ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem-Solving in Technology-Rich Environments and Cancer Screening in Later Life
Author: Sahoo, Shalini
Date: 2020-01-15
Type: Reports - Research
Subjects: Problem Solving,Cancer,Screening Tests,Prevention,Health Promotion,Information Technology,Adults,Scores,Technological Literacy

Objectives: Routine cancer screening is widely recognized as an effective preventive strategy to reduce cancer mortality -- the second leading cause of death in the U.S. However, cancer screening requires a complex array of tasks such as seeking up-to-date guidelines, making appointments, planning hospital visits, and communicating with health care professionals. Importantly, modern health care largely relies on technology to disseminate the latest information and administer the system. Yet, little is known about the technology-related skills that are relevant to regular cancer screening. This study examined the association between problem-solving skills in the technology-rich environment (PSTRE) and cancer screening in later life. Methods: Using 2012/2014 Program for International Assessment of Adult Competencies data, binary logistic regressions with survey weights were used to estimate the association between PSTRE and four cancer screening behaviors among the corresponding target populations aged between 45 to 74 years old (n = 1,374 for cervical screening; n = 1,373 for breast screening; n = 1,166 for prostate screening; n = 2,563 for colon screening). Results: Results showed that greater PSTRE scores (0 - 500 points) were significantly and positively associated with prostate cancer screening (OR = 1.005, p &lt; 0.05) among men, but not with colon (men and women) or cervical or breast (women) cancer screenings. Conclusions: Improvement in PSTRE may promote specific cancer screening behaviors. Our findings inform future policy discussions and interventions that seek to improve cancer screening among a vulnerable section of older populations. [This paper will be published in &quot;European Journal of Cancer Prevention.&quot;]
College and Work Activity during the First Fall after Graduation. Launching into Adulthood
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Graduates,College Attendance,Urban Schools,Employment Level,Socioeconomic Status,Low Income Groups

This brief is the first in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates. A partnership with Baltimore's Promise and the Maryland Longitudinal Data System made it possible to examine both college and earnings outcomes for Baltimore City Public Schools (City Schools) graduates. The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity. In this brief the authors explore City Schools graduates' destinations during the fall after high school, in college and the formal workforce. [Support from Baltimore's Promise allowed BERC to complete this research.]
Salaries and Wages of Baltimore City Graduates Six Years after Earning a High School Diploma. Launching into Adulthood
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Graduates,Wages,Income,College Attendance,College Graduates,Associate Degrees,Bachelors Degrees,Educational Attainment

This brief is the second in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System, which has made it possible to examine both college and earnings outcomes among Baltimore City Public Schools graduates. The question addressed in this brief is, how much were graduates earning six years after high school graduation? Was it enough to make a livable wage? And how many of those who went to college and completed degrees were earning a livable wage? The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity six years later. [Support from Baltimore's Promise allowed BERC to complete this research.]
First Fall Four-Year College Enrollees: Earnings and Livable Wages after Six Years. Launching into Adulthood
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Graduates,College Attendance,Salaries,Income,Employment Level,Bachelors Degrees,Associate Degrees,Educational Certificates

This brief is the third in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. A partnership with Baltimore's Promise and the Maryland Longitudinal Data System made it possible to examine both college and earnings outcomes for Baltimore City Public Schools (City Schools) graduates. The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity. In this brief the authors focus on the 29% of City Schools graduates who enrolled immediately into a 4-year college the fall after high school. [Support from Baltimore's Promise allowed BERC to complete this research.]
Those Neither in College nor Work the First Fall after Graduation: Earnings and Livable Wages after Six Years. Launching into Adulthood
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Graduates,Educational Attainment,Wages,Salaries,College Attendance,Racial Differences,Minority Groups,Parent Background,Grade Point Average

This brief is the fourth in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates six years later. A partnership with Baltimore's Promise and the Maryland Longitudinal Data System made it possible to examine both college and earnings outcomes for Baltimore City Public Schools graduates. The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity. In this brief the authors focus on the 26% of City Schools graduates who were not enrolled in a college nation-wide and were not found working for a Maryland employer during the fall after high school. [Support from Baltimore's Promise allowed BERC to complete this research.]
&quot;Navigating&quot; Transformation: Education 2030, Teachers&apos; Unions, and Spaces of Resistance. BCTF Research Report
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-10-00
Type: Collected Works - General
Subjects: Unions,Resistance to Change,Educational Change,Foreign Countries,Global Approach,Conferences (Gatherings),Teacher Workshops,Public Education,Achievement Tests,International Assessment,Educational Policy

