ethanporcaro/eric-fulltext-meta huggingface dataset:
The Users&apos; Views on Different Types of Instructional Materials Provided in Virtual Reality Technologies
Author: Yildirim, Gürkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Materials,Educational Technology,Technology Uses in Education,Simulated Environment,Computer Simulation,Attitude Measures,Preferences,Video Technology,Pictorial Stimuli,Games,Semi Structured Interviews,Content Analysis,Interaction,Teaching Methods,Case Studies,Qualitative Research,Undergraduate Students,Foreign Countries,Student Motivation

Today, it is seen that developing technologies are tried to be used continuously in the learning environments. These technologies have rapidly been diversifying and changing. Recently, virtual reality technology has become one of the technologies that experts have often been dwelling on. The present research tries to determine users' opinions and preferences on the utilization of different kinds of multimedia items (pictures, videos and games) in virtual reality goggles. In this context, participants' opinions were taken through semi-structured interview forms within this research, which is designed as a case study. The data were subjected to content analysis. It is observed that participants liked and preferred virtual reality technologies. The features of the sense of reality, feeling the ambience and providing the possibility of having a tour in this ambience presented by the technologies can be listed as determinants in participants' preferences. In addition to this, it can be said that especially the game type contents of the virtual reality technologies are preferred more than the photos and videos. It is thought that interaction and entertainment factors have a significant role in such kind of preferences. Moreover the participants have also indicated that the use of virtual reality technologies, especially in social studies classes, may be beneficial. Besides, it is thought that virtual reality technologies can be more useful than in-class methods in the sciences and other fields and the VR technologies will increase permanence by creating active learning environments.
Supporting Social-Emotional Needs of Students Who Are Refugees. Equity by Design
Author: Weeks, Mollie
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Refugees,Student Needs,Social Development,Emotional Development,Trauma,At Risk Students,Barriers,Mental Health,Well Being,School Health Services,Cognitive Restructuring,Behavior Modification,Intervention

This brief provides an overview of global refugees, the frequent trauma many experience and the treatment some receive as a result. The psychological symptoms experienced by student refuges may include but, are not limited to: sadness, anxiety, fear, and reduced concentration. Over half of all refugees are school age youth and these youths may experience many barriers to receiving the emotional supports they may find beneficial.
Examining Law &amp; Policy for Undocumented Immigrant Students through the PK-20 Pipeline. Equity by Design
Author: Nguyen, David H. K.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Undocumented Immigrants,Educational Legislation,Educational Policy,Preschool Education,Elementary Secondary Education,Postsecondary Education,Court Litigation,Public Schools,Barriers,State Legislation,Access to Education,Equal Education,Teacher Role,Administrator Role,Tuition,Student Financial Aid

The purpose of this Equity Brief is to provide some guidance for educators with regard to the challenges around supporting undocumented students in the midst of uncertain times and continued concerns surrounding Deferred Action for Childhood Arrivals (DACA). Many youth in the DACA Program have made the United States their home and have lived in the country the majority of their lives. Since its inception, DACA has been a source of contention for many, opponents argue that DACA has decreased the educational budget whereas others proponents of DACA focus on the educational opportunities it presents.
On Educating Culturally Sustaining Teachers. Equity by Design
Author: Paris, Django
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Culturally Relevant Education,Racial Bias,Equal Education,Educational Policy,Student Diversity,Teacher Competencies,Social Bias,Curriculum,Elementary Secondary Education,Higher Education,Minority Group Students,Language Usage,Teacher Student Relationship,Social Justice

The purpose of this brief is to raise awareness about culturally sustaining pedagogies as well as the policies, practices, and procedures that curricularized racist and inequitable policies. These policies are often embedded in the language, materials, and instructional patterns within education which advantage some groups of students while simultaneously disadvantages others.
Quality and the New Flagship University Ideal in Asian Higher Education. Research &amp; Occasional Paper Series: CSHE.12.17
Author: Ericson, David P.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Quality,Academic Standards,Reputation,Universities,Institutional Mission,Institutional Characteristics,Educational Development,School Effectiveness,Classification,Regional Planning

