ethanporcaro/eric-fulltext-meta huggingface dataset:
Astronomy Enrollments and Degrees: Results from the 2007 Survey of Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2009-10-00
Type: Reports - Research
Subjects: Physics,Astronomy,Enrollment,Science Education,Science Departments,Bachelors Degrees,Doctoral Degrees,Masters Degrees,Graduate Students,Gender Differences

The Statistical Research Center of the American Institute of Physics conducts an annual census from October through February of all 75 departments that offer degrees in astronomy in the United States. For the class of 2007, the authors received responses from 73 (97%) of these departments. Estimates were derived and included in the totals for non-responding departments. Over the last three years, the number of astronomy bachelor's awarded has remained steady with under 350 granted each year. Women earned 136 bachelor's degrees in astronomy in 2007. The big increase in astronomy bachelor's occurred between 1999 and 2004. A third of the recent gain is a result of existing physics departments adding an astronomy bachelor's degree option. There are 75 departments in the U.S. that offer degrees in astronomy. Of these, 38 are stand-alone departments offering only astronomy degrees and 37 offer degrees in both physics and astronomy. This &quot;Focus On&quot; presents only degree data from stand-alone astronomy departments and the astronomy portion of departments that grant both physics and astronomy degrees. (Contains 4 tables and 8 figures.)
Who Teaches High School Physics? Results from the 2008-09 Nationwide Survey of High School Physics Teachers. Focus On
Author: White, Susan
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: High Schools,Physics,Secondary School Science,Private Schools,Public Schools,Science Education,High School Students,Secondary School Teachers,Women Faculty

In the fall of 2008, the authors contacted a representative sample of over 3,600 high schools in the U.S., both public and private, to determine whether or not physics was taught there. They received responses from over 99% of the schools. For the schools which indicated they were offering physics, they obtained contact information for the teachers. In the spring of 2009, they contacted each of the teachers who were thought to be teaching physics. They received responses from over 2,500 teachers (a 62% response rate). Their findings are based on their responses. This report describes their findings. (Contains 1 table and 5 figures.)
Relationship between Students' Formative Exam-Taking Strategies and Summative Exam Scores
Author: Klecker, Beverly M.
Date: 2010-11-05
Type: Reports - Research
Subjects: Test Wiseness,Graduate Students,Formative Evaluation,Summative Evaluation,Scores,Correlation,Student Evaluation,Online Courses

This study explored graduate students' formative exam-taking strategies in an online classroom. Research questions were: (1) What formative test-taking strategies did students use? (2) Were the strategies related to the students' final exam scores? Students (N=50) in a semester-long measurement class took weekly formative 20-item, multiple-choice exams. Students' options were: (1) using a printable copy to guide their reading then entering their answers in an identical answer sheet for scoring, and/or (2) using only the answer sheet interactively until reaching mastery. Data were the number of times students' entered answers to reach mastery and their final exam scores. Correlation between the number of times students took the exams (summed across 16 weeks) and their final exam scores was rs =0.68. (Contains 4 tables.)
Using O*NET Based Higher Education Job Descriptions for Resume Development
Author: Manzi, P. A.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Occupational Information,Job Search Methods,Resumes (Personal),Higher Education,Student Personnel Workers,Administrators,Counselors

The purpose of this three part article is to illustrate to career development professionals and students who are graduates of higher education MS and Ed.D/Ph.D programs, how to use the O*NET to develop an effective resume. The O*NET provides detailed information about work tasks, knowledge and skills, and in some titles, tools and technology where they are central to job duties. Given the high unemployment rate across the U.S., the large numbers of people attending colleges, and the large number of graduates, the need for employment guidance is ever timely. An effective resume, based on a thorough review and analysis of all educational, community based and work related experiences, is a foundation for improved self-efficacy and confidence. Such confidence is posited to support the agency of cover letters and interview performance. The article uses three O*NET categories for jobs in higher education: (a) Residential Advisors, (b) Education Administrators, Postsecondary and (c) Educational, Vocational and School Counselors. An example of a job description in Residence Life is used, with sample resume components represented. It is hoped that this article will improve the resume writing skills, self awareness of, confidence, and ultimately, hiring success of students seeking higher education positions.
The Possibility of Learning Curved Mirrors' Structure by a Normal Blind Inborn Students
Author: Bulbul, M. Sahin
Date: 2009-09-00
Type: Reports - Research
Subjects: Blindness,Physics,Science Instruction,Sensory Aids,Instructional Materials,Secondary School Science,Secondary School Students,Instructional Effectiveness,Foreign Countries

