ethanporcaro/eric-fulltext-meta huggingface dataset:
WICHE Annual Report 2014
Author: Western Interstate Commission for Higher Education
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Access to Education,Educational Quality,Accountability,Educational Finance,Structural Unemployment,Labor Force,Policy Analysis,Research,Mental Health,Cooperatives,Foreign Countries

The Western Interstate Commission for Higher Education (WICHE) and its 16 member states and territories (Alaska, Arizona, California, Colorado, Hawai'i, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, U.S. Pacific Territories &amp; Freely Associated States, Utah, Washington, and Wyoming) work collaboratively to expand educational access and excellence for all citizens of the West. By promoting innovation, cooperation, resource sharing, and sound public policy, WICHE strengthens higher education's contributions to the region's social, economic, and civic life. This report recaps WICHE's work during fiscal year 2014 (July 1, 2013-June 30, 2014).
Performance-Based Funding &amp; Online Learning: Maximizing Resources for Student Success
Author: Patrick, Susan
Date: 2015-00-00
Type: Reports - Research
Subjects: Electronic Learning,Online Courses,Academic Achievement,Educational Finance,Tests,Outcome Measures,Interviews,Costs,Elementary Secondary Education,Virtual Classrooms

There is a new conversation taking place in public education on creating systemic incentives through school finance to encourage schools to innovate and be rewarded for positive student outcomes and performance. What if education funding was not based on seat-time, but on rewarding student performance? Performance-based funding is a term that captures this new concept. Performance-based funding means that funding is tied to an outcome-a policy outcome. In higher education, institutions seek outcomes tied to degree completion. In K-12 education, the performance-based funding outcomes have historically been tied to course completion (as the outcome). As students successfully develop competencies and complete courses, they would trigger payment and performance-based funding incentives. It is important to protect quality and ensure student performance outcomes are validated through independent assessments and/or end-of-course exams. As interest in online courses grows, many states are looking for guidance regarding costs, models and performance-based funding policies. The research in this report is focused on online learning to focus on the issues of equity and adequacy of funding in the context of performance-based funding models. Appended are: (1) K-12 Education Funding; (2) Examining Costs of Online Learning; (3) Outcomes-Based Measures of Student Performance for Online Schools; (4) Individuals Participating in Research Meetings and Phone Interviews (5) Definitions; and (6) References and Resources.
WICHE: Six Decades of Collaboration in the West
Author: Western Interstate Commission for Higher Education
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Interstate Programs,Organizations (Groups),Higher Education,Student Exchange Programs,Distance Education,Educational Policy,Policy Analysis,Educational Research,Educational Legislation,Educational Technology,Mental Health Programs,Leadership,Community Colleges,Access to Education,Educational Innovation,Educational Cooperation,Cooperative Programs,Foreign Countries

The Western Interstate Commission for Higher Education (WICHE) and its 16 members work collaboratively to expand educational access and excellence for all citizens of the West. By promoting innovation, cooperation, resource sharing, and sound public policy among its members and their institutions, WICHE strengthens higher education's contributions to the region's social, economic, and civic life. Our programs--Student Exchange, Policy Analysis and Research, WCET, and Mental Health-- are working to find answers to some of the most critical questions facing higher education today. WICHE is the only organization in the West that focuses exclusively on higher education issues, from finance, innovation, workforce issues and accountability to access and success.
Successful Student Transfer: A Key Building Block of the Completion Agenda
Author: Hillman, Michel
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Transfer Policy,Transfer Programs,Graduation,Higher Education,Colleges,Academic Degrees,High School Graduates,Anthologies,Conferences (Gatherings),Graduation Rate,Articulation (Education),College Credits

