed upon in the charter contract. The components to be included in each section of the Annual Report are outlined in the Guidelines presented in this report. [For the &quot;2017-2018 Annual Report Guidelines for New York State Charter Schools,&quot; see ED601251.]
Top NTACT Resources for Transition Specialists
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Transitional Programs,Evidence Based Practice,Students with Disabilities,Specialists,Coordinators,Taxonomy,Evaluation Methods,Check Lists,Flow Charts,Outcomes of Education,Dropout Rate,Prevention,Guides

The National Technical Assistance Center on Transition's (NTACT) purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment. As a part of these efforts, NTACT creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. The NTACT website contains resources to assist practitioners in implementing quality transition practices based on the best available evidence. The following resources have been identified as some of the most useful for transition specialists or coordinators: (1) Taxonomy of Transition Programming 2.0; (2) Age Appropriate Transition Assessment Toolkit; (3) Indicator 13 Checklist; (4) Resources for Indicator B-14: Post-School Outcomes; (5) NCDPI Summary of Performance (SOP) and Summary of Performance (SOP) Packet; (6) A Birth to Adult View of Transition Education; (7) NTACT Predictor Implementation Self-Assessment (PISA); (8) Aligning Evidence-Based Practices and Predictors; (9) Decreasing Dropout Rates of Minority Male Youth with Disabilities; (10) Guide to Developing Collaborative School-Community-Business Partnerships; (11) Diploma Options Report; (12) Work Based Learning Experiences Timeline; (13) Webinars; and (14) Quick Guides.
Growth Model for Institutional Accountability. 2018/19 Technical Report
Author: New York State Education Department
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Growth Models,Accountability,Scores,Predictor Variables,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Sample Size,English Instruction,Language Arts,Mathematics,Annual Reports

This document describes the model used to measure student growth for institutional accountability in New York State for the 2018/19 school year and how three years of student growth results were combined to generate a three-year growth measure called the Growth Index. The Growth Index was first used in 2017/18 to make accountability determinations. The results presented in this report are based on the 2018/19 student growth model and Growth Index results, with some comparison to prior-year results. This technical report contains four sections: (1) Data -- Description of the data used to implement the student growth model, including data processing rules and relevant issues that arose during processing; (2) Model -- Description of the unadjusted statistical model; (3) Reporting -- Description of reporting metrics; and (4) Results -- Overview of key model results aimed at providing information on model quality and characteristics. [For the 2017/18, see ED601254.]