ethanporcaro/eric-fulltext-meta huggingface dataset:
Physics Doctorates One Year Later: Data from the Follow-Up Survey of Degree Recipients from the Classes of 2009 and 2010. Focus On
Author: Anderson, Garrett
Date: 2012-07-00
Type: Numerical/Quantitative Data
Subjects: Physics,Doctoral Degrees,College Graduates,Graduate Surveys,Followup Studies,Employment,Temporary Employment,Unemployment

Each fall the Statistical Research Center conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the U.S. to provide information concerning the numbers of students they have enrolled and counts of recent degree recipients. In connection with this survey, the authors ask for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct the authors' follow-up survey in the winter following the academic year in which they received their degrees. The data in this "focus on" comes from that survey. Findings reveal that the proportion of new physics PhDs accepting a postdoc climbed in the aftermath of the recent recession. More than two-thirds of non-U.S. citizens who remained in the U.S. took a postdoc. Initial employment of new physics PhDs is affected by their subfield of research. Though accepting a postdoc is most often a strategic career decision, 13% of postdocs from the classes of 2009 and 2010 accepted their postdocs because they could not obtain suitable permanent positions. (Contains 2 tables and 2 figures.)
Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School
Author: Losen, Daniel J.
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Suspension,Expulsion,Educational Indicators,Predictor Variables,Dropouts,Potential Dropouts,African American Students,Disproportionate Representation,Race,Special Education,School Districts,Discipline Policy,Supervision

Well over three million children, K-12, are estimated to have lost instructional &quot;seat  time&quot; in 2009-2010 because they were suspended from school, often with no guarantee of adult supervision outside the school. That's about the number of children it would take to fill every seat in every major league baseball park and every NFL stadium in America, &quot;combined&quot;. Besides the obvious loss of time in the classroom, suspensions matter because they are among the leading indicators of whether a child will drop out of school, and because out-of-school suspension increases a child's risk for future incarceration. Given these increased risks, what we don't know about the use of suspensions may be putting our children's futures (and our economy) in jeopardy. This national report, based on suspensions of students in K-12 in 2009-2010, represents the first major effort to fill the knowledge gap around school discipline as it stands in thousands of districts in nearly every state. Based on data released in March 2012 by the U.S. Department of Education, the authors analyze the risk of out-of-school suspension for every racial/ethnic group, as well as for students with and without disabilities. The report begins by providing national- and state-level estimates, but perhaps the most valuable information presented is the detailed analysis of nearly 7,000 school districts from every state in the nation. In this national database, using the companion spreadsheets, readers will easily locate the highest suspending school districts for each racial group, and for students with and without disabilities. This report demonstrates that, in most districts, the highest risk for suspension is revealed when the data are disaggregated by race and combined with gender and/or disability status. Appended are: (1) Data Omissions; and (2) Methods and Treatment of Errors. (Contains 11 tables, 10 figures and 32 footnotes.) [For &quot;Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School. Executive Summary,&quot; see ED534184.]
Students with Disabilities: Better Federal Coordination Could Lessen Challenges in the Transition from High School. Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. GAO-12-594
Author: Moran, Revae E.
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Federal Programs,Disabilities,Public Agencies,Grants,Federal Government,Transitional Programs,High School Students,Postsecondary Education,At Risk Students,Barriers,Access to Education,Federal Legislation,Federal Regulation,Interviews,State Government,Public Officials,Government Role,Eligibility

The transition out of high school to postsecondary education or the workforce can be a challenging time, especially for students with disabilities. Multiple federal agencies fund programs to support these students during their transition. In 2003, GAO reported that limited coordination among these programs can hinder a successful transition. GAO was asked to provide information on the (1) challenges students with disabilities may face accessing federally funded transition services; and (2) extent to which federal agencies coordinate their transition activities. GAO reviewed relevant federal laws, regulations, and agency documents from Education, HHS, Labor, and SSA, which administer the key programs that provide transition services. GAO also administered a data collection instrument to gather program information from these agencies. Finally, GAO interviewed various stakeholders, including state and local officials, service providers, parents, and students with disabilities, in five states selected based on the number of federal grants they received to fund transition services. To improve the provision of transition services for students with disabilities, GAO recommends that Education, HHS, Labor, and SSA develop an interagency transition strategy that addresses (1) operating toward common outcome goals for transitioning youth; (2) increasing awareness of available transition services; and (3) assessing the effectiveness of their coordination efforts. All four agencies agreed with the recommendation. Appended are: (1) Scope and Methodology; (2) Federal Programs that Provide Transition Services to Youth with Disabilities; (3) Other Federal Coordination Efforts that Address Individuals with Disabilities, Including Students; (4) Comments from the Department of Education; (5) Comments from the Department of Health and Human Services; (6) Comments from the Department of Labor; (7) Comments from the Social Security Administration; and (8) GAO Contact and Staff Acknowledgments. (Contains 6 tables, 4 figures and 64 footnotes.)
Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School. Executive Summary
Author: Losen, Daniel J.
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Suspension,Educational Indicators,African American Students,Disabilities,White Students,American Indians,Students,Asian American Students,Hispanic American Students,Disproportionate Representation,Racial Differences,Gender Differences,School Districts,Discipline Policy,State Legislation,State Regulation

