ethanporcaro/eric-fulltext-meta huggingface dataset:
2015 Disability Statistics Annual Report. A Publication of the Rehabilitation Research and Training Center on Disability Statistics and Demographics
Author: Kraus, Lewis
Date: 2016-01-00
Type: Reports - Research
Subjects: Annual Reports,Disabilities,Statistical Data,Tables (Data),Trend Analysis,Incidence,Employment Opportunities,Employment Patterns,Salary Wage Differentials,Poverty,Public Health,Community Surveys,National Surveys,State Surveys

The &quot;2015 Disability Statistics Annual Report&quot; is a companion volume to the &quot;2015 Annual Disability Statistics Compendium.&quot; The &quot;Compendium&quot; presents many tables of data, including state and national values and trends over time. The &quot;Annual Report&quot; presents statistics from the &quot;2015 Annual Disability Statistics Compendium&quot; tables to address the following types of questions: (1) How many people with disabilities live in the United States; (2) What is the disability percentage in different age groups; (3) What is the disability percentage for different types of disability; (4) To what extent are people with disabilities employed; (5) What are the earnings for people with and without disabilities; (6) What is the poverty percentage for people with and without disabilities; and (7) Is disability status associated with percentages of smoking, obesity, and binge drinking? The &quot;Annual Report&quot; highlights state and trend data, and complements the detailed tables available in the &quot;Compendium.&quot; There is a great deal of variability in disability rates by state and the &quot;Annual Report&quot; includes maps to highlight this information; each map is related to a specific table from the 2015 &quot;Compendium.&quot; A specific listing of source data for each figure is included in Appendix B. A glossary of terms is included in Appendix C. [For the &quot;2015 Compendium,&quot; see ED583158.]
2017 Disability Statistics Annual Report. A Publication of the Rehabilitation Research and Training Center on Disability Statistics and Demographics
Author: Kraus, L.
Date: 2018-01-00
Type: Reports - Research
Subjects: Disabilities,Statistics,Annual Reports,Demography,Age Groups,Wages,Rehabilitation Programs,Community Surveys,Poverty,Incidence,Behavior Problems,Risk,Smoking,Obesity,Drinking,Alcohol Abuse,Health,Statistical Data

The &quot;2017 Disability Statistics Annual Report&quot; presents statistics to address the following types of questions: (1) How many people with disabilities live in the United States; (2) What is the percentage of people with disabilities in different age groups; (3) What is the percentage of people with disabilities for different types of disability; (4) To what extent are people with disabilities employed; (5) What are the earnings for people with and without disabilities; (6) What is the poverty percentage for people with and without disabilities; and (7) Is disability status associated with percentages of smoking, obesity, and binge drinking? The &quot;Annual Report&quot; highlights state and trend data from national sources. A specific listing of source data for each figure is included in Appendix B. There is a great deal of variability in rates of people with disabilities by state and the &quot;Annual Report&quot; includes maps to highlight this information. A glossary of terms is included in Appendix C. The &quot;Annual Report&quot; charts complement the detailed tables of data which can be found in the &quot;2017 Annual Disability Statistics Compendium&quot; [For the &quot;Compendium,&quot; see ED583160. For the &quot;2017 Annual Disability Statistics&quot; supplement, see ED583259. ]
2017 Annual Disability Statistics Supplement
Author: Lauer, E. A
Date: 2018-01-00
Type: Reports - Research
Subjects: Disabilities,Statistics,Tables (Data),Incidence,Employment,Demography,Age Groups,Poverty,Wages,Veterans,Health Insurance,Health,Federal Programs,Public Policy,Education,Vocational Rehabilitation,Annual Reports,Community Surveys,Statistical Data,Population Trends

