ethanporcaro/eric-fulltext-meta huggingface dataset:
Nondegree Credentials in Correctional Education: Status, Challenges, and Benefits
Author: Tolbert, Michelle
Date: 2016-07-00
Type: Reports - Research
Subjects: Credentials,Correctional Education,Adult Education,Institutionalized Persons,Vocational Education,Educational Benefits,Educational Needs,Outcomes of Education,Enrollment,Academic Persistence,Fidelity,Educational Quality,Barriers,Interviews

Nearly 2.3 million adults are incarcerated in our nation's prisons and jails. Incarcerated adults are, on average, less educated than the general population. Their lack of job skills and a steady employment history, combined with the stigma of their felony convictions, creates significant barriers to reentering the labor market when they are released. Providing incarcerated adults with education and training programs not only improves their chances of obtaining a job after release but also lowers their recidivism rates. This report is designed to document information currently available on programs that prepare individuals for nondegree credentials in adult corrections facilities and provides a research agenda for future studies. It provides descriptions of (1) the study methodology and a rationale for education and training programs in prisons; (2) the study findings, including the types of nondegree credential programs currently available to incarcerated individuals and the benefits and challenges of offering programs that lead to these credentials in a correctional environment; and (3) a research agenda for future studies. To gain a better understanding of the status, challenges, and benefits of offering programs that prepare individuals for nondegree credentials in prisons, researchers with the National Center for Innovation in Career and Technical Education (NCICTE) conducted a literature review and one to two telephone interviews with state correctional education administrators in eight states (Indiana, Kansas, Maryland, Michigan, North Carolina, Ohio, Oregon, and Vermont) and employers and employment placement specialists that work with formerly incarcerated individuals. Participating states were then asked to recommend employers or employment placement organizations that have successfully worked with formerly incarcerated adults. Key study findings discussed in this report include the following: (1) program need; (2) program outcomes; (3) program enrollment; (4) program persistence and completion; (5) program offerings; (6) program cost; (7) program fidelity and quality; (8) facility obstacles; (9) student obstacles; and (10) economic value of program. The following are appended: (1) Interview Protocols for State Correctional Education Administrators; (2) Interview Protocols for Employers and Employment Placement Specialists; (3) State Summary Information; and (4) WorkINdiana Hospitality Staff Certification Brochure. [This report was written with support from Laura Rasmussen Foster, Matthew DeMichele, and Stacey Cataylo.]
IPEDS Data for Graduate-Only Institutions
Author: Sykes, Andrea
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Data,Graduate Study,Colleges,Universities,Data Collection,Information Needs,Information Utilization

A small and diverse segment of the Integrated Postsecondary Education Data System (IPEDS) universe includes colleges and universities that offer only degrees above the baccalaureate level. These graduate-only institutions are colleges or universities that offer programs in a variety of fields, including acupuncture, medicine, law, theology, business, and psychology. In 2009-10, there were 315 graduate-only institutions in IPEDS enrolling over 170,000 students. Eighty-five percent were private, not-for profit institutions; 10 percent were private, for-profit institutions; and 5 percent were public institutions. Sixty-six percent of these institutions offered a PhD as its highest degree; 31 institutions offered a medical degree. Almost half (46%) enrolled fewer than 250 students during the year. The National Center for Education Statistics (NCES) expressed interest in understanding better the data needs of graduate-only institutions and whether there should be changes made to the data collected by and reported for these institutions in IPEDS. This paper summarizes data collected from graduate-only institutions in IPEDS, identifies other organizations that collect data related to such institutions, and assesses whether changes should be made to the IPEDS data collection to meet the data needs of these institutions. Specifically, this paper addresses the following research questions: (1) What data do graduate-only institutions report to IPEDS and other organizations? (2) To what extent do IPEDS data meet the needs of policymakers, consumers, and graduate-only institutions? (3) To what extent should data collected through IPEDS be modified to address the data needs of graduate-only institutions, and what would be the impact on reporting burden for these institutions? A section on the Methodology is appended.
Suggestions for Improvements to the Student-to-Faculty Ratio in IPEDS
Author: Borden, Victor M. H.
Date: 2011-12-00
Type: Reports - Research
Subjects: Teacher Student Ratio,Higher Education,College Faculty,Undergraduate Students,Interviews,Research Methodology,Data Collection,Class Size