Well over three million children, K-12, are estimated to have lost instructional &quot;seat  time&quot; in 2009-2010 because they were suspended from school, often with no guarantee of adult supervision outside the school. That's about the number of children it would take to fill every seat in every major league baseball park and every NFL stadium in America, &quot;combined&quot;. Besides the obvious loss of time in the classroom, suspensions matter because they are among the leading indicators of whether a child will drop out of school, and because out-of-school suspension increases a child's risk for future incarceration. Given these increased risks, what we don't know about the use of suspensions may be putting our children's futures (and our economy) in jeopardy. This executive summary presents the findings of a national report that is based on suspensions of students in K-12 in 2009-2010. This national report represents the first major effort to fill the knowledge gap around school discipline as it stands in thousands of districts in nearly every state. Based on data released in March 2012 by the U.S. Department of Education, the authors analyze the risk of out-of-school suspension for every racial/ethnic group, as well as for students with and without disabilities. [For the full report, &quot;Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School,&quot; see ED534178.]
Assessing Medical Students' Moral Judgment over the Course of a Four-Year Professionalism and Humanism Curriculum
Author: Riegle, Sandra E.
Date: 2012-04-00
Type: Reports - Research
Subjects: Medical Education,Medical Students,Physicians,Statistical Analysis,Value Judgment,Humanism,Moral Development,Moral Values,Gender Differences,Program Effectiveness,Psychological Characteristics,Psychological Needs,Psychological Evaluation,Attitude Change,Attitude Measures,Measures (Individuals),Evaluation Methods,Measurement Objectives,Measurement Techniques,Ethics,Hypothesis Testing,Professional Education

Teachers tasked with developing moral character in future physicians face an array of pedagogic challenges, among them identifying tools to measure progress in instilling the requisite skill set.  One validated instrument for assessing moral judgment is the Defining Issues Test (DIT-2). Based on the work of Lawrence Kohlberg, the test's main index, the P score, indicates the respondent's progress within a framework of increasing moral sophistication. To evaluate the effectiveness of the Professionalism and Humanism curriculum at the University of Texas Medical Branch (UTMB) in improving medical students' professional judgment and moral reasoning, the authors administered the DIT-2 to the medical school class of 2011 (N = 236) during orientation at the beginning of school (T1) and again shortly before graduation (T2). 195 tests were subsequently scored by the Center for the Study of Ethical Development at T1 and 72 tests at T2. Analysis of variance was used to assess for main effects of gender and primary language on P scores. The P score mean for the 1st year medical students was 43.67 on a 0 to 95 scale; for graduating seniors, it was 43.31. At T1 and T2, a statistically significant main effect for gender was observed on P scores (p less than 0.01) but not for English as primary language. There was no statistically significant difference between the results at T1 and T2, which contrasts with the normal progression of moral reasoning that is typically observed in young adults who seek higher education.  However, the UTMB results are consistent with other studies of medical students which have demonstrated a similar inhibition of moral reasoning over four years of medical education. (Contains 4 tables.) [Funding for this project was provided by the Arnold P. Gold Foundation.]
Teaching Mathematics to Young Children through the Use of Concrete and Virtual Manipulatives
Author: D'Angelo, Frank
Date: 2012-03-12
Type: Reports - Descriptive
Subjects: Manipulative Materials,Young Children,Mathematical Concepts,Mathematics Instruction,Concept Formation,Educational Technology,Computer Uses in Education,Early Childhood Education,Constructivism (Learning),Cooperative Learning,Classroom Communication