The &quot;Annual Disability Statistics Supplement&quot; is a companion report to the &quot;Annual Disability Statistics Compendium.&quot; The &quot;Supplement&quot; presents statistics on the same topics as the &quot;Compendium,&quot; with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the &quot;Supplement,&quot; a companion &quot;Annual Report&quot; is available, providing graphic representations of key findings and state differences. The &quot;Annual Report&quot; highlights state and trend data using maps related to specific tables in the &quot;Compendium&quot; and &quot;Supplement.&quot; [For the &quot;Annual Report,&quot; see ED583258. For the &quot;Compendium,&quot; see ED583160.]
Beyond Completion: Getting Answers to the Questions Governors Ask to Improve Postsecondary Outcomes
Author: Groves, Garrett
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Outcomes of Education,School Effectiveness,Educational Indicators,Efficiency,Skill Development,Employment Potential,Salary Wage Differentials,Graduation Rate,Investment,Capacity Building,Data Analysis,Information Literacy,Enrollment Rate,Job Placement,Educational Resources,State Aid

As the economy increasingly demands a more educated workforce, states are looking to their colleges and universities to meet that demand for a better educated citizenry. Not only are individuals with postsecondary education likely to be employed, they are also likely to be more engaged in their communities through activities such as voting and volunteering. In 2012, for example, overall unemployment rates for graduates of four-year and two-year colleges were 4.5 percent and 6.2 percent, respectively--far below those for individuals with a high school diploma and without one, 8.3 percent and 12.4 percent, respectively. But states face fiscal pressures in areas such as health care and pensions that will affect their ability to invest in postsecondary education. The result is that questions pertaining to the effectiveness and efficiency of the resources that states and students direct to postsecondary institutions and systems will be increasingly important for the foreseeable future.
A Needs Assessment for Graduate Programs in Education Faculties
Author: Cansiz, Mustafa
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Needs,Needs Assessment,Graduate Study,Student Attitudes,Elective Courses,Relevance (Education),Course Content,Instructional Materials,Statistical Analysis,Schools of Education,Questionnaires

The purpose of this study was to discover the needs of graduate students. In graduate programs, the courses may not be in sufficient numbers, satisfy students' interest, and contribute to their area of expertise. As a result, graduate students may take irrelevant courses from other departments to complete their course requirements. In this study, needs assessment was conducted to bring out graduate students' views on courses that education faculty offers. More specifically their thoughts about diversity of elective courses, appropriateness of course content, and adequacy of course materials were investigated. In the study quantitative method was used. The sample included 39 graduate students in one of the well-known faculty of education in Turkey. The results highlighted several areas of special attention. These areas are as follows: difficulty in finding elective courses in their departments, courses being unrelated to the students' interest areas, and workload of the courses. [This article was presented at the International Conference on New Trends in Education and Their Implications (ICONTE) (6th, Antalya, Turkey, April 24-26, 2015).]
Scientific Literacy Investigation in Science Curricula: The Case of Turkey
Author: Cansiz, Mustafa
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Literacy,Science Curriculum,Educational Objectives,Science Activities,Grade 6,Grade 7,Curriculum Evaluation,Scientific Principles,Inquiry,Science and Society

The purpose of this study was to investigate the current science and technology curriculum for the balance of scientific literacy (SL) aspects and its potential to educate scientifically literate citizens. Human body system unit of current science curriculum was investigated to see whether scientific literacy aspects were reflected sufficiently to meet the needs of students. Specifically, the objectives and activities for 6th and 7th grades were analyzed. The framework used by BouJauode (2002) was utilized to find out the potential of the curriculum to make students scientifically literate in terms of its four aspects. The four characteristics used by BouJauode (2002) to evaluate the curriculum were knowledge of science (Aspect 1), investigative nature of science (Aspect 2), science as a way of knowing (Aspect 3), and interaction of science, technology and society (Aspect 4). It was found that general objectives of science curriculum mostly focused on the knowledge of science aspect of scientific literacy. Moreover, it was found that the investigative nature of science was stressed overwhelmingly over other aspects in the activity part. Throughout the two parts science as a way of knowing aspect was almost missing. Overall, the findings raised the concerns about unbalanced curriculum to educate scientifically literate students.
Regulating Online Postsecondary Education: State Issues and Options. Issue Brief
Author: Reindl, Travis
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Online Courses,Postsecondary Education,Educational Technology,Technology Uses in Education,State Government,Government Role,Higher Education,Quality Assurance,State Regulation,Access to Education,Educational Quality,State Legislation,Power Structure,State Standards

