ethanporcaro/eric-fulltext-meta huggingface dataset:
Results of the Salish Projects: Summary and Implications for Science Teacher Education
Author: Yager, Robert E.
Date: 2013-10-00
Type: Information Analyses
Subjects: Science Teachers,Teacher Education,Teacher Education Programs,Teacher Education Curriculum,Preservice Teacher Education,Educational Research,Research Needs,National Standards,College Programs,Alternative Teacher Certification,Educational Assessment,Educational Indicators,Curriculum Evaluation,Program Content,Program Descriptions,Comparative Analysis,Institutional Characteristics,Bibliometrics,Literature Reviews

Science teaching and teacher education in the U.S.A. have been of great national interest recently due to a severe shortage of science (and mathematics) teachers who do not hold strong qualifications in their fields of study. Unfortunately we lack a rigorous research base that helps inform solid practices about various models or elements of teacher preparation (Allen, 2003; Futrell, 2010; Sykes, Bird, &amp; Kennedy, 2010; Wang, Odell, Klecka, Spalding &amp; Lin, 2010). In reviewing research on science teacher education, Anderson and Mitchener (1994) found that &quot;there is only a small amount of research on pre-service education and what does exist is rather limited in scope and usefulness&quot; (p. 28). A broader review of 37 studies in teacher preparation in general conducted for the U.S. Department of Education (Wilson, Floden, &amp; Ferrini-Mundy, 2001) concluded that &quot;there is no research that directly assesses what teachers learn in their pedagogical preparation or that evaluates the relationship of pedagogical knowledge to student learning or teacher behavior&quot; (p. 12). There have not been enough studies completed of sufficient quality in teacher preparation - in any subject matter area--to provide a confident sense of &quot;what works&quot; and &quot;why it works&quot; (Allen, 2003). Many studies in teacher preparation are case studies or very limited sample size investigations which make generalizations to theory applicable only to these samples, and comparisons among similar populations or programs very problematic (for a more comprehensive review, refer to the &quot;Handbook of Research on Science Education&quot; edited by Abell &amp; Lederman, 2007).
Redefining Full-Time in College: Evidence on 15-Credit Strategies
Author: Klempin, Serena
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Evidence,College Students,Full Time Students,College Credits,Educational Strategies,Graduation Rate,Degree Requirements,Time to Degree,Enrollment Influences,Enrollment Management,Program Effectiveness,Academic Achievement,Academic Support Services,Performance Factors,Barriers,School Holding Power,Educational Change,Change Strategies,Required Courses

Because federal financial aid guidelines stipulate that students must be enrolled in a minimum of 12 credits per semester in order to receive the full amount of aid, many colleges and universities define full-time enrollment as 12 credits per semester. Yet, if a student takes only 12 credits each fall and spring term, it is impossible to complete an associate degree in four terms or a bachelor&apos;s degree in eight. The fact that students can be enrolled full-time and still not graduate on time is one reason why it takes students so long to complete degrees. In recognition of the importance of on-time completion, a number of institutions, states, and higher education advocacy groups have identified the redefinition of full-time as 15 credits per semester as a crucial strategy for improving college completion rates. This report provides an overview of the types of 15-credit strategies being used nationally, the research evidence on their effectiveness, and their potential challenges and unintended consequences. The report also identifies additional policies that facilitate higher intensity enrollment without focusing exclusively on 15 credits. [Funding for this report was provided through the Guided Pathways to Success project led by Complete College America and supported by Lumina Foundation.]
Evaluating Your College&apos;s Readiness for Technology Adoption. Self-Assessment Tool
Author: Karp, Melinda Mechur
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Self Evaluation (Groups),Institutional Research,Technology Integration,Adoption,Adoption (Ideas),Readiness,Community Colleges,Evaluation Methods,Technology Planning,Program Implementation,Performance Factors,Program Administration,Organizational Change,Organizational Effectiveness,Motivation,Resource Allocation,Change Strategies

