ethanporcaro/eric-fulltext-meta huggingface dataset:
Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. Study Snapshot. NCEE 2019-4002
Author: Martinez, Alina
Date: 2018-10-00
Type: Reports - Research
Subjects: Low Income Students,College Choice,Program Effectiveness,Selective Admission,Socioeconomic Status,College Applicants,Educational Quality,Student Financial Aid,Disadvantaged Youth,College Bound Students,College Readiness,High School Seniors,Federal Programs,Racial Differences,Educational Counseling

&quot;Find the Fit&quot; advising increased the number and selectivity of colleges applied to by disadvantaged students in a federal college access program. &quot;Find the Fit&quot; includes customized information about college going and costs, text messaging of key application and financial aid deadlines, and related advisor training. These research-based strategies are designed to help students enroll in the best college they can and stay in until they complete a degree. This snapshot of the first report of the study looks at &quot;Find the Fit's&quot; effects on students' steps toward enrolling in a more selective college. [For the full report, &quot;Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. NCEE 2019-4002,&quot; see ED588782. For the study highlights, &quot;Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. Study Highlights. NCEE 2019-4002,&quot; see ED588786.]
Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. Study Highlights. NCEE 2019-4002
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2018-10-00
Type: Reports - Research
Subjects: Low Income Students,College Choice,Program Effectiveness,Selective Admission,Socioeconomic Status,College Applicants,Student Financial Aid,Disadvantaged Youth,College Bound Students,College Readiness,High School Seniors,Federal Programs,Racial Differences,Ethnicity,Educational Counseling,Educational Quality

Where students go to college, not just whether they go, may be important to their educational and career success. Yet half of high school students from disadvantaged families &quot;undermatch&quot;--they do not enroll in college at all or not at the most selective college they could. The U.S. Department of Education tested a set of promising, low-cost advising strategies, called &quot;Find the Fit,&quot; designed to help students enrolled in the Department's Upward Bound program choose more selective colleges. About 200 Upward Bound projects with 4,500 seniors agreed to participate. The projects were randomly assigned to receive &quot;Find the Fit&quot; to supplement their regular college advising (treatment group) or to offer their regular advising (control group). All treatment group projects implemented &quot;Find the Fit&quot; to some extent. This report highlights the findings from the first report on the &quot;Find the Fit&quot; study, which looks at the effects on students' steps toward enrolling in a more selective college. [For the full report, &quot;Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. NCEE 2019-4002,&quot; see ED588782. For the study snapshot, &quot;Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. Study Snapshot. NCEE 2019-4002,&quot; see ED588785.]
Nomophobia among Undergraduate Students: The Case of a Turkish State University
Author: Yasan Ak, Nehir
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Anxiety,Handheld Devices,Telecommunications,Access to Information,Communication (Thought Transfer),Differences,Gender Differences

The research aimed to investigate undergraduate students' nomophobic behavior; and its relationship with certain demographics and certain mobile phone activities. Moreover, it was explored whether there were any significant differences among the four sub-dimensions of nomophobia: &quot;not being able to communicate,&quot; &quot;losing connectedness,&quot; &quot;not being able to access information&quot;, and &quot;giving up convenience.&quot; A correlational research design was employed with a sample of 146 undergraduate students from four different faculties of a Turkish state university by using convenience sampling method. The Turkish Nomophobia Questionnaire was used for data collection. By conducting One-Way Repeated ANOVA, a significant difference between the mean scores of four dimensions was found. While the students' scores on the fear of &quot;losing connectedness&quot; were significantly lower than the other three factors, the fear of &quot;not being able to access information&quot; had the highest mean scores. There was no difference between the factors &quot;not being able to access information&quot; and &quot;not being able to communicate.&quot; Furthermore, the Pearson' Product Moment correlation was performed; its results indicated that there was a weak, yet significant, correlation between gender and the sub-dimension of &quot;not being able to communicate.&quot; There was also a weak positive correlation between the Internet browsing and the four dimensions of nomophobia. The study also found a weak positive correlation between learning/education and the level of &quot;not being able to access information.&quot;
Ethical Beliefs of Counseling Students in Turkey
Author: Arslan, Umut
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Counselor Training,College Seniors,College Freshmen,Ethics,Student Attitudes,Beliefs,Differences,Information Sources,Fees,Advertising,Testing,Confidentiality,Suicide,Prevention,Competence,Cultural Differences,Counselor Client Relationship