One of the many pieces of &quot;consumer information&quot; that the Higher Education Opportunity Act (HEOA) requires the National Center for Education Statistics (NCES) to post on its College Navigator website is a student-to-faculty ratio for institutions in the IPEDS universe with undergraduate programs. NCES added the collection of this measure to the Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment component for the 2008-09 data collection year and revised the methodology for the 2009-10 data collection year. This paper explores the challenges related to collecting a meaningful student-to-faculty ratio while minimizing reporting burden imposed on institutions, and makes suggestions for improvement in future IPEDS data collections. The report also includes an appendix that identifies the individuals who were interviewed for this paper.
Full Time Equivalent (FTE) for Graduate and Doctor's-Professional Practice Students
Author: Borden, Victor M. H.
Date: 2011-12-00
Type: Reports - Research
Subjects: Full Time Equivalency,Graduate Students,Postdoctoral Education,Doctoral Programs,Evaluation Methods,Data Analysis,Data Collection,Computation,Classification,Measures (Individuals)

The student full-time equivalent (FTE) measure has a long history in U.S. postsecondary education. Credit hours, contact hours, and their derivative FTE have been used as proxies for both student and faculty effort. FTE ultimately became a core measure for planning, evaluating and assessing human resource allocation within higher education. Despite questions about the appropriateness of using a single standard to assess effort across diverse institutions, levels, and programs that have been raised since the inception of this measure, FTE is still informative and widely utilized. With this in mind, it is important for the National Center for Education Statistics (NCES) to ensure its methodology for estimating FTE using data from the Integrated Postsecondary Education Data System (IPEDS) is sound. NCES calculates an annualized student FTE from data collected through IPEDS. Historically, this calculation relied upon the distinction between undergraduate, graduate, and first-professional students. Recently, the IPEDS post-baccalaureate award levels were reclassified, resulting in the elimination of the first-professional designation. Therefore, the first-professional student enrollment data used to calculate the FTE measure for professional students in the past is no longer available. This paper first details the recent methodological changes for the graduate and professional student 12-month FTE calculation within IPEDS. It then reviews variations in practices for calculating graduate and professional student FTE across states. Finally, suggestions for improving the current calculation of graduate and doctor's-professional practice student FTE in IPEDS are presented. An appendix lists the individuals who were interviewed. for this paper.
Key Considerations in Providing a Free Appropriate Public Education for Youth with Disabilities in Juvenile Justice Secure Care Facilities. Issue Brief
Author: Gagnon, Joseph C.
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Access to Education,Educational Quality,Juvenile Justice,Institutionalized Persons,Correctional Institutions,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Public Education,At Risk Persons,Individualized Education Programs,Special Education,Inclusion,Privacy,Student Records,Intervention

Access to high-quality education for youth is critical to their long-term success as adults. Youth in juvenile justice secure care facilities, however, too often do not have access to the high-quality education and related supports and services that they need, particularly youth with disabilities residing in such facilities. This brief discusses three key components within the Individuals with Disabilities Education Act necessary for the provision of free appropriate public education to youth with disabilities in juvenile justice secure care facilities--Child Find, least restrictive environment, and individualized education programs and related protections.
Systems of Postsecondary Education Institutions Reported in the IPEDS Institutional Characteristics Component
Author: Fuller, Carol
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Institutional Characteristics,Definitions,Data Collection,Governance,College Administration,Public Colleges,Private Colleges

This paper reviews the Integrated Postsecondary Education Data System (IPEDS) &quot;system&quot; definition to determine if it accurately reflects the general understanding of a &quot;system&quot; in the higher education community. In addition, this paper examines systems that have been reported to IPEDS to determine if each fits the definition. Finally, the paper provides recommendations for improving data collection, including clarifications to instructions.
National- and State-Level High School Graduation Rates for English Learners. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,High School Graduates,Graduation Rate,Racial Differences,Ethnic Groups,Trend Analysis,Student Characteristics,Geographic Location,African American Students,White Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives,Economically Disadvantaged,Disabilities

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topic for this report on English Learners (ELs) are national- and state-level high school graduation rates for English Learners. The following data are presented: (1) National High School Graduation Rates, by Racial/Ethnic Category: SY 2013-14; (2) Trends in National High School Graduation Rates, by Racial/Ethnic Category; (3) National High School Graduation Rates, by Student Group: SY 2013-14; (4) Trends in National High School Graduation Rates, by Student Group; (5) EL High School Graduation Rates, by State, Including DC: SY 2013-14; (6) EL High School Graduation Rates Between SYs 2010-11 and 2013-14, by State, Including DC; (7) EL and All Student High School Graduation Rates, by State, Including DC: SY 2013-14; and (8) Differences in the EL and All Student High School Graduation Rates Between SYs 2010-11 and 2013-14, by State, Including DC.
The National Science Foundation Strategic Framework for Investments in Graduate Education. FY 2016-FY 2020. Revised
Author: National Science Foundation (NSF)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: STEM Education,Graduate Study,Educational Objectives,Goal Orientation,Models,Labor Force Development,Participation,Research,Professional Development,Partnerships in Education,Evidence Based Practice,Change Strategies,Scientific Research,Employment Qualifications,Strategic Planning

