ethanporcaro/eric-fulltext-meta huggingface dataset:
Overview: Texas Higher Education Coordinating Board
Author: Texas Higher Education Coordinating Board
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Higher Education,State Boards of Education,Trustees,Administrative Organization,Governing Boards,Administrator Responsibility,Coordination

The Texas Higher Education Coordinating Board (THECB) was created by the Texas Legislature in 1965 to provide leadership and coordination for the Texas higher education system to achieve excellence for the college education of Texas students. Most of the statutes that are applicable to THECB are found in the Texas Education Code, Title 3, Section 61. The THECB's overall responsibilities include assessment of the state of higher education in Texas; development of recommendations to the governor, Legislature, and institutions for its enhancement; establishment of policies for the efficient and effective use of the state's higher education resources; and the appointment of a Commissioner of Higher Education (Commissioner) to perform all duties delegated by the Board. To meet these broad obligations to the people of Texas, the THECB reviews and recommends changes in formulas for allocation of state funds to public institutions. In addition, it helps eliminate costly duplication in academic programs and unnecessary construction projects. Working with higher education institutions, the governor, and the Legislature, the THECB also ensures that all Texans have access to high quality programs at different instructional levels and administers the state's student financial aid programs.
Maryland Ranks #1 in the Nation on Advanced Placement Exams for Participation and Performance
Author: Maryland State Department of Education
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Minority Groups,High School Students,Advanced Placement Programs,Classification,Academic Achievement,Achievement Gap,College Entrance Examinations,Achievement Rating,Achievement Gains,School Statistics,Student Participation

Maryland public high school students outperformed all others in the nation on the rigorous Advanced Placement (AP) exams, according to the College Board's fifth annual analysis of the AP program. Maryland ranked first nationwide in the percentage of public school students scoring 3 or higher on at least one AP exam. A score of 3 or higher on the 5-point scale is considered mastery of college-level work. Maryland also ranked first nationwide in the percent of students taking AP exams. Maryland continues to show strong performance gains over the past five years. Between 2003 and 2008, the percentage of Maryland seniors scoring a 3-5 on an exam climbed nearly 6 percentage points. The percent of Maryland students who took an AP exam during high school exceeds the national average in all content areas: art, English, language, math, science, and social science. More than one-third of all graduating seniors in Maryland (37.2%) took an AP exam in high school compared to only 25% nationwide. Maryland has also dramatically increased AP participation among minority students. Maryland has eliminated the &quot;equity and excellence&quot; gap among Hispanic students, meaning their representation among test-takers who earn a score of 3 or higher (6.9%) actually exceeds their overall school enrollment (6.1%). While no state has been able to overcome the gap for African-American students, 9% of Maryland test-takers scoring a 3 or higher were African-American.
2009 Bridge to Excellence Master Plan: Annual Update Review
Author: Maryland State Department of Education
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Master Plans,Strategic Planning,Annual Reports,Change Strategies,Achievement Gap,Excellence in Education,Academic Achievement,Performance,Educational Finance,Educational Indicators,Educational Assessment,Evaluation Utilization,Statistical Data,Program Evaluation,Educational Objectives,Audits (Verification),Program Descriptions

It is hard to overestimate the significance of the master planning process. The process is one of the most salient strategies that the Maryland State Department of Education utilizes for improving student achievement and closing the achievement gap. Until recently, many local school systems (LSSs) treated planning as a local endeavor that merely acknowledged federal and State expectations. Now, however, nearly every LSS must understand the importance of the master planning process and how it can create alignment of federal, State, and local expectations and sustainable advantages. This report summarizes the strategic significance of the master planning process. This report shows how this year's master plan review process reveals the way LSSs operate internally, and may alter the relationships between LSSs and the State Department. This report outlines nine sections (introduction, background, review process, finance section, performance results, annual review results, goal progress, how LSSs use data to drive instruction, conclusion) to help stakeholders assess the impact that the master planning process is having in public schools. Attachments include: (1) Core Academic Subject Classes Taught by Highly Qualified Teachers; and (2) Budget Summaries by Local School System. (Contains 3 footnotes.)
Again, Maryland Ranks #1 in Advanced Placement (AP) Exam Performance
Author: Maryland State Department of Education
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Advanced Placement Programs,Achievement Gains,Achievement Gap,Educational Indicators,College Entrance Examinations,School Statistics,Hispanic Americans,Comparative Analysis