The use of manipulatives is an essential key to teaching mathematics to young children. Throughout history, different types of manipulatives have been used to aid in comprehension of mathematical concepts including quipu, abaci and pattern blocks. Today, concrete and virtual manipulatives are the tools that early childhood teachers are using in their mathematics classrooms across the country to instruct young learners. The concrete experience that these objects provide allows children to have a greater understanding of mathematical concepts which becomes the basis of their conceptual mathematical knowledge. Teachers who effectively implement concrete and virtual manipulatives create a mathematically rich environment in which young learners are able to examine ideas critically and solve problems. The use of these manipulatives fosters the beginning of life-long mathematical learning in inquisitive young learners.
The New Literacy: Technology in the Classroom
Author: Smyth, Theoni Soublis
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Media Literacy,Computer Literacy,Technological Advancement,Attitudes,Technology Uses in Education,Educational Practices,Adjustment (to Environment),Curriculum Development,Teaching Methods,Information Literacy

Technological advancements are forcing the definition of literacy to expand in this new century. Students are coming to the classroom digitally fluent. Yet, our educational system has not risen to the challenges of modifying curriculum and instruction to suit the needs of this generation of learners. Literacy needs to be redefined. In order to conceptualize the broad definition of contemporary literacy, first the differences between traditional literacy and the new literacy are analyzed while evaluating the diverse skills and competencies associated with both. Next, implications of this new literacy are addressed including the effects on teachers in the classroom. Finally, the issue of who will be responsible for teaching the new literacy is examined.
Math Manipulatives to Increase 4th Grade Student Achievement
Author: Couture, Katie
Date: 2012-08-00
Type: Reports - Research
Subjects: Mathematics Achievement,Teacher Surveys,Mastery Tests,Questionnaires,Likert Scales,Grade 4,Mathematics Instruction,Manipulative Materials,Elementary School Students,Teaching Methods,Pretests Posttests,Mathematics Skills,Mathematical Concepts,Concept Formation,Parent Attitudes,Teacher Attitudes

This research project was completed with twenty-nine fourth grade students from Shawnee Elementary, a school in the Chippewa Valley School District. It began in April 2012 and the data collection was completed by June 2012. The purpose of this project was to see if utilizing math manipulatives in an elementary classroom will increase student achievement. The data tools consist of a parent survey, a teacher survey, a report card analysis, a student Likert scale, a student station questionnaire, a teacher record log, a mastery test, a fraction pre-test and fraction post-test. This project is being conducted to find ways manipulatives may help students improve their understanding of math concepts and improve test scores. The results will be to show what areas of the math curriculum students need the most improvement, how current teachers are already using manipulatives, student responses after exploring with manipulatives, teacher observations and a difference in students' test scores before using manipulatives versus after. The following are appended: (1) Data Collection Matrix; (2) Parent Math Questionnaire; (3) Teacher Math Manipulative Survey; (4) Report Card Analysis; (5) Student Likert Scale; (6) Teacher Log Record Form; (7) Student Station Questionnaire; (8) Math Mastery Test 4th Grade; (9) Fraction Pre-Test; and (10) Fraction Post-Test.
An Analysis of Student Success Rates for Academic and Workforce Programs at a Large Texas Community College: Examining Fall 2009 to Spring 2011
Author: High, Clennis F.
Date: 2012-08-09
Type: Reports - Research
Subjects: Community Colleges,Urban Schools,Educational Attainment,Academic Education,Vocational Education,Comparative Analysis

Student success rates for academic track and workforce track students were examined for thousands of students at a large urban Texas Community College. The study covered fall 2009 through spring 2011, a two year period. Data were collected from the institution's data base regarding students who successfully completed the courses in which they were enrolled. The analyses showed students in workforce programs had significantly higher success rates than their counterparts studying in the academic areas. Further analyses highlighted standard deviation values that indicated, not only were the success rates for workforce students higher, but there was less variability in the success rates of workforce programs than there was for academic programs. (Contains 2 tables.)
Grasp of Consciousness and Performance in Mathematics Making Explicit the Ways of Thinking in Solving Cartesian Product Problems
Author: Soares, Maria Tereza Carneiro
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Education,Mathematical Concepts,Private Schools,Public Schools,Comparative Analysis,Grade 5,Grade 6,Grade 7,Grade 8,Word Problems (Mathematics),Qualitative Research,Statistical Analysis,Thinking Skills