To take a physics course blind students must be assisted using teaching methods and aids adapted to their own perception capabilities. Touchable objects are very important for them because they have huge difficulties to visualize the third spatial dimension. However, appropriate resources and methods for blind students are not yet available. In this study, the researcher developed a material, KAGOAD, to use for curved mirrors' structure. Blind students may easily use it by touching and material what they learned about principles of curved mirrors. It was tested whether they can solve a University Entrance Exam question. Success of normal blind inborn students indicated that being blind inborn is not a barrier for learning light concept on curved mirrors.
Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges
Author: Weissman, Evan
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Urban Schools,Educational Research,Developmental Studies Programs,Remedial Mathematics,Learning Activities,Discourse Communities,Academic Persistence,College Credits,Program Effectiveness

Queensborough Community College and Houston Community College are two large, urban   institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are two of six colleges participating in the National Center for Postsecondary Research's Learning Communities Demonstration, in which random assignment evaluations are being used to determine the effects of learning communities. At Queensborough, classes in all levels of developmental math were linked primarily with college-level classes, and at Houston, the lowest level of developmental math was linked with the college's student success class, designed to prepare students for the demands of college. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. The key findings presented in this report are: (1) Both Queensborough and Houston began by implementing a basic model of a one-semester developmental math learning community; (2) Learning community students attempted and passed their developmental math class   at higher rates at both colleges; (3) In the semesters following students' participation in the program, impacts on developmental math progress were far less evident; and (4) On average, neither college's learning communities program had an impact on persistence in college or cumulative credits earned. With these results, a pattern is beginning to emerge in the experimental research on learning communities: Linked classes can have an impact on students' achievement during the program semester, but this effect diminishes over time. However, a fuller understanding will be gained as findings are released from the remaining three colleges in the demonstration. A final project synthesis report, including further follow-up, will be published 2012. Supplementary tables are appended. Individual chapters contain footnotes. (Contains 31 tables, 6 figures and 1 box.) [This paper was written with Rashida Welbeck. For the executive summary, see ED516652.]
Advancing Student Achievement through Labor-Management Collaboration (Denver, Colorado, February 15-16, 2011)
Author: Department of Education (ED)
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),School Districts,Superintendents,Boards of Education,Teaching (Occupation),Labor,Unions,Collective Bargaining,Cooperation,Counties,Partnerships in Education,Urban Schools,Public Schools,Academic Achievement

This paper presents the highlights of a conference entitled &quot;Advancing Student Achievement through Labor-Management Collaboration&quot; held in Denver, Colorado last February 15-16, 2011. This first-of-its-kind conference on labor-management collaboration is a historic effort to transform the relationships among local superintendents, school boards, and teachers into a broad and robust partnership designed to boost student achievement. This report offers the experiences of progressive and innovative school leaders who have found new and better ways to work together. The experiences of the following school districts are highlighted in this report: (1) ABC Unified School District, California; (2) Baltimore City Public Schools, Maryland; (3) Denver Public Schools, Colorado; (4) Douglas County School District, Colorado; (5) Green Dot Public Schools, California; (6) Helena Public Schools, Montana; (7) Hillsborough County Public Schools, Florida; (8) Montgomery County Public Schools, Maryland; (9) New Haven Public Schools, Connecticut; (10) Plattsburgh City School District, New York; (11) Independent School District 15-St. Francis, Minnesota; and (12) Winston-Salem/Forsyth County Schools, North Carolina. [Additional support was provided by the Federal Mediation and Conciliation Service.]
Why Rural Matters 2009: State and Regional Challenges and Opportunities
Author: Johnson, Jerry
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: Rural Schools,Public Schools,Rural Education,Student Diversity,Cultural Differences,Outcomes of Education,Educational Policy,School Districts,Institutional Characteristics,Poverty,Educational Improvement,Educational Indicators,Achievement Gap