A singular vision has propelled higher education and ministries of education in Asia since the new millennium. It is a vision launched by the once rising tide of a globalized world order that spilled into higher education: in order to be competitive on the world scene, each Asian country had to build &quot;World Class Universities,&quot; which could be compared and rank-ordered with the pre-eminent research universities of America, Britain and elsewhere. And if the pre-eminent American and British research universities could not be quickly surpassed, punctuated jumps up the status ladder of global higher education would establish an &quot;heir-apparent&quot; trajectory. Now, however, the rising tide of globalism has perhaps crested. Indeed, as some scholars of globalism and higher education point out, in certain aspects of national policy the rising tide is turning into a receding one. Nation-states are recoiling from an elite-driven, transnational world order into an &quot;inside economy&quot; that is concerned with its own issues of development and sustainability, quite apart from measuring itself against the rest of the world. In time, higher education in Asia is likely to follow suit. Globalism created the vision of &quot;World Class Universities&quot; ranked in an imitative hierarchical order; its demise suggests the need for other ideals that can drive the quest for excellence in higher education in Asia. The bedrock of educational quality for the New Flagship University in Asia is excellence in all of the forms of knowledge and understanding of human experience. The stronger the excellence in each form, the better the university's earned standing amongst its peers. But this is not a relative relationship, like the World Rankings, where worth is measured against other institutions in a game of winners and losers. Rather, it is measurement against the standards of excellence inherent in each form itself.
The Effect of Pre-College Extracurricular Participation on First-Year College Engagement and Completion. SERU Consortium Research Paper. Research &amp; Occasional Paper Series: CSHE.6.17
Author: Chang, Tongshan
Date: 2017-04-00
Type: Reports - Research
Subjects: Extracurricular Activities,College Freshmen,Student Participation,Learner Engagement,Demography,Undergraduate Students,High School Graduates,Prior Learning,Student Surveys,Self Disclosure (Individuals),Correlation,Grade Point Average,Graduation Rate,Educational Experience,Student Volunteers,Community Services,Regression (Statistics)

This study examines how student pre-college participation in extracurricular activities and volunteer and community services varies by demographic and academic variables, and how their experience participating in these activities affects first-year college engagement and learning outcomes. The analysis focuses on students at the University of California's (UC) nine undergraduate campuses and is based on the self-reported data that compares their high school experience with their first year experience at UC. Students differ significantly in their participation in precollege activities by gender, ethnicity, family income, and college admissions status. URM's and socioeconomically disadvantaged students are less likely to participate in these activities. Those who are admitted to UC are likely to participate in more precollege activities. The study also shows that there is a positive correlation between student precollege participation in these activities and their college experience, academic and civic engagement although the relationship is rather weak. The results also reveal that the participation in extracurricular activities and volunteer and community services is a significant predictor on first-year GPA and persistence. The more activities students participate in, the higher their first-year GPA is and the more likely they persist with their current college programs. These findings will be useful for effective development of admissions policy and enrollment management. It also may help high schools and universities to expand or re-organize their out-of-class activities to encourage greater student engagement for targeted populations.
Student Exposure to Social Issues and Correlations with Voting: Gauging the Impact on Economically Disadvantaged Students at Major Public American Universities. SERU Consortium Research Paper. Research &amp; Occasional Paper Series: CSHE.5.17
Author: Porterfield, Victoria
Date: 2017-04-00
Type: Reports - Research
Subjects: Economically Disadvantaged,Correlation,Voting,Student Participation,Student Experience,Citizen Participation,Community Services,Predictor Variables,Factor Analysis,Regression (Statistics),Social Problems,Controversial Issues (Course Content),Higher Education,Student Surveys,Statistical Analysis

Higher levels of civic and community engagement in higher education are positively associated with students' academic performance and they also build upon citizenship skills such as informed voting. Yet, while these are worthy and important outcomes of higher education, students from disadvantaged backgrounds can have more difficulty navigating civic engagement. Focusing on students at thirteen major public universities in the United States, and utilizing survey data generated by the Student Experience in the Research University (SERU) Consortium, this study suggest social perspective-taking has a significant positive effect on all students' probability of voting and participating in community service. Students who were asked to identify challenge/solutions to social problems and reflect/act on community issues in the classroom were also more likely to participate in community service. Additionally, Hispanic students and students from lower-income households are significantly less likely to vote and perform community service--findings corroborated by previous research. Females are more likely to vote and participate in community service--findings also corroborated by prior research. Hispanic students and students from low-income backgrounds were more likely to participate in voting and community service if they had increased rates of social perspective-taking. These results suggest that increased opportunities to connect with classmates in the classroom and develop perspective-taking skills (e.g. appreciating the world from someone else's perspective, acknowledging personal differences, interacting with someone with views that are different from your own, and discussing and navigating controversial issues) are potentially quite powerful ways to foster civic engagement among students who traditionally have the lowest civic engagement rates compared to their peers.
Youth Rising: Centering Youth Voice in the Quest for Equitable and Inclusive Schools. Equity by Design
Author: Gonzalez, Taucia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Youth Opportunities,Disadvantaged Youth,Youth Leaders,Student Empowerment,Child Advocacy,Partnerships in Education,Student Participation,Case Studies,Educational Change,Equal Education,Change Strategies,Elementary Secondary Education