This study examines the relationship between the grasp of consciousness of the reasoning process in Grades 5 and 8 pupils from a public and a private school, and their performance in mathematical problems of Cartesian product. Forty-two participants aged from 10 to 16 solved four problems in writing and explained their solution procedures by answering the question: &quot;How did I think to solve this problem?&quot;. The qualitative analysis identified three response categories as indicators of the participants' grasp of consciousness regarding their ways of reasoning involved in finding the solutions, which can be explained by the reflecting abstractions model. The statistical analysis showed those categories as associated with the performance: progressively more refined justifications came along with mathematically correct solutions to the problems. Differences in performance and the use of justifications for the solutions by participants of both types of school corroborate that result. A teaching process directed towards students' reflection and comprehension regarding specific schemes and conceptual mathematical relations may be at the root of these differences. Thus, teachers' interventions that encourage students to think about their own thinking are recommended. (Contains 5 tables.)
A PLG (Professional Learning Group): How to Stimulate Learners' Engagement in Problem-Solving
Author: Sheety, Alia
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Cooperative Learning,Learning Processes,Teamwork,Team Training,Social Environment,Participative Decision Making,Scaffolding (Teaching Technique),Learner Engagement

This paper aims to describe, discuss and reflect the use of PLGs (professional learning groups) in higher education as a practice for enhancing student learning and team building. It will use theories supporting group-learning processes, explore optimal social contexts that enhance team collaboration, and reflect on the practice of PLG. The strength and weaknesses of the PLG practices will be shared. (Contains 1 table and 1 figure.)
The Impact of Teacher Collaboration on School Management in Canada
Author: Bouchamma, Yamina
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teacher Collaboration,Foreign Countries,Teacher Attitudes,Educational Indicators,Performance Factors,Regression (Statistics),Predictor Variables,Models,French Canadians,English,Collegiality,Questionnaires,English Teachers,Secondary School Teachers,School Administration

This study examined the level of collaboration between Francophone and Anglophone language teachers of 13- and 16- year-old Canadian students (N = 4,494) using data from the 2002 SAIP (School Achievement Indicators Program) of the Council of Ministers of Education of Canada. Among 32 factors, logistic regression identified six predictors of teacher collaboration, five of which were related to the school and one to the teacher. Results were discussed in light of a theoretical model designed to assess teacher collaboration. (Contains 1 table and 2 figures.)
Cultural Adaptation of NNES (Non-Native English Speaking) College Faculty: A Cross-Disciplinary Study
Author: Liu, Yingliang
Date: 2012-00-00
Type: Journal Articles
Subjects: Intellectual Disciplines,College Faculty,Non English Speaking,Teacher Role,Performance Factors,Educational Resources,Adjustment (to Environment),Acculturation,Professional Identity,Interviews,Teacher Surveys,Interdisciplinary Approach,Teacher Attitudes,Diversity (Faculty),Cultural Influences

In order for culturally and linguistically diverse faculty members to thrive in their teaching role, it is important that their adjustment to the culture and climate of the US colleges and universities be understood and supported. To that end, this qualitatively oriented study of 28 NNES (non-native English speaking) faculty members addresses the following research questions: (1) What factors or resources contribute to NNES faculty members' cultural adaptation to their teaching role in the US?; (2) How do NNES faculty members view themselves as teachers, the US college classrooms and students?; and (3) Does cultural background or academic discipline contribute to the NNES faculty members' perspectives? We expand past NNES teacher research to include faculty from different academic disciplines in order to more comprehensively understand this under-researched teacher population. Survey results and follow-up interviews reveal both similarities and important differences in the perceptions and factors that affect NNES faculty from various cultural backgrounds and across academic disciplines. (Contains 7 tables.)
An Examination of the Potential Relationship between Technology and Persistence among At-Risk College Students
Author: Hughey, Aaron W.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Program Effectiveness,Academic Aptitude,At Risk Students,Academic Persistence,School Holding Power,Electronic Publishing,Textbooks,Educational Technology,Comparative Analysis,Control Groups,Experimental Groups,Statistical Analysis,Remedial Instruction,College Readiness,Access to Education,Program Descriptions,Student Surveys,Technical Support,African American Students,White Students,Access to Computers

Academically underprepared college students, i.e., those identified as needing developmental (remedial) English, mathematics and reading courses in order to maximize their potential for academic success at college-level studies, were provided with the opportunity to rent, for a minimal, subsidized fee, mini-computers bundled with digital course materials (e-books). The academic aptitude of the students who participated in the study was assessed when they entered the program, and their academic performance was assessed at the end of the semester in which they were provided with these resources. The aptitude, performance and retention of program participants were then compared with those of similarly underprepared prepared students who were not provided with these resources. Analysis of variance revealed no statistically significant differences between the academic performance or retention of the two groups.