States and their colleges and universities face competing pressures when it comes to meeting the economy's demand for a more educated workforce. As providers and regulators of online education, states have a unique and challenging opportunity. They must promote access and quality assurance while working in coordination with the federal government and accreditation agencies. The expectation that state regulators can ensure both access and quality will only grow with the continued expansion of online programs by public, private, and for-profit institutions. This brief suggests that governors should consider calling for a review of current state laws and regulations surrounding authorization of online programs, focusing on questions in three key areas: (1) Purpose: What is the state trying to accomplish through the authorization process?; (2) Requirements: What is required of institutions seeking authorization? How do the requirements relate to the purpose(s) of authorization?; and (3) Capacity and cost: Does the state have a sustainable model for authorization, assuming that the number of online institutions and programs seeking authorization will continue to grow? Could economies of scale be realized by joining with other states to authorize online institutions and programs?
Effectiveness of Teachers&apos; Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. Occasional Paper. RTI Press Publication OP-0053-1805
Author: Piper, Benjamin
Date: 2018-05-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Outcomes of Education,Teaching Guides,Mixed Methods Research,Comparative Analysis,Lesson Plans,Beginning Teachers,Program Implementation,Foreign Countries,Fidelity,Interviews,Teaching Methods,Design

This report presents the results of RTI International Education's study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers' guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers' guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers' guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers' guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers' guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
Race to the Top - Early Learning Challenge Year 2015 Progress Update
Author: Department of Education (ED)
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

The Race to the Top - Early Learning Challenge (RTT-ELC) program, authorized by Congress in 2011, is designed to improve the quality of early learning and development programs for children from birth through age 5. This discretionary grant program is administered jointly by the U.S. Departments of Education (ED) and Health and Human Services (HHS). This document provides a summary of States' progress on key performance measures, as well as some States' explanations for their progress on some of these measures. This progress update is based on 2015 Annual Performance Report (APR) data that RTT-ELC States submitted in the spring of 2016. Overall, through the RTT-ELC, more early learning and development programs are being included in States' Tiered Quality Rating and Improvement Systems (TQRIS); more programs are at higher quality levels; and more children with high needs are enrolled in high-quality programs. Each RTT-ELC State committed to building or enhancing comprehensive State early learning systems and increasing access for children with high needs to high-quality, accountable early learning and development programs through a statewide Tiered Quality Rating and Improvement System (TQRIS). [For the 2014 report, &quot;At a Glance: The Race to The Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Student&apos;s Beliefs about Using Worked-Example Based Video Podcast in Mathematics Courses
Author: Yorganci, Serpil
Date: 2016-12-00
Type: Journal Articles
Subjects: College Students,Mathematics Instruction,College Mathematics,Educational Technology,Technology Uses in Education,Questionnaires,Semi Structured Interviews,Intention,Student Attitudes,Beliefs,Foreign Countries,Video Technology,Student Behavior,Vocational Education,Cognitive Processes,Gender Differences,Qualitative Research

The goal of the study is to explain the behavioral, normative and control beliefs of vocational college students about their intentions in using worked-example based video podcast (WEBVP) technology in mathematics courses. The research is based on the framework of the Theory of Planned Behavior (TPB). It was carried out on 110 students of Computer Programming Department of Erzurum Vocational College during the spring semester of 2014-2015 academic year. Data were collected by employing a questionnaire form (n = 110) containing open-ended and close-ended questions developed by the researcher and semi-structured interviews (n=25). The results showed that the students' intentions to use WEBVP in mathematics course are under the influence of their behavioral beliefs such as convenience to individual learning, repeatability and usage of advanced technology and their normative beliefs having social support. In addition, the control beliefs in which conceptual structure of mathematics, academic proficiency and individual learning differences are determined to be forcing factors, and the opportunity to reach information, elasticity in space and time and saving of time are determined to be facilitating factors also significantly affect the students' intentions to use WEBVP.
Critical Thinking Dispositions of Pre-Service Mathematics Teachers
Author: Yorganci, Serpil
Date: 2016-12-00
Type: Journal Articles
Subjects: Critical Thinking,Preservice Teacher Education,Preservice Teachers,Mathematics Education,Student Teacher Attitudes,Measures (Individuals),Behavior Rating Scales,Demography,Correlation,Foreign Countries,Statistical Analysis,Surveys

