ethanporcaro/eric-fulltext-meta huggingface dataset:
Utah System of Higher Education Data Book, 2016
Author: Utah System of Higher Education (USHE)
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Racial Differences,Ethnicity,Minority Group Students,Budgets,Enrollment,Tuition,Fees,Career Education,Technical Education,Paying for College,Expenditure per Student,College Faculty,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges,Intellectual Disciplines,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Costs,Salaries,Educational Facilities

The USHE Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2014 Data Book covers twelve different subject areas: (1) Degrees &amp; Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2015 Data Book, see ED577297.]
Investing in What It Takes to Move from Good to Great: Exemplary Educators Identify Their Most Important Learning Experiences
Author: Jacques, Catherine
Date: 2017-05-00
Type: Reports - Research
Subjects: Teacher Attitudes,Teacher Leadership,Teacher Effectiveness,Faculty Development,Teacher Surveys,Preservice Teachers,Beginning Teachers,Team Teaching,Learning Experience,Teacher Empowerment,Leadership Role,Teacher Collaboration,Partnerships in Education,Principals,Mentors,Teacher Certification,Multivariate Analysis,Regression (Statistics),Surveys

For the last 4 years, 10 leading education organizations have collaborated on a study series that includes teacher voice in conversations and research about educator effectiveness. Initially conceptualized by teacher leaders from the National Network of State Teachers of the Year (NNSTOY) and with their continued input, the &quot;From Good to Great&quot; study series has asked exemplary teachers to share which professional supports and experiences helped them to increase their effectiveness as educators as they progressed through the various stages of their careers. There are multiple reasons why exemplary teachers' perspectives provide key insights for researchers and policy makers, including: (1) The need for smart investments in teacher development; and (2) The need for teacher voice in policy. This report (the third in the study series) summarizes the findings from a 2016 survey of National Board Certified Teachers (NBCTs) and builds on the results of a similar survey of State and National Teachers of the Year in 2013-2014. Namely: (1) At the preservice stage, once again respondents ranked a high quality clinical practicum as by far the most important experience; (2) This study again confirmed that an effective school principal and mentors (both assigned and informal) rose to the top of the list, with appropriate school placements and common planning time following close behind; (3) National Board Certification and other ongoing formal education (such as graduate coursework) were seen as the most important experiences, followed by self-chosen professional development outside of the school district and collaboration with peers; and (4) At the teacher leader stage, as with the 2013-14 survey, the National Board Certified Teachers (NBCTs) surveyed thought serving as a mentor or coach was most important for helping them continue to improve their practice, even after they had already been established as effective teachers. These findings call attention to the need for applied learning opportunities for early-career teachers, opportunities for collaboration across the career continuum, and teacher leadership. Other themes that emerged from this survey included the importance of a full-year final clinical practicum and teacher choice in ongoing professional development options, including teacher leadership roles.
Pay and Representation of Racial/Ethnic Minorities in Higher Education Administrative Positions: The Century So Far. A CUPA-HR Research Brief
Author: Bichsel, Jacqueline
Date: 2017-03-00
Type: Reports - Research
Subjects: Higher Education,College Administration,Administrators,Minority Groups,Salaries,Disproportionate Representation,Geographic Regions,Regional Characteristics,Differences,Whites,African Americans,Hispanic Americans,Asian Americans,Salary Wage Differentials

The pay gap between minority men and White men has remained virtually unchanged since 1980, with Hispanic men currently earning 69 cents and Black men currently earning 73 cents on the dollar that White men earn. The pay gap is even greater for minority women. The College and University Professional Association for Human Resources (CUPA-HR) has been collecting data on higher education and diversity since 1967. This brief provides a summary of how higher education has represented and paid racial/ethnic minorities in administrative positions from 2001 to 2016.
Principals Action Plan for the Every Student Succeeds Act: Providing All Students with a Well-Rounded and Complete Education
Author: Pollitt, Kelly
Date: 2017-02-00
Type: Guides - Non-Classroom
Subjects: Principals,Program Implementation,Educational Legislation,Federal Legislation,Educational Planning,Educational Policy,Advocacy,Academic Standards,Educational Assessment,Accountability,Educational Improvement,School Districts,Disadvantaged Schools,Educational Quality,Early Childhood Education,Educational Objectives