This report is the fifth in a series of biennial reports analyzing the contexts and conditions of rural education in each of the 50 states and calling attention to the need for policymakers to address rural education issues in their respective states. While it is the fifth in a series, this report is not simply an updating of data from earlier editions. The authors' intent in these reports is not--as it is in many state-by-state analyses--to compare states in terms of their differing rates of progress toward an arbitrary goal. Rather, their intent is (1) to provide information and analyses that highlight the priority policy needs of rural public schools and the communities they serve, and (2) to describe the complexity of rural contexts in ways that can help policymakers better understand the challenges faced by their constituencies and formulate policies that are responsive to those challenges. In 2006-07 (the school year used in this report), 9,063,790 public school students were enrolled in rural school districts--19% of the nation's total public school enrollment. Meeting the needs of more than 9 million children is a challenge that demands and deserves the attention of a nation. It is also a challenge that demands looking at issues from multiple perspectives in order to develop informed understandings that move beyond overly simplistic notions about rural schools and the communities they serve. The authors frame the report around five gauges measuring for each state (1) the Importance of rural education, (2) the Diversity of rural students and their families, (3) the Educational Policy Context impacting rural schools, (4) the Educational Outcomes of students in rural schools in each state, and (5) the characteristics of school districts experiencing Concentrated Poverty conditions. Each gauge is comprised of five equally weighted indicators--thus 25 indicators in all, the largest number of indicators the authors have used to date. The higher the ranking on a gauge, the more important or the more urgent rural education matters are in a particular state. (Contains 12 tables, 1 figure and 10 endnotes.)
Fair, Flexible and Focused: President Obama's Blueprint for Accountability
Author: Department of Education (ED)
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Academic Achievement,Achievement Gap,Educational Change,Rewards,Accountability,Presidents,School Restructuring,Politics of Education,Academic Standards,Intervention,Recognition (Achievement),School District Autonomy

&quot;No Child Left Behind&quot; (NCLB) has helped focus the conversation about school reform on student achievement. It shines a bright light on the achievement gap. For the first time, schools are reporting information about how they are serving all students. NCLB has many flaws. President Obama's blueprint for reform will fix NCLB's flaws by: (1) Asking states to set standards that prepare students for college and careers; (2) Creating a fair accountability system that recognizes and rewards growth and progress; (3) Providing flexibility to state and local educators to innovate and create local solutions; and (4) Focusing rigorous, meaningful interventions and support for the lowest-performing schools that also have not demonstrated any progress. [For related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act,&quot; see ED508795.]
Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary
Author: Weissman, Evan
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Urban Schools,Educational Research,Developmental Studies Programs,Remedial Mathematics,Learning Activities,Discourse Communities,Academic Persistence,College Credits,Program Effectiveness

Queensborough Community College and Houston Community College are two large, urban   institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are two of six colleges participating in the National Center for Postsecondary Research's Learning Communities Demonstration, in which random assignment evaluations are being used to determine the effects of learning communities. At Queensborough, classes in all levels of developmental math were linked primarily with college-level classes, and at Houston, the lowest level of developmental math was linked with the college's student success class, designed to prepare students for the demands of college. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. The key findings presented in this report are: (1) Both Queensborough and Houston began by implementing a basic model of a one-semester developmental math learning community; (2) Learning community students attempted and passed their developmental math class   at higher rates at both colleges; (3) In the semesters following students' participation in the program, impacts on developmental math progress were far less evident; and (4) On average, neither college's learning communities program had an impact on persistence in college or cumulative credits earned. With these results, a pattern is beginning to emerge in the experimental research on learning communities: Linked classes can have an impact on students' achievement during the program semester, but this effect diminishes over time. However, a fuller understanding will be gained as findings are released from the remaining three  colleges in the demonstration. A final project synthesis report, including further follow-up, will be published in 2012. (Contains 2 figures and 2 footnotes.) [This paper was written with Rashida Welbeck. For the main report, see ED516646.]
A Complete Education: Reauthorizing the Elementary and Secondary Education Act
Author: Department of Education (ED)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Professional Development,Educational Improvement,Teaching Models,Evidence,Academic Standards,Alignment (Education),Acceleration (Education),Educational Opportunities,Postdoctoral Education