Graduate education plays a central role in advancing the Nation's science and engineering research enterprise. It is also increasingly the means by which the Nation develops a diverse and highly technical Science Technology Engineering and Mathematics (STEM) professional workforce. The view that graduate education in STEM disciplines is an essential asset for achieving national priorities is one of the foundational principles for the &quot;Federal STEM Education 5-Year Strategic Plan.&quot; The primary purpose of this Strategic Framework for Investments in Graduate Education is to state the Foundation's goals in supporting graduate education, and to formulate a set of strategic objectives that describe the ways that NSF plans to meet those goals. The first section of this framework describes the rationale for its creation and outlines the coordination strategy for its development and implementation. The next section discusses the importance of graduate STEM education to the Nation's scientific discovery and innovation. It presents the need to better prepare students for today's jobs and those of the future, and summarizes the primary challenges facing graduate education. The framework then presents three goals that serve as the foundation of the NSF investments in graduate education, along with a set of strategic objectives for these investments: (1) Advance Science and Engineering (S&amp;E) Research; (2) Broaden Participation to Promote Excellence in Research and Build the Next Generation STEM Workforce; and (3) Build Effective Models of Graduate Education and Workforce Development. Five strategic objectives demonstrate how the Foundation will advance these goals over the next five years. The following are appended: (1) NSF Investments in Graduate Education; (2) Selected Contributing Programs for Strategic Objectives; and (3) Issues for Further Discussion.
National Disability Policy: A Progress Report, 2016
Author: National Council on Disability
Date: 2016-10-07
Type: Reports - Descriptive
Subjects: Disabilities,Information Technology,Assistive Technology,Citizenship,Education,Employment,Health,Well Being,Independent Living,Barriers,Accessibility (for Disabled),Access to Computers,Technological Advancement,Public Policy,Inclusion,Federal Legislation,Civil Rights Legislation,Treaties,Civil Rights

The National Council on Disability (NCD) recognizes that technology is essential to the full realization of citizenship for people with disabilities. Yet society has not evolved to the point where this population uses technology to the extent needed to enjoy the rights of full citizenship, as recognized by the Constitution. As technology continues to evolve at a rapid pace, it is important to consider factors that can facilitate or impede technology adoption and use by people with disabilities. Thus, NCD has committed the 2016 &quot;Progress Report&quot; to technology. The report focuses on information and communication technology (ICT) but also addresses other forms of assistive technology. To encourage the use and access of technology among all members of society, NCD proposes a Technology Bill of Rights for People with Disabilities. The 2016 &quot;Progress Report&quot; begins by offering insight on how technology can contribute to the lives of people with disabilities in the areas of education, employment, health and well-being, and independent living. Although the report is limited to these four broad topics, many of the principles described in this report can be applied across different settings. Next, the report identifies and describes common barriers that interfere with the ability of people with disabilities to use ICT and ICT-related assistive technology. The report then looks to the future of technology. It identifies how people with disabilities, the technology industry, and others can capitalize on the opportunities that accompany emerging and innovative technologies to maximize daily functioning. Federal legislation and international policies that can impact how people with disabilities can benefit from technology are addressed next. Finally, the report offers recommendations to the President, Congress, and federal agencies; the technology industry; and other private and public sector entities on policies and practices that promote opportunities for people with disabilities to experience the full realization of citizenship with the use of technology. Recommendations to promote the full rights of citizenship through accessible technology is included: (1) Recommendations for the President, Congress, and federal agencies; (2) Recommendations for the technology industry; and (3) Recommendations for the private sector and local and state public sectors. The following in are appended: (1) Twitter Chat Summary; and (2) Glossary of Terms. [For the executive summary, &quot;National Disability Policy: A Progress Report, 2016. Executive Summary,&quot; see ED571832.]
National Disability Policy: A Progress Report, 2016. Executive Summary
Author: National Council on Disability
Date: 2016-10-07
Type: Reports - Descriptive
Subjects: Disabilities,Information Technology,Assistive Technology,Citizenship,Education,Employment,Health,Well Being,Independent Living,Barriers,Accessibility (for Disabled),Access to Computers,Technological Advancement,Public Policy,Inclusion,Civil Rights,Federal Legislation