This Equity Brief focuses on disrupting the dominant narratives around inclusion by asking the question, &quot;Whose Voice Matters&quot; in creating inclusive schools. Ensuring that youth from historically marginalized groups have leadership opportunities and have their voices heard is one way to support and empower them. Supporting students of color in identifying, researching, and disseminating knowledge of equity issues is one way to begin the process of transformative systemic change in schools.
A University in the Wilderness: Building a Community and Culture at the New University of California. Research &amp; Occasional Paper Series: CSHE.9.17
Author: Merritt, Karen
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: School Culture,Sense of Community,Educational History,Educational Development,Educational Experience,Student Experience,Social Life,Outdoor Education,Science Education,Educational Facilities,State Colleges,Educational Administration,Change Agents

When the University of California moved to a permanent campus site in Berkeley, many described what they found there as a wilderness. Early faculty and students proceeded to build a campus and community, creating clubs, musical groups, fraternities, and athletics. This experience is brought to life in this essay through contemporary memoirs and campus publications, notably, the papers of a leading university family, Joseph Le Conte with his son, J.N. Le Conte, and youngest daughter, Carrie Le Conte. Through these sources, we can glimpse student life between 1880, when Carrie matriculated, and 1891, when J.N. graduated. The burgeoning campus culture embraced a distant wilderness too. The Le Conte family joined other university folks in spending summers camping in Yosemite Valley and the High Sierra. Many UC scientists, like the Le Contes, blended recreation with field research and education in the mountains. When John Muir went looking for advocates to form a &quot;Yosemite defense association&quot; to protect the newly created national park, he found ready organizers and supporters from the university built in the wilderness to help him form the Sierra Club.
American Universities in Trumpland--Financial Ruin Averted? Research &amp; Occasional Paper Series: CSHE.11.2017
Author: Douglass, John Aubrey
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Federal Regulation,Educational Policy,Funding Formulas,Immigration,Health Insurance,Tax Credits,Finance Reform,Federal Aid,Barriers,Educational Administration

The Trump administration has no significant plan or strategy related to higher education. The only major policy declarations--to eliminate federal regulations on for-profit colleges and revisit federal guidelines on sexual assault on college campuses--both unravel policies developed under the Obama administration. Where the fate of higher education lies is in the innumerable initiatives bent on pleasing Trump's base and in the search for some sort of major legislative victory. As of this writing, this now includes a Republican coalition that wants to cut the funding for most federal agencies to ease the way for massive tax cuts. In the Trump administration's initial federal budget proposal presented last May, Trump planned huge reductions in federal programs, with two glaring exceptions: boosting military spending--including for veterans but also for hardware and more troops--and funding for a continent stretching border wall with Mexico. What about the funding future, and health and well-being, of America's great universities? To make financial room, and to placate some on the right, it is hard to imagine increased or even stable federal spending for research and financial aid. To partially offset tax cuts, spending must come down, at least in a rationale policy world. If this scenario plays out, higher education will be one of many casualties. Then again, confusion regarding the Trump agenda, discord among Republicans, lobbying by the many stakeholders of the current tax system, and even independent analysis of whatever convoluted plan emerges, could derail or significantly alter the tax-cut momentum. Or the thirst for a legislative tax-cut victory might simply temporarily blind Republican deficit hawks. In these scenarios, or a combination, federal funding for academic research and financial aid might only suffer minor cuts, or remain relatively stable--in the short run. For now, muddling through might not be good policymaking, but could be the best one can hope for. For American higher education in the volatile Trump era, disaster averted?
Does It Pay to Be a STEM Graduate? Evidence from the Polish Graduate Tracking System. Research &amp; Occasional Paper Series: CSHE.13.17
Author: Zajac, Tomasz
Date: 2017-11-00
Type: Reports - Research
Subjects: STEM Education,Employment Potential,Salaries,Outcomes of Education,Foreign Countries,College Graduates,Educational Attainment,Labor Market,Social Stratification,Data Analysis,Records (Forms),Employment Level,Statistical Analysis,Majors (Students)