For colleges seeking to improve student outcomes, new technologies often appear to hold the promise of transformative change. Across the country, colleges are using technological tools to enhance reform efforts related to how they teach, how they provide supports to students, and how they guide students through programs of study. In order for technologies to gain the kind of foothold that could lead to substantial improvements, however, colleges must ensure two things. First, the technologies must be used to restructure the student experience, not merely to improve administrative efficiency. Second, end-users must adopt these tools in their daily practice; merely getting a product up and running will not lead to transformative change. Implementing and supporting a new technology is difficult and expensive, both in terms of financial cost and staff time. Therefore, better understanding the likelihood of successful adoption &quot;before&quot; embarking on a reform can help a college invest wisely in new technologies. Performing a self-assessment of a college&apos;s technological and cultural characteristics can help evaluate whether a given technological reform is likely to be adopted, and it can help identify issues that may need to be addressed to facilitate successful reform. This self-assessment tool is based on the Community College Research Center&apos;s Readiness for Technology Adoption (RTA) framework and is designed to help colleges develop a nuanced picture of their overall readiness for technology adoption. CCRC researchers created this forward-looking framework through an extensive review of the literature and preliminary validation research conducted at six colleges engaged in technology-based reforms.
Alabama Education Report Card, 2012-2013: A Year in Review
Author: Alabama Department of Education
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Public Education,Graduation Rate,School Safety,Discipline,Attendance,Lunch Programs,Exit Examinations,High School Graduates,Reading Tests,Mathematics Tests,Academic Achievement,Science Tests,Alternative Assessment,Educational Assessment,Educational Indicators,School Statistics,General Education,Technical Education,Teacher Qualifications,Teacher Certification,Educational Finance,Expenditures,Expenditure per Student,Income,Counties,Municipalities,Elementary Secondary Education

Beginning in January of 2012, the Alabama State Board of Education embarked on a bold and transformation plan for K-12 public education known as PLAN 2020. Foundational to this plan was a new definition of a successful and prepared high school graduate informed by community colleges, institutions of higher education, and business and industry, rather than the misaligned concept of Adequate Yearly Progress as defined under No Child Left Behind. Over the past two years new standards have been adopted to create a trajectory toward college and career readiness for ALL students. New and meaningful assessments have replaced the laborious assessments of the last decade. A policy environment that promotes and rewards innovation and creativity has replaced one of compliance and uniformity, and, as a result, Alabama now has its highest recorded Graduation Rate--80%--all a result of unleashing the creativity at the local school and school system level. This report card includes a wide variety of data and financial information that, when taken together, provides a holistic picture of the world of K-12 education in the state of Alabama and the vast need that remains to insure every child becomes a graduate and every graduate is prepared for college, work, and adulthood in the 21st century. [For &quot;Alabama's Education Report Card, 2011-2012,&quot; see ED544751.]
The Role of Religion in Korean Higher Education
Author: Lee, Jeong-Kyu
Date: 2002-05-00
Type: Reports - Research
Subjects: Foreign Countries,Confucianism,Role of Religion,Organizational Culture,Higher Education,Christianity,Buddhism,Educational History,Selective Admission,Clergy,Religious Education,Institutional Characteristics,Theological Education,Private Colleges

This study examines the role of religion in Korean elite and higher education during the premodern and modern periods with descriptive analysis. The study focuses on the contribution of Buddhism and Confucianism to premodern elite education in Korea, particularly the interaction between Confucianism and Christianity with modern higher education in Korea and on the role of religion in current Korean higher education through descriptive analysis. Buddhism and Confucianism were either primary or secondary key institutions in informal and formal Korean elite education during the early and medieval times. Christianity had a significant impact on modern higher education in Korea through its role in harmonizing the religious and educational tradition of Confucianism. Now, Christianity and Buddhism play active roles in private institutions, whereas Confucianism is a core factor of organizational culture in higher education.
Policy Recommendations: Effective Accountability Mechanisms for New York State's English Language Learners
Author: Aung, Khin Mai
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,English Language Learners,Accountability,Federal Legislation,Educational Principles,Asian Americans,Advocacy,Guidelines,Language Arts,State Standards,Articulation (Education),Content Validity,Test Validity,English (Second Language),Second Language Learning,Language Proficiency,Faculty Development,Native Language,Language Tests

In September 2011, the New York State Department of Education convened a School and District Accountability Think Tank to provide public input regarding the creation of a second generation educational accountability system for the State's Elementary and Secondary Education Act waiver application. The Asian American Legal Defense and Education Fund (AALDEF) and Advocates for Children of New York (AFC) participated in the Think Tank and submitted a set of comprehensive recommendations regarding sound accountability practices for English Language Learners (ELLs). In May 2012, the U.S. Department of Education granted New York's waiver application, which included several of AALDEF's and AFC's recommendations. These organizations believe their ELL accountability recommendations have relevance beyond the ESEA waiver, and now release this paper which sets forth key principles for a sound ELL accountability framework in New York State.
Language Access Toolkit: An Organizing and Advocacy Resource for Community-Based Youth Programs
Author: Beyersdorf, Mark Ro
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Access to Education,Asian American Students,Public Education,Elementary Secondary Education,Federal Legislation,State Legislation,Legislation,Local Government,Youth Programs,Advocacy,Limited English Speaking,Translation,Community Organizations,Educational Legislation