This interactive tool, initiated by the National Association of Elementary School Principals (NAESP), is designed to guide principals in engaging with state and district leaders as they prepare to submit Every Student Succeeds Act (ESSA) consolidated plans and work over the coming years to implement the new law. This tool offers principals an overview of the concept of a well-rounded and complete education, as well as actionable policy points for which to advocate for their states and districts on the following topics: (1) Standards and Assessments; (2) Accountability; (3) School Improvement; (4) District Title I Plans and Resources; (5) Providing Professional Support; (6) Student Supports and Academic Enrichment; and (7) High-Quality Early Learning. The tool highlights suggestions and resources on engaging and communicating with state and district leaders around ESSA. The guide's contents page and section divider pages are completely interactive. Users may click on a selected entry to navigate directly to that page of the guide. In addition, users may use the toolbar at the right side of each page to navigate to different sections. Finally, users can turn &quot;pages&quot; by clicking on the backward and forward arrows at the bottom of each page. Successful implementation of ESSA will depend in large part on principals' leadership, and the hope is that these ideas and resources offer a strong foundation for working with state and district partners. A resource list is provided.
Epistemology in Qualitative Educational Research: A Review of Published Articles
Author: Ulum, Ömer Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Epistemology,Qualitative Research,Educational Research,Journal Articles,Research Methodology,Content Analysis

This study explores the epistemological basis for qualitative educational research studies. Within this context, 20 qualitative studies on education were analysed and three dimensions were sorted out: (1) the purpose or aim of the study, (2) the rationale for the study, and (3) the occurrence of epistemological aspects (theory, paradigm, methodology and reflexivity). The study employed a retrospective descriptive approach to analyse research studies that have been conducted. Based on an examination, a random sample of 20 articles published between 2014 and 2015 in the Taylor &amp; Francis Group content were determined. Based on the results, majority of the evaluated articles were found to have epistemological features.
EFL Policy of Turkey: Past and Present
Author: Ulum, Ömer Gökhan
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,English (Second Language),Qualitative Research,Teacher Role,Teacher Education,Second Language Instruction,Educational History,Educational Practices,Educational Development,Educational Trends,Educational Administration

The language policy of Turkey regarding the evaluation phase of English language education issue was investigated following the comments on the issue from a diverse point of view. Nowadays, Turkey's language policy seems to have been much more improved since the education reform in 1997 bringing a rise in the curriculum development, course book design and teacher development programs. In conclusion, the advancement practices in EFL education have been initiated in Turkey or even in Ottoman Empire formerly, however these improvement attempts are still unfulfilled.
History of EFL Teacher Education Programs in Turkey
Author: Ulum, Ömer Gökhan
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational History,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries

English as a foreign language gains importance in a highly ascending order day by day. Almost all countries empower their EFL teachers according to what they need in terms of employment goals in the long run. In this article the case of educating EFL teachers in Turkey is viewed in its historical process. English is now the most popular foreign language in Turkey, yet it is still far from being properly acquired. Though English has received much attention in our century, it is employed only in education, foreign affairs and private sector in Turkey. Compared to the case in other nations, the history of EFL teacher education programs in Turkey represents the fact that Turkey needs more empowerments regarding the issue. Consequently, the study presents a number of suggestions to improve EFL teacher education in Turkey.
Teacher Leadership: District and School Leader Readiness Tool
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2017-03-00
Type: Guides - Non-Classroom
Subjects: Teacher Leadership,Career Readiness,Leadership Qualities,Strategic Planning,Organizational Culture,Participative Decision Making,Transformational Leadership,Leadership Role,Expectation,Educational Objectives,School Support,Access to Information,Access to Computers,Personnel Selection,Selection Criteria,Recognition (Achievement),Compensation (Remuneration),Time,Elementary Secondary Education,Guidelines,Research Tools