In May 2019, the British Columbia Teachers' Federation (BCTF) hosted a one-day seminar entitled &quot;Questioning the Organisation for Economic Co-operation and Development (OECD) Education 2030 Program.&quot; The seminar provided a space to critically explore the Education 2030 program and the general approach to global standards through international tests. Seminar participants then attended the &quot;OECD Education 2030 9th Informal Working Group meeting and B.C. Education Conference,&quot; hosted by the BC Ministry of Education in Vancouver. This publication is a collection of reflections on these two events by teachers, union leaders and academics. Taken together, the papers disrupt efforts to position BC as an exemplar of the type of reform promoted by the OECD. Through presentations and discussions focused on the OECD program, and looking specifically at the BC curriculum, participants questioned efforts to position BC as an exemplar of the type of reform promoted by the OECD. By thinking across these spaces, the papers work to question a &quot;global&quot; agenda and ask about the effects of a policy logic whereby the &quot;local&quot; has no choice but to adapt or be left behind in the global race towards well-being. How can the narrative being told about &quot;who&quot; students and teachers are, &quot;what&quot; they need to know, and how teaching and learning happen be disrupted? How can the assumptions behind this narrative be challenged? How can local knowledges and processes be mobilized and supported? How can solidarity be built amongst teachers nationally and internationally to speak back to emerging spaces of global governance?
Differences in Earnings Six Years after Graduation by High School Type. Launching into Adulthood
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Graduates,College Attendance,College Graduates,Graduation,Wages,Income,Institutional Characteristics,School Choice,Selective Admission,Vocational Schools,Charter Schools,Traditional Schools,Young Adults

This brief is the fifth in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System (MLDS), which has made it possible to examine both college and earnings outcomes among Baltimore City Public Schools (City Schools) graduates. In this brief the authors examine patterns of college enrollment, degree completion, earnings and making a livable wage by the type of high school from which students earned their diploma. As in each of these briefs, the authors chose graduates in 2009 to examine outcomes six years later. [Support from Baltimore's Promise allowed BERC to complete this research.]
Getting Students Excited about Learning: Incorporating Digital Tools to Support the Writing Process
Author: Saulsburry, Rachel
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Writing Instruction,Teaching Methods,Deafness,Hearing Impairments,Computer Mediated Communication,Elementary School Students,Expository Writing,Technology Integration,Cooperative Learning

Technology--in the form of digital tools incorporated into writing instruction--can help teachers motivate and engage young children, and it may be especially critical for students who do everything they can to avoid writing. Technology may bolster student involvement, foster the engagement of reluctant or struggling writers, and support writing instruction. However, it does even more. A look at the use of technology in two classes shows how technology can create authentic writing opportunities and impact young writers' choices. Not only do students in these classes engage with their assignment, but they also interact with their audience, explore the purpose of their assignment, and understand their assignment's impact. We feature these classrooms because the technology the teachers selected was either inexpensive or free and easy to learn and use. Just as importantly, these technological tools assist more than one part of the writing process; they are useful in planning, organizing, and sharing the finished writing product with the intended readers. [This article was published in &quot;Odyssey&quot; (EJ1064118).]
Differences among Young Adults Six Years after Graduation by Race and Gender. Launching into Adulthood
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Graduates,Gender Differences,College Attendance,Racial Differences,College Graduates,Graduation,Income,Wages,Young Adults

This brief is the sixth in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System (MLDS), which has made it possible to examine both college and earnings outcomes among City Schools graduates. The author's chose a single class, graduates in 2009, to examine college experiences and workforce activity. This brief explores whether college degree completion, median annual earnings, and earning a livable wage differ by gender and race. [Support from Baltimore's Promise allowed BERC to complete this research.]
Differences among Young Adults Six Years after Graduation by Education Service Receipt in High School. Launching into Adulthood
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Graduates,College Attendance,Wages,Urban Schools,College Graduates,Graduation,Family Income,Socioeconomic Status,Special Education,Students with Disabilities,Low Income Groups,Young Adults