Asian American Legal Defense and Education Fund (AALDEF) developed this language access toolkit to share the expertise and experiences of National Asian American Education Advocates Network (NAAEA) member organizations with other community organizations interested in developing language access campaigns. This toolkit includes an overview of federal and state language access laws, guidelines for developing language access campaigns, profiles of two successful language access campaigns, and sample materials used by the youth and advocates who developed those two campaigns. The hope is that these materials offer a starting point for Asian American community organizations fighting for their community's full and equitable access to the public education system. Appendices include: (1) Asian Immigrant Women Advocates (AIWA) Sample Advocacy Materials; (2) Vietnamese American Young Leaders Association of New Orleans (VAYLA) Sample Advocacy Materials; and (3) &quot;Role Play Guessing Game&quot; Workshop. [This toolkit was also produced by the National Asian American Education Advocates Network (NAAEA)]
2012 Alaska Performance Scholarship Outcomes Report
Author: Rae, Brian
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Scholarships,Eligibility,High School Graduates,Enrollment,College Attendance,Paying for College,Remedial Instruction,Ethnicity,Student Characteristics,Educational Attainment,Employment,Postsecondary Education,Geographic Regions,Colleges,College Credits,College Entrance Examinations,Academic Persistence,Student Surveys

As set forth in Alaska Statute 14.43.840, Alaska's Departments of Education &amp; Early Development (EED) and Labor and Workforce Development (DOLWD), the University of Alaska (UA), and the Alaska Commission on Postsecondary Education (ACPE) present this first annual report on the Alaska Performance Scholarship to the public, the Governor, and the Legislature. While the legislatively authorized framework of the Alaska Performance Scholarship, or APS, has been in place for little more than one year, by mid-November 2011 the program had provided $2,959,913 to 870 Alaskans from the 2011 high school graduating class to provide assistance in paying for their postsecondary education. An additional 1,452 graduates qualified in 2011 and will remain eligible to receive the APS, and may take advantage of its benefit in coming years. The APS has been described as &quot;an invitation to excellence,&quot; in that students must strive to meet certain education milestones, which correlate to success in college and career training, in order to be eligible for a scholarship. (Information on the requirements is included in Appendix A.) Students' eligibility was verified by their school districts. The final list of eligible APS students, with relevant information, was then provided to EED. School districts were not required to report to EED the underlying details relative to each student's APS award eligibility for academic year 2011 (AY11), as such information was not readily available or easily compiled for the initial reporting period. However, this information was voluntarily provided for approximately one-third of APS-eligible students. Appended are: (1) Determining APS Eligibility; (2) Alaska Public High School Graduates Attending Postsecondary Education by State Where Enrolled; (3) Approved Institutions and Programs of Study; (4) Sample APS Recipients' Comments to Survey; (5) Alaska Regions Referenced in the APS Report.
Alaska Performance Scholarship Outcomes Report 2014
Author: Rae, Brian
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: High School Graduates,Eligibility,Scholarships,Colleges,Ethnicity,Geographic Regions,Student Characteristics,Enrollment,Academic Persistence,College Attendance,Remedial Instruction,Socioeconomic Status,Gender Differences,Postsecondary Education,College Choice,Employment,College Credits

The 2014 Alaska Performance Scholarship (APS) Outcomes Report analyzes the characteristics of high school graduates, those who were eligible to receive the scholarship, and those who went on to make use of it during the three years of the scholarship's existence. The analysis includes their geographic, gender, ethnic, and socioeconomic characteristics. It also provides a more in-depth analysis of graduates from the class of AY11, the first class eligible to receive the award, as they progress through their second and third years of postsecondary studies. Appended are: (1) Data Sources for the 2014 APS Outcomes Report; (2) Determining APS Eligibility; (3) Participating Institutions and Programs of Study; (4) AY13 Alaska Public High School Graduates Attending Postsecondary Education by State Where Enrolled; (5) Glossary.
College Enrollment and Persistence in Rural Pennsylvania Schools. REL 2015-053
Author: Howley, Caitlin
Date: 2014-10-00
Type: Reports - Research
Subjects: Rural Schools,High School Students,College Bound Students,Postsecondary Education,Academic Persistence,Enrollment Trends,Statistical Analysis,Comparative Analysis,Regression (Statistics),Urban Schools,Suburban Schools,Rural Urban Differences,Institutional Characteristics,Economically Disadvantaged,Public Schools,Predictor Variables,Student Characteristics,Graduation Rate,Dropout Rate,Time to Degree,Geographic Location,Poverty,School Districts,Trend Analysis,English Language Learners,Minority Group Students,Public Colleges,Private Colleges,Two Year Colleges,State Colleges,Special Education,Gender Differences