As interest in teacher leadership has grown, many leading organizations have developed tools and guidance to support schools, districts, and teacher leaders themselves. For instance, the National Network of State Teachers of the Year developed resources on teacher leader career pathways and advocacy approaches, as well as teacher leader standards. Likewise, the National Board for Professional Teaching Standards developed teacher leadership competencies. Regional educational laboratories also have worked to better understand teacher leadership, specifically what can be learned about teacher leadership from the research literature. In collaboration and consultation with the Regional Educational Laboratory (REL) Midwest Educator Effectiveness Research Alliance, REL Midwest developed this tool to help district and school administrators gauge the extent to which district and school leaders have the necessary training, support, and culture to facilitate the identification and ongoing development of teacher leaders. The results of this assessment can be used to generate a list of areas for improvement, resources needed, and next steps to increase readiness to foster effective teacher leadership. REL Midwest researchers conducted a review of the literature on teacher leadership and worked with stakeholders in the Midwestern states to identify the most critical elements necessary for successful teacher leadership. The literature and stakeholder input shaped the content of the tool. School and district leaders, working either on their own or with colleagues, can use this tool to evaluate the extent to which existing strategies and context adequately promote and support teacher leadership.
Listening: The Ignored Skill in EFL Context
Author: Ulum, Ömer Gökhan
Date: 2015-00-00
Type: Journal Articles
Subjects: Listening Skills,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,College Freshmen,Language Proficiency,Questionnaires,Student Attitudes,Pronunciation,Interviews,Recall (Psychology),Listening Comprehension,Statistical Analysis,Skill Development,Difficulty Level,Foreign Countries

Listening is clearly the weakest skill of EFL students who encounter different kinds of listening problems. It is the most underestimated skill in EFL context, though. This study seeks to examine the listening problems faced by a group of first year university students whose English proficiency level is elementary. 50 EFL students from three different classes were voluntarily selected for the study. The data was gathered by means of a questionnaire and an interview. The results of the study showed some problematic issues in that the EFL students find it difficult to understand the listening text when speakers speak with varied and unfamiliar accents. Besides, they are not able to comprehend the meanings of words which are not pronounced clearly. Furthermore, they are not able to quickly remember the words or phrases they have just heard. Either in high school or university education process, listening skill was a pain in the necks of the EFL students who participated in the study. Finding out EFL students' listening comprehension problems may help EFL teachers assist students improve their listening comprehension skills. As a result, students develop their listening competency. The results of the study may also be beneficial for the researchers having interest in listening skill.
The Situational Analysis of the Physical State of an ELT Department
Author: Ulum, Ömer Gökhan
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Interviews,Teacher Surveys,Teacher Attitudes,Educational Facilities,Educational Resources,Teacher Education Programs,Departments,Semi Structured Interviews,Institutional Characteristics,College Programs

While there are just a limited number of situation analysis studies, there is almost no situation analysis study referring to the physical conditions of an ELT Department. With this in mind, in this paper, the physical state of an ELT department in one of the oldest and rooted universities of Turkey was tried to be analyzed. The picture drawn by an interview with 15 faculty members including professors, associate professors, assistant professors, lecturers and research assistants has illustrated that if basic physical needs in education are not met; language learning quality decreases as a result. The state, institutional administrations and policy makers should firstly supply the education field with the most required physical settings in order for an effective education atmosphere. The results obtained from this descriptive study may prove to be of some help for educational institutions, administrators and policy makers as well as the researchers studying in the related field.
To Culture or Not to Culture, That Is the Question!
Author: Ulum, Ömer Gökhan
Date: 2016-00-00
Type: Reports - Research
Subjects: Statistical Analysis,Qualitative Research,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,French,German,Semitic Languages,Semi Structured Interviews

Simply, culture might be described as a way of life or everything that a society forms and develops over its history. Since culture and language are seen to be inseparable, language teaching courses are supposed to contain some cultural elements. Considering this issue, language teaching curriculums are expected to cover cultural compounds from the target culture. The study was carried out through quantitative and qualitative methods of data collection. Based upon a comparative descriptive research design, the present study aimed to deal with cultural compounds by explaining the views of language teachers from different language majors and found out that though there are similarities and differences of perceptions on which cultural elements should be taken into account in language education, these cultural elements are seen to be of high significance to be often included in language learning process. Besides, regarding the use of cultural compounds in foreign language education, it was also found out that mostly there is a difference between the perceptions of English/German/French as a foreign language teacher and Turkish/Arabic as a foreign language teacher (western vs. eastern). The results obtained from this comparative descriptive study may supply valuable help for course book authors, program designers, instructors, and policy makers in terms of containing cultural elements in the course contents, and materials.
A Descriptive Content Analysis of the Extent of Bloom&apos;s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing
Author: Ulum, Ömer Gökhan
Date: 2016-09-19
Type: Reports - Research
Subjects: Taxonomy,Reading Comprehension,Reading Skills,Content Analysis,Textbook Evaluation,Textbook Content,English (Second Language),Questioning Techniques,Statistical Distributions,Incidence