The main purpose of this study was to examine the ethical beliefs of Turkish senior counseling students who are eligible to be counselors, and to compare these beliefs with those of Turkish freshmen counseling students based on Turkish counseling ethical codes. Gibson and Pope's (1993) ethical beliefs and practice survey was used to collect data from 251 Turkish counseling students. The Cronbach's alpha value for the instrument was 0.89 in this study. Data was analyzed and discussed using a chi-square test and Cramer's V. Statistically significant differences were found on subjects related to dual relationships, multicultural counseling, competency, confidentiality, suicide prevention, fees and advertisements, and test administration. Only 48% of participants considered the Turkish ethical codes as a primary source for ethics information. Suggestions are shared to increase counseling ethical standards in Turkey.
An Item Analysis and a Reliability Estimate of a Classroom Kinesiology Achievement Test
Author: Perkins, Kyle
Date: 2018-10-10
Type: Reports - Research
Subjects: Item Analysis,Test Items,Test Reliability,Kinetics,Biomechanics,Science Tests,Achievement Tests,Time on Task,Difficulty Level,Undergraduate Students,Multiple Choice Tests,Item Response Theory

This paper presents item-analysis data to illustrate how to identify a set of internally consistent test items that differentiate or discriminate among examinees who are highly proficient and nonproficient on the construct of interest. Suggestions for analyzing the quality of test items are offered as well as a pedagogical approach to augment the time-on-task on higher level cognitive tasks.
Literature Circle and Gifted Students: Boosting Reading Motivation and Performance
Author: Smith, Andrea
Date: 2018-00-00
Type: Reports - Research
Subjects: Reading Instruction,Group Activities,Reading Comprehension,Student Attitudes,Academically Gifted,Elementary School Students,Grade 4,Comparative Analysis,Program Effectiveness,Teaching Methods,Reading Attitudes,Disadvantaged Youth,Vocabulary,Reading Fluency

The purpose of this study was to investigate the effect of literature circles on the reading comprehension and attitudes toward reading of gifted students in an elementary school. Using a quasi-experimental design, this action research compared two groups of gifted fourth grade students in the reading programs. The experimental group included twenty gifted/high-achieving students that participated in weekly literature circles for four weeks. The control group had nineteen gifted students that received the traditional, skill-based reading instruction. Pre- and post-assessments in reading performance of both groups were taken to compare growth. A survey was also conducted at end of the intervention to examine participant attitudes toward literature circles versus skill-based reading. The results indicate that the literature-circle group showed positive attitudes towards reading and also slightly more progress in reading than the skill-based group. The findings of this study support the potential benefits of incorporating literature circles into reading instruction for gifted students in elementary schools.
Supporting Michigan&apos;s Teachers: Smart Implementation of High Standards, Training, and Educator Evaluation. K-12 Policy
Author: Lenhoff, Sarah W.
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Academic Standards,Academic Achievement,Teacher Education,Teacher Evaluation,Capacity Building,Educational Improvement,Educational Change,Common Core State Standards,Statewide Planning,English,Language Arts,Mathematics Tests,State Standards,Teaching Methods,Educational Quality,School Effectiveness,Incentives,Master Teachers

Michigan students continue to fall behind their peers in other states in learning. According to 2013 national assessment data, an appalling 69 percent of Michigan fourth-graders cannot read on grade level -- an indicator of future academic success. Neither Michigan's students nor the state's economic future can afford to wait to turnaround our state's educational system. In this report, the Education Trust-Midwest provides a common sense roadmap for the state to put its schools, educators and students on a path to higher learning. &quot;Supporting Michigan's Teachers: Smart Implementation of High Standards, Training, and Educator Evaluation,&quot; lays out how two transformative strategies can dramatically build teachers' capacity to raise learning levels in the Great Lakes State: the Common Core State Standards and a new statewide educator support and evaluation system.
Stalled to Soaring: Michigan&apos;s Path to Educational Recovery. State of Michigan Education Report, 2014
Author: Lenhoff, Sarah
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Public Education,Academic Standards,Charter Schools,Academic Achievement,Reading Achievement,Mathematics Achievement,Low Achievement,Achievement Gains,Educational Trends,Trend Analysis,Statewide Planning,National Competency Tests,Ethnic Groups,Comparative Analysis,Grade 4,Elementary School Students,Elementary Secondary Education