Returns to education have received much attention from scholars as well as policy makers and the media. It is a well-established fact that educational attainment improves employability and wages and that university graduates better than their less educated counterparts. However, the educational expansion rises the importance of the horizontal dimension in explaining social stratification. The field of study has proved to be an important factor for graduates' labor market performance in many countries. This paper discusses the differences in the labor market outcomes in early careers of graduates of various disciplines in Poland where the topic has been hotly debated for many years but remained under researched. We use data from the second measurement of the recently established Polish National Graduate Tracking System (ELA). The system uses administrative data exported from the national register of students and graduates as well as monthly records on employment status and earnings fetched from the Social Insurance Institution registers. The data cover entire population of recent higher education graduates in Poland and enables tracking for twenty-one months after graduation. We focus particularly on the fields of Science, Technology, Engineering, and Mathematics which are presumed to lead to the best labor market positions. We demonstrate that, contrary to popular opinion, only some of the STEM disciplines give their graduates an edge on the labor market while the rest struggle to achieve results comparable with those of graduates of Humanities and Social Sciences.
Changing Missions among Public Universities in California and New York: Application of a Concentration Equality Index. Research &amp; Occasional Paper Series: CSHE.14.2017
Author: Watanabe, Satoshi P.
Date: 2017-11-00
Type: Reports - Research
Subjects: Public Colleges,Institutional Mission,Productivity,Outreach Programs,Resource Allocation,School Statistics,Classification,Educational Change,Educational Development,Systems Analysis,Instruction,Research,Comparative Analysis

Capitalizing on the findings in our preceding study of a purely theoretical model, this paper aims to empirically examine whether and to what extent public universities' institutional missions have transformed in recent years in the States of California and New York by quantifying a degree of functional diversification of universities. We focus on research funding and productivity, and public service activities, and have developed a Concentration Equality Index (CEI) to help in this analysis. We then apply the CEI over time to a selected group of public university-system campuses within the State University of New York (SUNY) system, the City University of New York (CUNY), and the California State University (CSU) and the University of California (UC) systems. Among our findings: a select group of CSU campuses which all have roles at teaching-intensive schools, have gained increasingly versatile roles with rapidly expanded spending capacity in research and public service. These focal shifts resulted in some CSU campuses transforming into &quot;UC-like universities&quot;, that is, a trend toward an institution with multi-functional operations of equally weighted instruction, research, and public service. In contrast, several campuses of both SUNY and CUNY systems have come to place varied weights on chosen missions rather than evening out their roles in instruction, research, and public service.
Fostering Global Competence through Internationalization at American Research Universities. SERU Consortium Research Paper. Research &amp; Occasional Paper Series: CSHE.10.17
Author: Shcheglova, Irina A.
Date: 2017-10-00
Type: Reports - Research
Subjects: International Education,Research Universities,Global Approach,Institutional Mission,Foreign Students,Study Abroad,Undergraduate Students,Cultural Awareness,Student Surveys,Measures (Individuals),Multiple Regression Analysis,Correlation,Student Attitudes,Self Evaluation (Individuals),Educational Experience

American research universities have recently joined the march for internationalization and now are putting explicit efforts into finding ways to create an international focus. Within a short number of years, their missions have been transformed, incorporating elements of globalization. Universities now declare the importance of preparing students to live and work in a multicultural and global world. They document the increased numbers of international students and faculty on campus and their support for Study Abroad programs that provide first-hand international experience as well as curricular changes. However, there is little research regarding how effective universities have been in achieving their overall goal of internationalization, in particular any assessment of increased student global competency resulting from the undergraduate experience at a major research university. This study begins to fill that gap by investigating the contribution of each of a number of specific globally focused activities offered by these universities to the increased self-assessed global competency of undergraduates. The data are from the spring 2012 administration of the Student Experience in Research University (SERU) Survey that included responses from 33,784 undergraduate students from 15 major American research universities. The study develops a six-item measure of global competency and then uses a four-stage multiple regression model to examine how participation in each of nine globally oriented activities contribute to self-assessed increases in global competency since enrollment at the university. The results indicate the significant relationship of participation in globally oriented activities to increased sense of global competency with the pattern of relationships varying by year in school. For seniors, for example, interaction with students from outside the US in social settings makes the largest contribution to gains in global competence, followed by taking courses with an international focus and study abroad.