Increasing global competition in technology and commerce has led many nations, including the United States, to focus on the productivity and output of their higher education institutions. Data from the last few years show that the U.S. is falling behind many developed countries in degree production, and this is particularly true for STEM subjects (science, technology, engineering and mathematics). The reaction to this situation has been for academic leaders to initiate and emphasize strategies that fall under the heading of the &quot;completion agenda,&quot; which seeks ways to increase the proportion of the U.S. population with associate's, bachelor's, master's and doctoral degrees. Two necessary imperatives for the completion agenda are to produce high school graduates that are college ready and to increase the rate at which students advance through higher education to a degree. To achieve the latter, we must address the impact of transfer, finding ways to move it from a stumbling block to a building block of degree completion. This paper is primarily a result of a two-stage convening, &quot;Transfer Solutions through Cross-Organizational Alignment,&quot; hosted by the Western Interstate Commission for Higher Education (WICHE) during spring and summer 2014. Higher education leaders from a broad spectrum of postsecondary institutions and organizations gathered to share information and perspectives around some of the complex issues associated with transfer. The paper also draws upon several recent reports to expand upon those discussions. Specifically, it concentrates on providing a high-level overview of today's transfer marketplace, including its general characteristics and impact on degree completion. It looks at how the Interstate Passport Initiative's new block transfer framework can streamline the transfer process for lower-division general education, providing benefits to both students and institutions. It also highlights how the results of the &quot;Passport Initiative&quot; and other state and national initiatives addressing academic quality may help transfer students have coherent learning experiences that ensure their academic progress. It concludes with observations from the convening and a call for action.
Stabilizing Developmental Language Trajectories in Infants/Toddlers: A Preliminary Study
Author: Marvin, Christine
Date: 2013-10-00
Type: Reports - Research
Subjects: Language Acquisition,Infants,Toddlers,Early Childhood Education,Federal Programs,Parent Child Relationship,Disadvantaged Youth,Poverty,Developmental Delays,Parent Education,Child Development,Language Skills,Program Effectiveness,Early Intervention,School Readiness,Cognitive Development

Parents' interactions with their children can have influential effects on children's language outcomes. Special supports may be needed however, when young children live in poverty and show developmental delays early in life. This study analyzed data for a subset of children enrolled in Early Head Start (EHS) programs and participating in a randomized trial of the Getting Ready intervention (Sheridan, Marvin, Knoche, &amp; Edwards, 2008). These 41 children had standard scores below 85 on the Bayley Scales of Infant Development-II when the EHS and intervention services began. During each home visit or socialization with families, the early childhood educators in the treatment condition were to use a set of strategies collectively defining the Getting Ready intervention (Sheridan et al., 2008). Educators encouraged parent engagement in planned and routine activities with their children and guided parents to interact with their children in supportive learning opportunities at home during daily activities. Statistically significant benefits were observed for the 28 children in the treatment group compared to the 13 children in a comparison group on children's scores on the Preschool Language Scale-4. These preliminary findings suggest that the Getting Ready intervention may provide added value to Early Head Start programs and stabilize children's developmental trajectory for language skills for children experiencing the dual challenges of poverty and developmental delays early in life. Limitations of the study and suggestions for further research are included. (Contains 1 Figure and 2 Tables.)
Multiple Intelligence Theory for Gifted Education: Criticisms and Implications
Author: Calik, Basak
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Multiple Intelligences,Academically Gifted,Coaching (Performance),Teaching Methods,Science Instruction,Scientists,Foreign Countries,Theories

This paper scrutinizes giftedness and gifted learners under the implications of multiple intelligence theory with regard to coaching young scientists. It is one of the pluralistic theories toward intelligence while supporting to view individuals as active participants during teaching and learning processes which correspond with the applications of gifted education. The history and general characteristics of the theory is explained to figure out why using multiple intelligence theory is beneficial for gifted learners, candidate of young scientists of the future under the reflection of some sample activities. Although benefits of the theory for the aforementioned era have been talked comprehensively, there are some criticisms toward theoretical perspectives and its applications, especially in Turkey. Generally, the paper tries to contribute the literature on the issue of gifted education by pointing out the use of multiple intelligence theory in several domains.
Making It &quot;Authentic&quot;: Egyptian EFL Student Teachers' Awareness and Use of Online Authentic Language Materials and Their Learning Motivation
Author: Abdelhafez, Hanan A.
Date: 2015-01-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Instructional Materials,Relevance (Education),Learning Motivation,Preservice Teachers,Student Needs,Second Language Learning,Electronic Learning,Mixed Methods Research,Semi Structured Interviews,Questionnaires

This paper reports a research study that sought investigating Assiut University College of Education (AUCOE) EFL student teachers' awareness and use of online authentic materials on the basis of their actual language leaning needs, and how this relates to their language learning motivation. To accomplish this, a mixed-method research methodology was employed for data collection and analysis to provide both contextual understanding and quantitative evidence. In particular, the following tools were used: (1) a semi-structured interview (a qualitative method) for identifying the particular language-learning needs of EFL student teachers at AUCOE and compiling a list of those needs; (2) a qualitative analysis of some online language materials based on the compiled list of needs to identify the authentic materials that can be used to meet EFL student teachers' language learning needs; (3) a questionnaire administered to EFL student teachers to investigate their awareness and use of online authentic language materials; and (4) a questionnaire administered to EFL student teachers to identify their language learning motivation level. Results reached a list of EFL student teachers' language learning needs, and a subsequent list of those authentic language materials available online which would meet those needs. Also, analysis of learners' responses to the Online Authentic Language Learning Questionnaire revealed that learners were aware of online authentic materials and use them frequently in their language study. Moreover, Pearson's Product Moment indicated a positive relationship between EFL student teachers' awareness and use of online authentic materials and their language learning motivation.
The Method and Significance of Secondary Preservice Teachers Sharing Reading with Individual Teenagers in School
Author: Daisey, Peggy
Date: 2014-11-01
Type: Speeches/Meeting Papers
Subjects: Secondary Education,Sharing Behavior,Reading Habits,Reading Attitudes,Teacher Student Relationship,Student Attitudes,Secondary School Students,Student Evaluation of Teacher Performance,Reading Instruction,Student Motivation,Barriers,Teacher Surveys,Educational Benefits,Recreational Reading,Reading Materials,Preservice Teachers