For a second year in a row, Maryland ranked first nationwide in the percentage of public school students scoring 3 or higher on at least one AP (Advanced Placement) exam. A score of 3 or higher on the 5-point scale is considered mastery of college-level work. Maryland also continues to show strong gains in the number of students taking an AP exam, and is one of the first states in AP history to have 40 percent of its students take at least one AP test. Additionally, Maryland has dramatically increased AP participation among minority students. Maryland has eliminated the &quot;equity and excellence&quot; gap among Hispanic students as 7.5 percent of students earned a score of 3 or higher, actually exceeding their overall school enrollment of 6.8 percent. While no state has overcome the gap for African-American students, 9.6 percent of Maryland test-takers scoring a 3 or higher were African-American.
Assessing Board Effectiveness: Resources for Board of Trustees Self-Evaluation
Author: Smith, Cindra J.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Evaluation Methods,Governing Boards,Trustees,Resource Materials,Self Evaluation (Groups),Community Colleges,School Administration,Surveys,Interviews,Discussion,Criteria,Strategic Planning,Institutional Mission,Leadership Responsibility,Accreditation (Institutions)

This resource guide and the appendices are intended to help boards of trustees design a self-evaluation process that meets specific board needs and cultures. The information should help boards determine the approach they will use, which criteria will provide the best information for the board, who will be asked to evaluate the board, and how the results will be used. Appendices include: (1) Sample Policies on Board Self-Evaluation; and (2) Sample Evaluation Instruments and Approaches. (Contains 4 resources.)
Back to School: 2009-2010. U.S. Census Bureau News. Facts for Features. CB09-FF.14
Author: Department of Commerce, Washington, DC.
Date: 2009-06-15
Type: Reports - Descriptive
Subjects: Census Figures,School Readiness,Enrollment Rate,School Statistics,Educational Benefits,State Aid,Access to Computers,Teacher Distribution,Graduation Rate,Teacher Salaries,Student Diversity,Lunch Programs,Expenditures,Student Costs

Summertime winding down and summer vacations coming to an end signal that back-to-school time is near. It's a time that many children eagerly anticipate--catching up with old friends, making new ones and settling into a new daily routine. Parents and children alike scan the newspapers and Web sites looking for sales to shop for a multitude of school supplies and the latest clothing fads and essentials. This edition of "Facts for Features" highlights the many statistics associated with the return to classrooms by the nation's students and teachers.
Character Education by Design: A Blueprint for Successful District and School Initiatives
Author: Maryland State Department of Education
Date: 2007-00-00
Type: Books
Subjects: Social Behavior,Values Education,Citizenship Education,School Districts,Guides,Program Development,Student Development,Educational Environment,Financial Support,Staff Development,Teaching Methods,Service Learning,Behavior Modification,Parent Participation,Newsletters,School Business Relationship,School Community Relationship,Teacher Role,Planning,Interpersonal Competence,Recognition (Achievement)

Designed for district- and school-level character education committees, &quot;Character Education by Design: A Blueprint for Successful District and School Initiatives&quot; is a how-to guide for developing an effective character education initiative, one that will not only enhance the climate of the school and social behavior of the students, but also improve students' learning and achievement. This book was developed by a group of experienced, successful Maryland educators who are working directly with character education and who have witnessed firsthand an improved school climate through character education. These educators devised and consolidated the best practices in their school districts and surrounding counties. Their goal was to share strategies and success stories that would guide and inspire others in creating their own character education initiatives. Appendices include: (1) 20 Strategies to Help Your Children Develop Good Character; and (2) Evaluation Instruments. Individual chapters contain references. (Contains 44 resources and 12 online resources.) [This document was funded through the Partnerships in Character Education Grant, Title 4, Elementary and Secondary Education Act. Foreword by Paula McCoach. Introduction by Dr. Philip Fitch Vincent.]
Evidence Suggesting We Should Admit Students Who Score Extremely Low on GRE Subtests or the GMAT to Graduate School Programs
Author: Micceri, Ted
Date: 2002-06-00
Type: Reports - Research
Subjects: Majors (Students),Graduate Students,Research Universities,Graduation Rate,Scoring,Scores,Predictor Variables,Mathematics Education,Language Arts,English,Statistical Analysis

This study sought to determine whether GRE subscores (or GMAT) could predict graduation rates in related areas (math-oriented majors for GRE quantitative, etc.) in a sample of over 9,000 graduate students at a major public research university. Because few low quantitative scores were present in math-oriented majors, an attempt was made to determine whether thresholds occurred below which students would fail to graduate by grouping scorers (e.g. less than 400, 400-499, 500-599, 600+). Surprisingly, lower scoring groups (particularly less than 400) graduated at consistently and sometimes substantially higher rates than higher scoring groups. Possible reasons for this phenomenon are explored. (Contains 8 footnotes, 1 figure, and 3 tables.)
Looking at Filipino Pre-Service Teachers' Value for Education through Epistemological Beliefs about Learning and Asian Values
Author: Magno, Carlo
Date: 2010-00-00
Type: Journal Articles
Subjects: Expectation,Family Structure,Foreign Countries,Cultural Influences,Preservice Teachers,Preservice Teacher Education,Beliefs,Epistemology,Teacher Attitudes,Student Attitudes,Asians,Values,Predictor Variables,Multiple Regression Analysis,Factor Analysis,Questionnaires,Attitude Measures