This brief is the seventh in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System (MLDS) that has made it possible to examine both college and earnings outcomes among City Schools graduates. This brief considers graduates six years after high school, and whether college enrollment, degree completion, median annual earnings, and the percent earning a livable wage differ according to education service receipt in 12th grade. Specifically, the authors compare outcomes for graduates whose family income made them eligible for free or reduced-price meals (&quot;lower-income&quot;), graduates who received special education services, and the average for the graduating cohort as a whole. As background, about 60% of the cohort were from lower income families and 12% received special education services in 12th grade. [Support from Baltimore's Promise allowed BERC to complete this research.]
Independent Schools in British Columbia. Updated. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-03-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Private Schools,Educational Trends,Enrollment Trends,Adult Students,Out of State Students,Special Needs Students,Second Language Learning,French,Immersion Programs,English Language Learners,Canada Natives,Educational Finance,Graduation Rate,Public Schools

This fact sheet reports on independent schools in British Columbia, including enrollment in independent schools, student composition in independent schools compared to public schools, public funding, and graduation rates. [For the 2018 edition of this fact sheet, see ED586101.]
Graduation Rates in British Columbia. Updated. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-03-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Graduation Rate,Secondary School Students,Gender Differences,Public Schools,Canada Natives,English Language Learners,Place of Residence

This fact sheet reports on graduation rates in British Columbia, including changes in secondary student graduation rates, graduation rates for Aboriginal and non-Aboriginal students, graduation rates for students in English Language Learner programs, and differences between graduation rates of non-resident and resident students. [For the 2018 edition of this fact sheet, see ED586100.]
A Case Study of Promoting Informal Inferential Reasoning in Learning Sampling Distribution for High School Students
Author: Setyani, Geovani Debby
Date: 2020-01-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Private Schools,Foreign Countries,Statistical Inference,Problem Based Learning,Data Use,Evidence,Probability,Student Attitudes,Sampling,Mathematics Instruction,Statistical Distributions

Drawing inference from data is an important skill for students to understand their everyday life, so that the sampling distribution as a central topic in statistical inference is necessary to be learned by the students. However, little is known about how to teach the topic for high school students, especially in Indonesian context. Therefore, the present study provides a teaching experiment to support the students' informal inferential reasoning in understanding the sampling distribution, as well as the students' perceptions toward the teaching experiment. The subjects in the present study were three 11th-grader of one private school in Yogyakarta majoring in mathematics and natural science. The method of data collection was direct observation of sampling distribution learning process, interviews, and documentation. The present study found that that informal inferential reasoning with problem-based learning using contextual problems and real data could support the students to understand the sampling distribution, and they also gave positive responses about their learning experience.
Aboriginal Report 2014/15-2018/19: How Are We Doing?
Author: Ministry of Education (British Columbia)
Date: 2019-11-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Canada Natives,American Indian Students,Public Schools,Academic Achievement,Elementary Secondary Education,Postsecondary Education,Student Characteristics,Achievement Tests,Graduation Rate,Student Attitudes,Child Custody

This report provides information about the performance of Aboriginal students (including adults) in public schools. Readers should notice that there are changes to historical and trend data. Once a student has self-identified as being of Aboriginal ancestry, the student is included in all report outcomes for Aboriginal students. This approach ensures a consistent methodology for identifying Aboriginal students across years, as students may self-identify as Aboriginal on some enrollments and not on others. The sections of this report include the following: (1) Introduction; (2) Student and District Context (Kindergarten-Grade 12), 2014/15-2018/19; (3) Foundation Skills Assessment (FSA) Grades 4 and 7, 2014/15-2018/19; (4) Required Examinations Results, 2014/15-2018/19; (5) Transitions, 2013/14-2018/19; (6) School Completion, 2014/15-2018/19; (7) Education Experiences of Children in Care, 2013/14-2017/18; (8) Post-Secondary Transitions, 2014/15-2017/18; (9) Student Learning Survey Results, 2014/15-2018/19; and (10) Glossary. [For the previous report, &quot;Aboriginal Report 2013/14-2017/18: How Are We Doing?,&quot; see ED596480.]
Getting There II: A Statewide Progress Report on Implementation of AB 705. Are California Community Colleges Maximizing Student Completion of Transfer-Level Math and English?
Author: Hern, Katie
Date: 2019-12-00
Type: Reports - Research
Subjects: Community Colleges,College Mathematics,College English,Student Placement,State Legislation,Educational Legislation,Program Implementation,Two Year College Students,Access to Education,Educational Change,Remedial Programs,Alignment (Education),Organizational Communication,Student Rights