(Purpose) The purpose of this study was to describe how secondary preservice teachers of diverse subject areas shared their reading with an individual student in school. A second purpose was to describe the barriers (if any) that they faced sharing their reading. A third purpose was to report their beliefs about the positive aspects of sharing reading (if any) such as relationship building, as well as motivation for students to read. (Methodology) Secondary preservice teachers (N = 99) shared their reading for two minutes before class with a student each time they went to their 30-hour field experience in a middle or high school content area class. Toward the end of the semester, preservice teachers completed an anonymous survey containing open-ended questions. (Results) This study provided practical advice about how preservice teachers shared their reading with a student in school. The barrier cited most frequently by preservice teachers (56.6%) was their concern that students would not be interested in their reading or the subject. Many preservice teachers believed that sharing their reading played a role in forming a relationship with their student (32.5% &quot;strongly agreed&quot; and 50.0% &quot;agreed&quot;). Preservice teachers (23.2%) cited the following positive effects: student confidence to speak and to read aloud in class, decreased intimidation by errors, and validation in their genre choices. Preservice teachers also cited increased student comfort level, trust and openness with them. Preservice teachers cited enhanced interest in reading (10.1%) and better behavior in class (8.1%). (Recommendations) Teacher educators are encouraged to provide opportunities for secondary preservice teachers to practice becoming reading role models, become familiar with content area reading material, and building relationship with students even if they do not appear interested. A copy of the survey is appended.
Secondary Preservice Teachers Share Their Writing with Individual Students in School: A Survey of Their Experiences
Author: Daisey, Peggy
Date: 2014-11-01
Type: Reports - Research
Subjects: Preservice Teachers,Secondary Education,Writing (Composition),Sharing Behavior,Teacher Student Relationship,Student Attitudes,Secondary School Students,Student Evaluation of Teacher Performance,Writing Instruction,Student Motivation,Barriers,Teacher Surveys,Writing Attitudes,Educational Benefits

(Purpose) The purpose of this study was to describe the method, barriers, and positive effects when secondary preservice teachers of diverse subject areas shared their writing with individual middle and high school students in school. (Methodology) secondary preservice teachers (N = 77) shared their writing for two minutes before class each time they went out to their 30-hour field experience in a middle or high school content area class. Toward the end of the semester, preservice teachers completed an anonymous survey containing open-ended questions. (Results) This study provided practical advice about how preservice teachers shared their writing with a student in school. The barrier cited most frequently by preservice teachers was their concern that students would not be interested in their writing (41.6%). Another concern was that students would be critical of their writing (19.5%). Many preservice teachers thought that sharing their writing helped to build a relationship with their student (&quot;strongly agree&quot; = 25.0%; &quot;agree&quot; = 48.0%). Of the preservice teachers who felt that sharing their writing helped to build their relationship with a student, 24.6% believed it motivated students to write; 21.1% believed it reduced students' writing apprehension. (Recommendations) Teacher educators are encouraged to provide opportunities for secondary preservice teachers to practice becoming writing role models, motivate students to write, and build a positive relationship with them. A copy of the survey is appended.
MyTeachingPartner-Secondary. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Faculty Development,Teacher Student Relationship,Middle School Teachers,Secondary School Teachers,Coaching (Performance),Educational Research,Program Effectiveness,Middle School Students,High School Students,Academic Achievement