The present study investigated the contribution of epistemological beliefs about learning and Asian values on pre-service teachers' value for education. The relationship of epistemological beliefs and valuing education is based on Schwartz and Bilsky's (1987; 1990) theory of human values. The participants were 362 pre-service teachers from different universities in Manila, Philippines. It was found in a standard regression analysis that both complexity and structured belief about learning significantly predicted valuing one's education. Higher expectation for achievement, filial piety, and emotional restraint were also significant. A hierarchical multiple regression was used to test the order of contribution of Asian values (filial piety, hierarchical family structure, collectivism, emotional restraint, perseverance and hard work, higher expectation for achievement, respect for authority, and respect for education) on valuing education. The results showed that the order of Asian values based on the theory of Schwartz and Bardi (2001) significantly explained the variation on valuing education (Adjusted R[superscript 2]=0.35). The contribution of each Asian value increased the variation on valuing education but it remained stable with the inclusion of respect for education and respect for authority. Two appendixes are included: (1) CFA [Confirmatory Factor Analysis] for the Factors of Epistemological Beliefs; and (2) Factor Loadings and Item Fit of the AVS [Asian Values Scale]. (Contains 3 tables.)
Investigating the Effect of School Ability on Self-Efficacy, Learning Approaches, and Metacognition
Author: Magno, Carlo
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Efficacy,Metacognition,Path Analysis,Goodness of Fit,Academic Ability,Learning Processes,Learning Strategies,College Students,Student Attitudes,Questionnaires,Correlation,Predictor Variables,Asians,Values,Cultural Influences,Foreign Countries

The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit (Chi [superscript 2]/df=2.77, GFI=0.98, AGFI=0.92, RMSEA=0.05). In previous studies, deep approach but not surface approach to learning facilitates performance as outcome variable. However, a different pattern emerged in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability, and results to awareness of one's learning. Further implications on surface and deep approach to learning are discussed. (Contains 1 figure and 2 tables.)
Self-Regulation and Approaches to Learning in English Composition Writing
Author: Magno, Carlo
Date: 2009-12-00
Type: Journal Articles
Subjects: Writing (Composition),Student Attitudes,Path Analysis,Foreign Countries,Self Management,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Questionnaires,Correlation,Writing Strategies

It is hypothesized in the present study that when learners are tasked to write a composition in a second language (such as English language for Filipinos), they use specific approaches to learning and eventually undergo self-regulatory processes. The present study tested a model showing the shift from process to outcome in writing (Zimmerman &amp; Kitsantas, 1999) by assessing the path from approaches to learning to self-regulation (using path analysis) as used in composition writing in English. The Academic Self-Regulated Learning Scale (A-SRL-S) and the Revised-Learning Process Questionnaire (R-LPQ-2F) were administered to 294 college students major in English, communication arts, literature, mass communications, and journalism from different universities in Manila, Philippines. The results showed that: (1) Deep approach significantly correlated with the factors of self-regulation except for environmental structuring and seeking assistance while surface approach did not, (2) deep approach and surface approach was also significantly correlated, and (3) deep approach significantly increased the variance in all self-regulation components while surface approach only increased the variance in memory strategy. Further theoretical implications of the path model were explained. Two appendixes are included: (1) Revised Learning Process Questionnaire (Adapted for Writing Task); and (2) Academic Self-regulated Learning Scale (Adapted for Writing Task). (Contains 2 tables and 1 figure.)
Canadian English: Not Just a Hybrid of British and American English
Author: Eaton, Sarah Elaine
Date: 1998-00-00
Type: Reports - Evaluative
Subjects: North American English,Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teaching Methods,Language Variation,Self Concept,Cultural Differences,Regional Characteristics,Sociolinguistics,Patriotism

An applied research paper on how Canadian English differs from British and American English. Highlights ways for teachers of English to Speakers of Other Languages (TESOL) to demonstrate these differences to their students. The notion of Canadian identity is also explored. A 3-item bibliography is included. (Contains 15 footnotes.)
Integrating Negative Affect Measures in a Measurement Model: Assessing the Function of Negative Affect as Interference to Self-Regulation
Author: Magno, Carlo
Date: 2010-04-00
Type: Journal Articles
Subjects: Factor Structure,Affective Behavior,Cognitive Processes,Barriers,College Students,Student Attitudes,Questionnaires,Correlation,Predictor Variables,Foreign Countries,Affective Measures,Attitude Measures,Student Surveys,Factor Analysis,Structural Equation Models,Self Management,Personality Traits,Negative Attitudes