To help achieve President Obama's stated goal of ensuring that all students will be able to contribute as citizens in the U.S. democracy and to thrive in a global economy, the administration has designed a blueprint for a reenvisioned federal role in education through the reauthorization of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;). The new &quot;ESEA&quot; will support states, districts, school leaders, and teachers in implementing a more complete education--from literacy to mathematics, science, and technology, and to history, civics, foreign languages, the arts, financial literacy, and other subjects--through improved professional development and evidence-based instructional models and supports. As the administration asks states to raise their standards to prepare their students for college and the workplace, it will also be asking more from students, families, teachers, principals, and every level of the education system. To make higher standards meaningful, the administration must ensure that states, districts, schools, and teachers have the resources and assistance they need to help students reach these standards, such as instructional supports, high-quality professional development, and teaching and learning materials aligned with those standards. This means a new investment in improving teaching and learning in all content areas--literacy, science, technology, engineering, mathematics, history, civics, foreign languages, the arts, financial literacy, environmental education, and other subjects--and in providing accelerated learning opportunities to more students to make postsecondary success more attainable. [For the related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act&quot;, see ED508795.]
The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Science Tests,National Competency Tests,Measures (Individuals),Governing Boards,Grade 8,Grade 4,Urban Schools,School Districts,Academic Achievement,Science Achievement,Academic Standards,National Standards,Student Evaluation,Scores,Comparative Analysis,Student Characteristics,Racial Differences,Ethnicity,Low Income Groups,Urban Areas

This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in science. Science results are based on representative samples of fourth- and eighth-grade public school students from the 17 urban districts that volunteered to participate in the 2009 assessment. Between 900 and 2,200 students were assessed at each grade in each of the participating districts. Student performance is reported in terms of average scale scores on the NAEP science scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for public school students in the nation, large cities nationally, and their home states. Student performance is reported by race/ethnicity and eligibility for free/reduced-price school lunch. At grade 4, the average score in large cities overall and the average scores in 14 of the 17 participating districts were lower than the average score for the nation. Scores for Austin, Charlotte, and Jefferson County were not significantly different from the score for the nation. At grade 8, the average score in large cities overall and the average scores in 16 of the 17 districts were lower than the average score for the nation. The score for Austin was not significantly different from the score for the nation. Among the 17 urban districts that participated in the 2009 science assessment, scores for both fourth- and eighth-graders in 4 districts were higher than the scores for their respective peers attending public schools in large cities overall. Scores for both grades in 8 districts were lower than the scores for large cities nationally. (Contains 2 footnotes and 10 tables.)
Trends in the Receipt of Pell Grants: Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2011-155
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Employment Level,Family Income,Student Financial Aid,Grants,Need Analysis (Student Financial Aid),Federal Aid,Student Characteristics,Higher Education,Federal Programs,Enrollment,Gender Differences,Racial Differences,Ethnicity,Full Time Students,Part Time Students,Parent Background,Educational Attainment,Student Loan Programs

Using data from the 1995-96, 1999-2000, 2003-04, and 2007-08 administrations of the National Postsecondary Student Aid Study, these tables focus on trends in the receipt of federal Pell Grants and among Pell Grant recipients. Data include the percentages of Pell Grant recipients and the average Pell Grant received each survey year. Also shown are the percentages of Pell Grant recipients who received state grants or institutional grants, or took out student loans, and the average amounts received from these sources. The average ratio of the Pell Grant to the total cost of attendance during these selected years is included as well. Data are presented by a number of demographic and enrollment characteristics, including age, sex, race/ethnicity, dependency status, family income, attendance status, grade level, employment status, parents' education, and type of institution attended. A glossary is included. (Contains 60 tables and 2 endnotes.)