A new law, Assembly Bill 705 (Irwin), is driving dramatic changes to how the California Community Colleges place students into English and math courses. In fall 2019, AB 705 began requiring the colleges to use students' high school grades as the primary means of placement; restricting colleges from denying students access to transferable college-level courses; and giving students the right to begin in courses where they have the best chance of completing the English and math requirements for a bachelor's degree. This report--a collaboration between the Campaign for College Opportunity and the California Acceleration Project--analyzes early AB 705 implementation efforts across California's community college system. It is a follow-up to the regional analysis of 47 colleges in the Central Valley, the Inland Empire, and greater Los Angeles that was published in September 2019. This report examines fall course schedules and websites from 114 of the state's community colleges to identify bright spots and problems in implementation, with particular focus on the extent to which college course offerings are aligned with the AB 705 standard of &quot;maximizing&quot; student completion of transfer-level English and math courses. The report includes findings from an examination of the websites of a subset of colleges to analyze the messages students are receiving about placement when a substantial number of remedial sections remain on the schedule. The analysis reveals that colleges have approximately doubled the proportion of transfer-level classes they offer. There also has been dramatic growth in the number of colleges offering corequisite remediation--that is, curricular models in which students receive additional support while enrolled in transferable college-level classes. Despite this progress, the report identifies several areas of weak implementation that will need further attention from the colleges, the California Community Colleges Chancellor's Office (Chancellor's Office), and possibly the State Legislature. [The Campaign for College Opportunity commissioned the California Acceleration Project (CAP) to conduct this analysis. For &quot;Getting There: Are California Community Colleges Maximizing Student Completion of Transfer-Level Math and English? A Regional Progress Report on Implementation of AB 705,&quot; see ED598343.]
Perceptions and Attitude on Using Social Media Responsibly: Toward Social Media Literacy in Nursing Education
Author: Oducado, Ryan Michael F.
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Social Media,Media Literacy,Nursing Education,Nursing Students,Professionalism,Student Attitudes,College Students

Background: As future professionals, nursing students are expected to exhibit online professionalism and to be responsible users of social media. However, the rapid sharing of information on social media exposes nursing students to the risk and danger of spreading unprofessional behaviors like breaches of privacy and confidentiality. Objective: This study looked into the nursing students' perceptions and attitude toward responsible use of social media. Methods: A descriptive cross-sectional research design was utilized and participated by 298 nursing students in a College of Nursing in Iloilo City, Philippines. The Responsible Use of Social Media Attitude Scale (RUSMAS) created by the researchers was used to collect the data. Results: Findings indicated that nursing students widely use social media and that nursing students had good perceptions and had positive attitude toward responsible use of social media. A significant difference was found in the attitude of nursing students when grouped according to year level. Conclusion: Social media continue to gain interest among nursing students and using it responsibly must be continuously upheld. Academic nursing institutions should develop approaches promoting social media literacy in nursing education.
How Early Childhood Education Uses Social and Emotional Learning
Author: Regenstein, Elliot
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Social Development,Emotional Development,Teaching Methods,School Culture,Parent Participation,Academic Standards,Faculty Development,Student Evaluation,Elementary Secondary Education,Early Childhood Teachers,Teacher Education,Early Intervention

In the paper, Elliot Regenstein discusses how early childhood education (ECE) uses social and emotional learning (SEL). He believes K-12 schools should analyze how ECE incorporates SEL into their curriculum. In the best ECE programs, SEL is an integral part of the teaching strategy and an area in which performance is carefully measured. At the same time, more research is need on early childhood's SEL implementation and impacts. In conclusions he discusses the five main takeaways for K-12 leaders on early childhood's use of SEL are: (1) Create a culture in which SEL is central; (2) Active parental involvement is essential; (3) Treat SEL as measureable and hold it to that standard; (4) Train teachers to measure SEL; and (5) Be aware that early childhood's SEL work is a work in progress.