The purpose of this study was to examine the college enrollment and persistence rates of rural high schools in Pennsylvania; the types of postsecondary institutions in which students from such schools enroll; and the student, school, and college characteristics associated with enrollment and persistence outcomes. The study used extant data from the National Student Clearinghouse, the National Center for Education Statistics, and the Pennsylvania Department of Education. In phase I, descriptive statistics were conducted to compare rural and non-rural immediate and delayed college-going rates, persistence rates, and types of postsecondary enrollment. In phase II, variations among Pennsylvania rural schools with higher and lower college-going rates were examined by grouping schools into quartiles based on college enrollment rates, then comparing the characteristics of the different quartiles. In phase III, multivariate logistic regression analyses were conducted to examine the individual and combined influence of student-, school-, and college-level variables on college enrollment and persistence rates. Results indicate that rural high schools have higher rates of enrollment than city schools, but lower rates than suburban and town schools; rural schools located in closer proximity to urban areas have better postsecondary outcomes than more remote rural schools; rural schools with higher rates of economically disadvantaged students tend to have lower enrollment and persistence rates; and, regardless of locale, Pennsylvania high schools send the large majority of their students to public 4-year colleges and in-state colleges. Results suggest that the lower enrollment and persistence rates are associated with factors identified in the literature as key influences, particularly poverty. Educators and policymakers should focus attention on economically disadvantaged rural students to improve college enrollment and persistence. Appended are: (1) Literature review; (2) Data and methodology; (3) College enrollment in Pennsylvania Association of Rural and Small Schools districts; and (4) Detailed data.
Stated Briefly: What Does the Research Say about Increased Learning Time and Student Outcomes? REL 2015-061
Author: Kidron, Yael
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Time Factors (Learning),Time on Task,Meta Analysis,Academic Standards,Evidence,Student Needs,Academic Achievement,Mathematics Achievement,Reading Achievement,Outcomes of Education,Teacher Certification,Teacher Qualifications,Teaching Styles,Interpersonal Competence,Emotional Intelligence,Attention Deficit Hyperactivity Disorder,Program Implementation,Elementary School Students,Middle School Students,High School Students,After School Programs,Suburban Schools,Comparative Analysis,At Risk Students,Student Motivation,Statistical Significance,Effect Size,Rural Schools

REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However, some forms of instruction tailored to the needs of specific types of students were found to improve their circumstances. Findings suggest that the impacts of these programs depend on the settings, implementation features, and types of students targeted. This &quot;Stated Briefly&quot; report is a companion piece that summarizes the results of another report entitled &quot;The effects of increased learning time on students' academic and nonacademic outcomes,&quot; released on July 9, 2014. [For the companion report, REL 2014-015, see ED545233.]
Report on STEM Graduation and Enrollment Trends. June 2012
Author: Jenkins, Rick
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Graduation Rate,Enrollment Trends,Academic Degrees,Associate Degrees,Bachelors Degrees,Graduate Study,Two Year Colleges,Higher Education,Postsecondary Education,Gender Differences,Racial Differences,White Students,African American Students,Minority Group Students,Ethnic Groups,Majors (Students),Institutional Characteristics,Doctoral Programs

The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant shortfall in its ability to meet the STEM education needs of its students which will have tremendous implications for the state's scientific and engineering workforce needed for the next decade. Addressing this issue is absolutely essential for the continued economic success of Arkansas. All Arkansas citizens must have the basic scientific, technological, and mathematical knowledge to make informed personal choices, to develop human capital, and to thrive in the increasingly technological global marketplace. This report provides five (5) years of data and it uses the new list of CIP Codes for all 5 years. Therefore, this report will not be comparable to reports from past years.