Bloom's taxonomy is probably the most commonly used one among the cognitive process models. It is a classification system that emphasizes the procedures starting from remembering the knowledge to more complex cognitive levels like evaluating the knowledge. Firstly, the aim of this study has been to find out to what extent Bloom's taxonomy is referred in reading comprehension questions of an English as a Foreign Language course book. With this in mind, the research question To what extent do the reading sections of the EFL course book Q: Skills for Success 4 Reading and Writing cover the lower and higher order cognition levels of Bloom's taxonomy? was formulated. The EFL course book Q: Skills for Success 4 Reading and Writing by Oxford Publishing was analyzed through descriptive content analysis method. Findings of the study suggested that this analyzed course book lacked the higher level cognitive skills involved in Bloom's Taxonomy. As a result, by means of the findings, some assumptions have been reached with the aim of suggesting how the course books which are being written or will be written should refer to Bloom's taxonomy in their reading sections.
UnMet Financial Need. Issue Brief No. 2017-3
Author: Curtin, Joseph A.
Date: 2017-07-00
Type: Reports - Research
Subjects: Financial Needs,Paying for College,Enrollment Trends,Need Analysis (Student Financial Aid),Student Costs,Grants,Fees,College Students

The impact of rising student debt, the cost of attending college and the value of the degree or certificate received at completion continues to be a critical focus for higher education leaders. Research has consistently demonstrated that financial related difficulties can create barriers for student college completion. To help understand this issue as it impacts Utah students, this study examines how students pay for their basic tuition and fees for an academic year (Fall &amp; Spring semesters).
Student Swirling. Issue Brief No. 2017-5
Author: Curtin, Joseph A.
Date: 2017-08-00
Type: Reports - Research
Subjects: College Environment,Enrollment Trends,Graduation Rate,Trend Analysis,Academic Persistence,Attendance Patterns,Bachelors Degrees,Articulation (Education)

The general perception of a traditional college career goes as follows: upon high school graduation, a student immediately enrolls the following year in a college or university, attends full-time, and soon thereafter graduates from the same college or university two to four years later. However, recent analysis by the Office of the Commissioner of Higher Education indicates the traditionally accepted route of a college student is actually the exception: only 1 in 5 Utah System of Higher Education (USHE) students enrolls and completes at the same institution, in the same major, &quot;and&quot; at the originally-intended award level (e.g. associate, bachelor, etc.). This brief examines student enrollments to understand how many students entered into post-secondary education in 2007-08 and earned a degree or certificate by 2014-15, while monitoring how many of those students stayed enrolled at their original or &quot;native&quot; institution, completed in their originally-intended area of study, &quot;and&quot; remained with their originally-intended attainment level.
Developmental Education in Utah: A Demographic Overview. Issue Brief No. 2017-6
Author: Curtin, Joseph A.
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Demography,Developmental Programs,College Preparation,Remedial Programs,Remedial Reading,Remedial Mathematics,Program Descriptions,Gender Differences,Age Differences,Race,Ethnicity,Socioeconomic Status,College Freshmen,College Programs

Students who arrive on campuses unprepared for college-level work find that it costs them potentially extra time and money to complete developmental courses they would not have needed had they arrived fully prepared in all subjects. Institutions of higher education face their own costs and capacity challenges when trying to teach students the college preparation skills they need to master before being beginning college course work. This issue brief explores the scope of developmental education in Utah System of Higher Education (USHE) institutions, provides some insights into the types of students placed in developmental math and English courses, and describes what USHE is doing to help them.
Cultural Elements in EFL Course Books
Author: Ulum, Ömer Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Awareness,English (Second Language),Second Language Learning,Second Language Instruction,Textbook Evaluation,Teaching Methods,Language Variation,Cultural Influences,Social Influences,Foreign Countries,Content Analysis,Statistical Analysis

Language echoes cultural values, norms and many other features of a society, and is regarded as an inseparable part of such characteristics. Despite the fact that values and features of a society may be kept apart from language in language education, this though would be an incomplete process of language instruction. With this study, we aim to highlight inner and outer circle (+expanding circle) cultural and societal characteristics of the target language, in our case, English. For this, we examined state recommended English course books used in institutions of the Turkish Ministry of Education. As a result of our evaluation, we found that the outer circle (+expanding circle) characteristics occupied a significant place in the content of material designed targeting learners of English. And, this was duly attributed to writers who similarly come from an outer circle (+expanding circle) culture. Whether this leads to a positively effective way of teaching is largely debated by scholars in the field.