State of Michigan Education report -- &quot;Stalled to Soaring: Michigan's Path to Educational Recovery&quot; -- is the result of months of research and a year of Education Trust-Midwest's efforts to monitor where Michigan is making progress on improving public education. The report findings include: (1) Michigan now ranks in the bottom five states for student learning progress in fourth-grade reading and math over the last decade; (2) Michigan is one of only six states in the nation that actually posted negative student growth in some subjects; (3) Michigan's fourth-grade students are learning at lower levels today than they did in 2003 in reading, an important predictor of future learning success; (4) Learning levels are similar in both Michigan's charter school and traditional public school sectors; and (5) Across all groups of students -- white, African American, Latino, low-income, higher-income -- Michigan's student achievement rank has fallen in the last decade.
Federal Student Aid: Strategic Plan, Fiscal Years 2012-16
Author: Federal Student Aid (ED)
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Federal Aid,Student Financial Aid,Educational Finance,Postsecondary Education,Higher Education,Public Sector,Private Sector,Program Effectiveness,Integrity,Public Agencies,Strategic Planning,Risk,Costs,College Attendance,State Aid,Enrollment Trends,Age Differences,Educational Attainment,Institutional Characteristics,Online Courses,Performance,College Students

This five-year strategic plan describes Federal Student Aid's (FSA's) strategy for meeting its goals and objectives for fiscal years (FY) 2012-16. Specifically, the plan addresses FSA's efforts to increase customer service for students and families, protect taxpayer interests, develop efficient processes and effective capabilities, and strengthen its performance culture while delivering federal grants, loans, and work-study assistance to America's students. Together these actions represent a key part of the strategy for achieving President Barack Obama's goal for the United States to once again have the highest proportion of college graduates in the world.
Top Ten for Education: Not by Chance. Michigan Achieves! State of Michigan Education Report, 2018
Author: Education Trust-Midwest
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Public Education,Low Achievement,Academic Achievement,Achievement Gap,Accountability,Literacy Education,Elementary School Students,Grade 3,At Risk Students,Best Practices,Educational Improvement,Academic Standards,State Legislation,Educational Legislation,Reading Improvement,Beginning Reading,Achievement Rating,Charter Schools,Educational Trends,Partnerships in Education,Educational Change,School Holding Power,Grade Repetition,Educational Policy,State Policy,Capacity Building,Low Income Students,Poverty,Alignment (Education),Educational Quality

Michigan is at a critical moment in time -- a historic moment where citizens and leaders must choose whether the state will take advantage of new opportunities to become a top ten education state -- or face a continued and dramatic educational decline. Today, national data reveal that Michigan's public education system is among the poorest performing in the country, a problem Michigan can ill afford to ignore. After almost two years of research, including conversations with educators working at the classroom, school, district, intermediate school district and state level, the team found a profound need for far more robust implementation and improvement systems, guided by sustained and visionary leadership. Indeed, the lack of coherent systems and accountability for consistent improvement are holding back third-grade literacy efforts and squandering millions of dollars. As it stands, the only real accountability for Michigan's third-grade reading investment exists for the state's students: under the state's 2016 policy, students are at-risk for retention in third grade if they are unable to meet grade-level reading expectations. This report digs deeply into the experience of leading education states with a focus on the &quot;how&quot;: How did these states dramatically raise their third-grade reading levels in relatively short periods of time? Over the last two years, the team of researchers visited and talked with more than 50 leaders in these states, mined national and state data, and examined the approaches they used to lift learning for all of their children.
Evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab for Urban, High-Poverty, High Minority Middle Grade Students. Final Report to the Institute of Education Sciences
Author: Balfanz, Robert
Date: 2008-10-01
Type: Reports - Research
Subjects: Program Effectiveness,Acceleration (Education),Mathematics Instruction,Urban Schools,Poverty,Teaching Methods,Middle School Students,Achievement Gains,Laboratories,Mathematical Concepts,Mathematics Skills,Concept Formation,Mathematics Achievement,Faculty Development,Teamwork,Intervention