In today's vastly changing world, many organizations such as The Partnership for 21st Century Skills (P21) have advocated that the key performance outcomes around which curricula and assessments should be focused are critical thinking, reasoning, communication and media/information/technology literacy in mathematics. Thus, students will need to take into account both the core academic knowledge and the higher order thinking skills to be successful in college, life and career. This study investigated the pre-service mathematics teachers' critical thinking dispositions. 202 students who were enrolled in the department of mathematics education at a university in Turkey completed a Turkish version of the &quot;California Critical Thinking Dispositions Inventory&quot; (CCTDI). The scale has six subscales (Open-mindedness, inquisitiveness, systematicity, truth seeking, analyticity, and self-confidence). The results revealed that the majority of students had moderate critical thinking disposition. Strong positive relationships among all six subscales were determined. Further, there were significant differences in students' critical thinking disposition based on gender and grade level.
Students&apos; Perceptions and Attitudes of Self-Efficacy Oriented by Research-Inquiry
Author: Ebren Ozan, Cansu
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Self Efficacy,Student Research,Inquiry,Comparative Analysis,Instructional Program Divisions,Gender Differences,Statistical Analysis,Self Concept Measures,Attitude Measures

The purpose of this research is to determine whether there is a meaningful relationship between secondary school students' attitude and perception levels of self-efficacy oriented by research-inquiry and as well whether students' attitude and self-efficacy levels differ according to grade and gender. The working group of the study consist of 234 secondary school students. The descriptive model of one of the quantitative research methods was used in this research. The data of the study was collected with Perception Scale of Self-Efficacy Oriented by Research-Inquiry and Attitude Scale Oriented by Research-Inquiry. Percentages, mean, ANOVA, Schieffe and t tests have been benefited in this study. According to data obtained from the study, it has been concluded that students' attitude and self-efficacy levels oriented by research-inquiry were in a high level, it hasn't differed according to gender, there was a significant difference against the 8th Grade students between Grade 8 and Grade 5 and 7 regarding to the attitude level, there was a significant difference against the 8th Grade students between Grade 8 and Grade 6 and 7 regarding to self efficacy level, there was a positive and meaningful relationship between the levels of attitude and self-efficacy at a high level.
Preschoolers&apos; Alphabet Learning: Letter Name and Sound Instruction, Cognitive Processes, and English Proficiency
Author: Roberts, Theresa A
Date: 2018-00-00
Type: Reports - Research
Subjects: Preschool Children,Alphabets,Experimental Groups,Control Groups,Language Proficiency,English,English (Second Language),Second Language Learning,Bilingualism,Multilingualism,Cognitive Processes,Low Income,Public Schools,Phoneme Grapheme Correspondence,Pretests Posttests,Comparative Analysis,Vocabulary Development,Teaching Methods,Learning Processes,Preschool Education,Associative Learning,Intelligence Tests,Verbal Ability,Vocabulary

This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate, articulation referencing, and orthographic learning) and growth in alphabet learning. Subjects were 83 preschool children in six public preschool classrooms with low-income eligibility thresholds, including 30 DLLs. Children were screened for alphabet knowledge and randomly assigned to small groups and one of four conditions: experimental letter names or letter sounds only, experimental letter names+sounds (LN+LS), or typical LN+LS. Research assistants provided nine weeks of instruction in each treatment, in 10-minute sessions, four days/week. Irrespective of language status, children in the four groups made significant growth from pretest to posttest on measures of alphabet learning. The single-focus letter name or letter sound conditions led to significantly greater growth on taught alphabet content. The experimental LN+LS condition led to greater growth in taught letter names and sounds content compared to the typical LN+LS condition. Pretest vocabulary and alphabet knowledge did not moderate growth, and only limited evidence of differential response to instruction among DLLs was found. Paired associate and articulation referencing learning processes were related to alphabetic growth. Engagement during learning was high in all four treatments. Findings support the benefits of explicit alphabet instruction that enlists cognitive learning processes required for alphabet learning. [This article was published in &quot;Early Childhood Research Quarterly,&quot; v44 p257-274 3rd Quarter 2018.]