The National Council on Disability (NCD) recognizes that technology is essential to the full realization of citizenship for people with disabilities. Yet society has not evolved to the point where this population uses technology to the extent needed to enjoy the rights of full citizenship, as recognized by the Constitution. As technology continues to evolve at a rapid pace, it is important to consider factors that can facilitate or impede technology adoption and use by people with disabilities. Thus, NCD has committed the 2016 &quot;Progress Report&quot; to technology. The report focuses on information and communication technology (ICT) but also addresses other forms of assistive technology. To encourage the use and access of technology among all members of society, NCD proposes a Technology Bill of Rights for People with Disabilities. The 2016 &quot;Progress Report&quot; begins by offering insight on how technology can contribute to the lives of people with disabilities in the areas of education, employment, health and well-being, and independent living. This executive summary provides a summary of recommendations to promote the full rights of citizenship through accessible technology: (1) Recommendations for the President, Congress, and federal agencies; (2) Recommendations for the technology industry; and (3) Recommendations for the private sector and local and state public sectors. [For the full report, &quot;National Disability Policy: A Progress Report, 2016,&quot; see ED571831.]
Science &amp; Engineering Indicators 2016. NSB-2016-1
Author: National Science Foundation, National Science Board
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Science Education,Engineering Education,Mathematics Education,STEM Education,Technology Education,Educational Indicators,Energy Conservation,Health,High School Students,Course Selection (Students),Electronic Learning,College Readiness,College Science,Labor Market,Labor Force,Age Differences,Retirement,Employed Women,Minority Groups,Immigration,Research and Development,Business,Federal Programs,Educational Research,Global Approach,Innovation,Public Opinion,Elementary Secondary Education,Data Collection,Trend Analysis,Surveys

&quot;Science and Engineering Indicators&quot; (SEI) is first and foremost a volume of record comprising high-quality quantitative data on the U.S. and international science and engineering enterprise. SEI includes an overview and seven chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and Secondary Mathematics and Science Education; (2) Higher Education in Science and Engineering; (3) Science and Engineering Labor Force; (4) Research and Development: National Trends and International Comparisons; (5) Academic Research and Development; (6) Industry, Technology, and the Global Marketplace; (7) Science and Technology: Public Attitudes and Understanding. An appendix, Methodology, is included. Individual chapters contain references.
Filipino ESL Learners' Attitudes toward Cooperative Learning and Their Relationship to Reading Comprehension
Author: Gonzales, Wilkinson Daniel Wong
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Grade 8,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Questionnaires,Correlation,Statistical Analysis,Qualitative Research,Reading Comprehension,Reading Tests,Scores,Foreign Countries,Teaching Methods,Interviews

Departing from Gonzales and Torres' (2015) quantitative quasi-experimental study on the effectiveness of cooperative learning (CL) on Grade 8 students in a private school in Manila, the present study attempts to uncover possible findings in the affective dimension through a 25-item survey questionnaire that quantitatively gauges the Grade 8 Filipino ESL learners' attitudes towards CL. The effectiveness of the approach was further assessed by correlating the attitudes with reading comprehension test scores in Gonzales and Torres' (2015) study. Adopting both quantitative and qualitative approaches, it was discovered that, despite certain reservations, the Grade 8 learners had positive attitudes towards CL. In addition, findings indicate a very weak positive relationship between learner CL attitudes and reading comprehension. The current study has implications not only limited to Philippine ESL classrooms, but also to ESL classrooms around the world.
Retention and Use of Lexical Collocations (Verb + Noun and Adjective + Noun) by Applying Lexical Approach in a Reading Course
Author: Ördem, Eser
Date: 2016-00-00
Type: Journal Articles
Subjects: Phrase Structure,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Quasiexperimental Design,Retention (Psychology),Control Groups,Experimental Groups,Definitions,Vocabulary Development,Language Usage,Scaffolding (Teaching Technique),College Freshmen,Teacher Education,Task Analysis,Pretests Posttests,Foreign Countries,Language Proficiency,Language Tests,Writing (Composition),Statistical Analysis,Coding,Reading Instruction,Achievement Tests

The purpose of this study was to investigate whether teaching vocabulary via collocations would contribute to retention and use of foreign language, English. A quasi-experimental design was formed to see whether there would be a significant difference between the treatment and control groups. Three instruments developed were conducted to 60 participants. The experimental group was taught collocations through lexical approach by means of ten different kinds of activities for ten weeks. On the other hand, the control group was taught in a traditional way, only focusing on word definitions from dictionary, antonyms, synonyms and guessing from the text. The results showed that the participants in the experimental group outperformed the ones in the control group in all of the three instruments. The study also indicated that a period of treatment and exposure to lexical collocations led the treatment group to remember and produce the collocations in the reading courses more appropriately and less deviantly than the control group. This result showed that teaching collocations in the class systematically week by week and scaffolding learners' progress could lead to better learners who can remember and use collocations in their reading comprehension in English.