This project entailed a three-year efficacy evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab developed by the Center for Social Organization of Schools at Johns Hopkins University. The CATAMA Lab was proposed as an immediate and practical approach to addressing the different types of math deficits held by students at urban high-poverty schools. The Lab required only 1 teacher per school reducing staff and professional development requirements. It used multiple instructional techniques (including individualized computer instruction, direct instruction, pair and team learning, and individual instruction) to teach math concepts and skills. By taking the place of an elective it allowed students to continue with their on-grade math class. For a more detailed description of the Lab see Appendix 2. The original goal of the project was to establish the Lab at three urban schools serving high-poverty high-minority middle grade students (grades 5-8). Students underperforming in mathematics (as established by district standardized tests) were to take a trimester course of study in the Lab to increase their knowledge of math concepts and skills taught by a regular math teacher receiving extensive ongoing professional development. Students were to take the Lab as an elective course while continuing with their regular math class. From each school's pool of students eligible to participate, students were to be randomly assigned to take the Lab. An implementation analysis was to measure the teaching of the concepts and skills to be taught in the Lab. To evaluate the impact of the intervention, students' math achievement, as measured by standardized math tests, was to be compared to eligible students not assigned to the Lab. This report discusses the project in three sections: (1) A comparison of the actual project with the planned project; (2) The descriptive results from the project; (a) Description of the sample; (b) Description of implementation of the CATAMA Lab; and (3) The evaluative results from the project.
What Our Students Deserve: Facing the Truth about Education in the Great Lakes State
Author: Arellano, Amber
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Quality,Educational Trends,Cutting Scores,Academic Standards,Common Core State Standards,State Standards,National Competency Tests,Mathematics Achievement,Grade 8,Low Achievement,Grade 4,Racial Differences,Low Income Students,African American Students,White Students,Achievement Gains,Elementary School Students,Grade 5,Reading Achievement,Expectation,Accountability,Educational Improvement

An honest look at public education in Michigan reveals both hopeful and dismal news. While their state has taken a few bold steps in the past year to improve their education system, their students still lag far behind their peers nationally, and the performance gaps between them -- across income level and race -- are both alarming and persistent. Michigan cannot rebound economically if all their students are not prepared to participate fully in the global economy. To increase performance levels, policymakers and educators will need to: (1) Set high expectations for curriculum, instruction, and achievement; (2) Support and provide honest feedback to Michigan teachers; (3) Improve low-performing schools across the state; and (4) Build strong support and accountability systems for all Michigan schools. Michigan's students are falling behind their peers across the nation because their schools are not preparing them for success. Even as parents must recommit to helping their children succeed in school, state political and education leaders must offer the leadership and resources needed to turn around student performance. The Education Trust-Midwest is a team of passionate Michiganders who care deeply about Michigan. They are committed to an education agenda that will make Michigan a Great Education State as well. This report offers a road map to help Michigan get there.
Literacy, Numeracy, and Health Information Seeking among Middle-Aged and Older Adults in the U.S.
Author: Yamashita, Takashi
Date: 2018-09-27
Type: Reports - Research
Subjects: Health,Access to Information,Information Seeking,Adults,Older Adults,Adult Literacy,Numeracy,Information Sources,Health Behavior,Internet,Allied Health Personnel,Individual Characteristics,Television,Books,Family Influence,Peer Influence,Newspapers,Periodicals,Radio

Health literacy is often viewed as an essential skill set for successfully seeking health information to make health-related decisions. However, this general understanding has yet to be established with the use of nationally representative data. The objective of this study was to provide the first nationally representative empirical evidence that links health information seeking behaviors with health literacy among middle-age to older adults in the U.S. Data were obtained from the 2012/2014 Program for International Assessment of Adult Literacy (PIAAC). Our analytic sample is representative of adults age 45 to 74 (n = 2,989). Results showed that distinct components of health literacy (i.e., literacy and numeracy) were uniquely associated with the use of different health information sources (e.g., health professionals, the internet, television). Findings should be useful for government agencies and health care providers. [This paper was published in &quot;Journal of Aging and Health&quot; Online First Sep 2018.]
Teacher Opinions about Qualities of Effective Teaching
Author: Bozkus, Kivanc
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Opinions,Teacher Effectiveness,Classroom Techniques,Educational Planning,Personality Traits,Progress Monitoring,Faculty Development,Teacher Student Relationship,Teaching Methods,Public School Teachers,Foreign Countries,Caring,Teacher Characteristics,Teacher Motivation,Gender Differences

This study aimed to determine both the importance order of qualities that effective teachers should have and differences between perceptions based on gender, branch and school types. Results indicated that the most important quality perceived by teachers was classroom management. Other qualities were respectively the planning of instruction, personality traits, instruction, and monitoring of student progress. Teachers did not spent enough effort to improve their qualities, and they did not care enough for pupils left behind of class. Classroom teachers attached more importance to classroom management than branch teachers. Researching of why teachers perceive classroom management as the most important quality rather than instruction, why they do not care for professional development and face to face interaction with pupils, and why classroom teachers attached more importance to classroom management than branch teachers are recommended. Also, it is suggested that the preparation and professional development activities of teachers should prioritize trainings of classroom management, instruction and monitoring of student progress.