The present study investigated the composition of negative affect and its function as inhibitory to thought processes such as self-regulation. Negative affect in the present study were composed of anxiety, worry, thought suppression, and fear of negative evaluation. These four factors were selected based on the criteria of negative affect by Hopko, Hunt, and Armento (2005) and Smith and Kirby (2001). Four different scales were used to measure these factors. The factor structure of the negative affect was tested using Confirmatory Factor Analysis. Results showed that all items as indicators were significant and all the four factors of negative affect were significantly related. The inhibitory function of the negative affect on self-regulation was further tested using Structural Equations Modeling. The results showed that as negative affects increase, there was a reduction of 4% variance on self-regulation. The model showing the inhibitory function of negative affect also attained an adequate fit. An appendix presents: Parameter Estimates of the Items of Each Negative Affect Factor. (Contains 1 figure and 2 tables.)
The Development and Validation of the Intercultural Effectiveness Scale
Author: Portalla, Tamra
Date: 2009-00-00
Type: Reports - Research
Subjects: Predictive Validity,Measures (Individuals),Test Construction,Test Validity,Test Reliability,Attitude Measures,College Students,Student Attitudes,Questionnaires,Correlation,Intercultural Communication,Interpersonal Competence,Cultural Awareness

The present study developed and assessed reliability and validity of a new instrument, the Intercultural Effectiveness Scale (IES). Based on a review of the literature, 76 items important for intercultural effectiveness were generated. A total of 653 college students rate these items in two separate stages and generate a 20-item final version of the instrument which contains six factors. An assessment of concurrent and predictive validity from 246 participants indicates that the IES was significantly correlated with other related scales. Implications and limitations of the study, and the direction for future research are discussed as well. (Contains 4 tables.)
A Curriculum for Prevention: Qualitative Assessment of WHEEL Club Phoenix Project
Author: Szecsy, Elsie
Date: 2007-02-00
Type: Reports - Research
Subjects: Grounded Theory,Learning Theories,Substance Abuse,Prevention,Interviews,Ethics,Health Promotion,Acquired Immunodeficiency Syndrome (AIDS),Disease Control,Middle School Students,Urban Schools,Mothers,Hispanic Americans,Curriculum,Interpersonal Relationship,Student Attitudes,Program Effectiveness,Program Evaluation,Qualitative Research,Sex Education

This study describes perspectives of participants in a substance abuse and HIV prevention (HIVP) program targeted to middle school students and families in an urban Phoenix, Arizona, school district. Data collection and analyses complement past quasi-experimental, pre/post designs which found the program to be successful in terms of increasing students' perceived harm of drugs, HIVP curriculum knowledge, and reported ability to stop sexual advances and express opinions about sexual matters. A total of seven small-group, semi-structured interviews were conducted with program staff and current and past program participants, including middle and high school students and an interview with mothers(conducted in Spanish). The study is based on an integration of risk protective and resiliency models of prevention, multicultural learning theory, and ethical guidelines for the research of socially sensitive topics. Two researchers gathered and analyzed interview data and developed categories using grounded theoretical research methods. Following transcription, all data were coded and analyzed descriptively and thematically. Subsequently, the researchers compared descriptive and thematic interpretations of the data, and derived three reciprocally related, overarching themes: relationships, delivered curriculum, and embodied curriculum. Associations among these themes with patterns in the data about participants' perspectives on program outcomes, challenges, and recommendations for improvement provide for additional reflection with respect to program strengths, challenges, and implications for future direction. (Contains 2 tables.)
ICT in Education: Catalyst for Economic Growth in the Congo
Author: Ngoma, Sylvester
Date: 2010-03-30
Type: Reports - Research
Subjects: Economic Progress,Educational Change,Foreign Countries,Developing Nations,Information Technology,Telecommunications,Technology Uses in Education,Virtual Universities

The correlation between ICT-supported education system and economic development of a developing country has been documented by several studies (Anderson, 2009; Selwood et al, 2003; and Unwin, 2009). Today's Information and Communication Technology can significantly and positively impact the educational and economic landscape of the Democratic Republic of Congo (DRC). This paper investigates how ICT-supported education reforms can have the effect of increasing the efficiency of the economy of DRC. It also highlights some of the challenges that need to be addressed to implement a comprehensive ICT reform plan. (Contains 2 tables and 2 figures.)
Community College League of California: Fast Facts, 2010
Author: Community College League of California
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,College Transfer Students,Transfer Rates (College),Articulation (Education),Two Year College Students,Enrollment,Expenditure per Student,Associate Degrees,Student Certification

This paper provides the student statistics of the Community College League of California for the year 2010. These include: Per-Student Funding by Education System, 2009-10; Undergraduate Student Enrollment, 2008-09; Number of Student Transfers to Four-Year Public &amp; Private Institutions, 2008-09; and Degrees and Certificates Awarded, 2008-09.   Several facts about the California community colleges are also presented.