&quot;MyTeachingPartner-Secondary (MTP-S)&quot; is a professional development program that aims to increase student learning and development through improved teacher-student interactions. The program uses a classroom-assessment instrument to observe effective teaching practices and guide teachers' efforts to improve teacher-student interactions. The program's components include a video library featuring annotated examples of high-quality interactions and web-based individualized coaching. The What Works Clearinghouse (WWC) reviewed the research on &quot;MTP-S&quot; and found one study that meets WWC group design standards with reservations. Based on this one study, the WWC found that &quot;MTP-S&quot; has no discernible effects on the achievement of middle and high school students. A glossary of terms is included. Appended are: (1) Research details for Allen et al., 2011; (2) Outcome measure for the general achievement domain; (3) Findings included in the rating for the general achievement domain; and (4) Post-intervention year findings for the general achievement domain. [See ED556046 to view the study (Allen et al., 2011) that met WWC group design standards with reservations.]
A Guide to Using State Longitudinal Data for Applied Research. NCEE 2015-4013
Author: Levesque, Karen
Date: 2015-06-00
Type: Guides - Non-Classroom
Subjects: Data,Longitudinal Studies,Educational Research,Research Methodology,State Programs,Educational Legislation,Parent Rights,Privacy,Student Records,Access to Information,Research Needs,Elementary Secondary Education,Postsecondary Education

State longitudinal data systems (SLDSs) promise a rich source of data for education research. SLDSs contain statewide student data that can be linked over time and to additional data sources for education management, reporting, improvement, and research, and ultimately for informing education policy and practice. Authored by Karen Levesque, Robert Fitzgerald, and Joy Pfeiffer of RTI International, this guide is intended for researchers who are familiar with research methods, but who are new to using SLDS data, are considering conducting SLDS research in a new state environment, or are expanding into new topic areas that can be explored using SLDS data. The guide also may be useful for state staff as background for interacting with researchers and may help state staff and researchers communicate across their two cultures. It highlights the opportunities and constraints that researchers may encounter in using state longitudinal data systems and offers approaches to addressing some common problems. The following are appended: (1) Sample High School Feedback Reports; (2) Characteristics of statewide student data systems, by state: 2009-2010; (3) The Family Education Rights and Privacy Act--guidance for reasonable methods and written agreements; and (4) Additional questions for confirming specific data availability.
Computer Tree
Author: Agaoglu, Onur
Date: 2014-00-00
Type: Journal Articles
Subjects: Academically Gifted,Science Instruction,Science Activities,Special Education,Peer Evaluation,Interdisciplinary Approach,Information Technology,Grade 5,Readiness,Computer Science Education,Foreign Countries

It is crucial that gifted and talented students should be supported by different educational methods for their interests and skills. The science and arts centres (gifted centres) provide the Supportive Education Program for these students with an interdisciplinary perspective. In line with the program, an ICT lesson entitled &quot;Computer Tree&quot; serves for identifying learner readiness levels, and defining the basic conceptual framework. A language teacher also contributes to the process, since it caters for the creative function of the basic linguistic skills. The teaching technique is applied for 9-11 aged student level. The lesson introduces an evaluation process including basic information, skills, and interests of the target group. Furthermore, it includes an observation process by way of peer assessment. The lesson is considered to be a good sample of planning for any subject, for the unpredicted convergence of visual and technical abilities with linguistic abilities.
PTSD in Children and Adolescents: The Aftermath of Parental Incarceration among Children and Adolescents within the African-American Community
Author: Smith, Angie J.
Date: 2014-09-26
Type: Reports - Research
Subjects: Posttraumatic Stress Disorder,Parents,Children,Adolescents,Institutionalized Persons,Correctional Institutions,Stress Variables,Violence,Trauma,Psychopathology,Coping,Stress Management,Emotional Disturbances,Behavior Problems,Anxiety,Depression (Psychology),Delinquency,Antisocial Behavior,Drug Abuse,Intervention,Behavior Modification,Drug Therapy,African Americans,At Risk Persons,Minority Groups

Purpose: The purpose of this paper is to examine Posttraumatic Stress Disorder (PTSD) resulting from parental incarceration upon children and adolescents in an African-American community. Methodology: Much of the literature on posttraumatic stress disorder focuses on children and adolescents that have been exposed to a one-time event (e.g. school shooting, natural disaster), failing to take into consideration chronic traumatization over a period of time. Most children have been exposed to multiple forms of trauma such as divorce, domestic violence, physical injury, physical/sexual abuse and parental incarceration. All of which can result in psychopathology. Results: Results indicate that the consequences of parental incarceration on children have received least attention in academic research, prison statistics, public policy and media coverage. Conclusion: The hardship of an incarcerated parent exacerbates psychopathology. Children typically display short-term coping responses to deal with their loss, which can develop into long-term emotional and behavioral challenges, such as anxiety, depression, posttraumatic stress disorder, problems with school, delinquency, antisocial behaviors and drug use.