ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Management of Higher Education Institutions
Author: Kozyrev, Maxim S.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Administration,Foreign Countries,Universities,College Faculty,Job Layoff,Enrollment,Educational Finance,College Students,Teacher Salaries,Teaching Load,Faculty Publishing,Incentives

The article studies special aspects of management of higher education institutions through the use of correlation analysis. There were twelve universities of Moscow and Moscow region that were included into selection. According to results of the conducted research the authors of article have come to the following conclusions. Universities' administrations are prone to compensate the defects of management, decrease of students' number and, as consequence, revenue contractions by laying off the teaching personnel. In this vein, teachers are the most voidable group in a system of higher education management. Meantime, the number of students does not influence the real financial revenue of higher education teaching personnel, which may increase only with the growth of teaching load. The same situation is with publication activity of academic staff. It seems, that universities' administration either does not use large-scale financial incentives to increase the publication activity of academic teaching personnel in journals from the information-analytical systems of scientific citation Web of Science and Scopus, or these incentives are not comparable with the labor and other costs of publishing scientific articles in these bases, which does not lead to the expected actions on the part of the faculty. In both cases, it is not fair to put the whole responsibility on managerial incompetence of higher institutions. The reasons, which lead to this situation, might be weak managemental independence, relatively lean funds allocated for research, which are most likely concentrated in leading universities.
Teachers&apos; Views of Their Practices Related to Common Core State Standards-Aligned Assessments. Research Report. ETS RR-19-40
Author: Buzick, Heather M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Common Core State Standards,Teaching Methods,Teacher Attitudes,Alignment (Education),Test Preparation,Scores,Grade 3,Grade 4,Grade 5,Grade 6,Grade 8,Grade 7,Language Arts,Mathematics Instruction,Standardized Tests,Test Coaching,Elementary School Teachers,Middle School Teachers

A fundamental claim for Common Core State Standards (CCSS)-aligned assessments is that they will lead to better teaching practices. The purpose of this study is to seek evidence in support of this claim by surveying teachers about their instructional practices, test preparation strategies, and test score use both before and after the introduction of CCSS-aligned assessments. Baseline and trend data were collected via five Web-based surveys, administered over 2 years to elementary and middle school English language arts and mathematics teachers in one state, New Jersey. Responses to the first three surveys (n[subscript 1] = 402 teachers, n[subscript 2] = 469 teachers, and n[subscript 3] = 175 teachers from 4% to 6% of New Jersey schools) are summarized and described; results from the remaining surveys are omitted due to low response. Challenges to collecting empirical evidence in support of the validity argument and theory of action for a new assessment are discussed.
The Role of Family Education Strategies in the Development of Self-Regulation within Behavior of Students in 9-11 Grades
Author: Povarenkov, Yuri P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Control,Self Management,Student Behavior,High School Students,Grade 9,Grade 10,Grade 11,Gender Differences,Place of Residence,Rural Urban Differences,Program Effectiveness,Family Influence,Family Environment,Child Rearing,Parenting Styles

This article examines how various family education strategies influence development of self-regulation behavior among students. It looks at grade levels 9-11 and compares sex differences as well as residential patterns (rural areas, district centers, and regional centers). It has been established that not all strategies are the same: some affect the development of the self-regulation system and some do not have an impact. The article identifies those strategies that have a positive effect on the system of self-regulation and that have a negative effect. According to our hypothesis, girls are more susceptible to the influence of family education strategies on self-regulation behavior than boys. It was revealed that both girls and boys are more susceptible to the positive influence of family education strategies and the less sensitive to their negative impact. The article also shows that students from 9-11 grades in regional centers experience sustainable changes and are strongly influenced by family education strategies while schoolchildren who reside in rural areas and district centers are not particularly sensitive to such influence.
Students&apos; Experiences of Philosophy Classes in Higher Education: A Case Study
Author: Saulius, Tomas
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Philosophy,Student Experience,Introductory Courses,Physical Education,Critical Thinking,Emotional Experience,Student Attitudes,Reader Text Relationship,Reading Comprehension,Critical Reading

The current paper addresses research question of how do students of one university (in our case study -- Lithuanian Sports University, LSU) experience the educational effect of introductory philosophy course. To answer this question, method of interpretative phenomenological analysis (IPA) was employed. In accordance with this qualitative approach, we used method of purposive sampling. Sample of current study consist of 8 participants (3 females and 5 males). All participants are first year undergraduate students form study program &quot;Physical education and sport&quot; (continuing studies) in LSU. As a data collection method, semi-structured interview was applied. In our research it was found that students more tend to share their cognitive experience of philosophy classes than their emotional experience. Among nine qualitative categories (codes) which are the most prominent in our interview records, two of them were found to be especially frequent -- &quot;Philosophical technical language poses a great challenge for a common reader&quot; and &quot;In philosophy everything has a deeper meaning&quot;.
Understanding Hybrid-MOOC Effectiveness with a Collective Socio-Behavioral Model
Author: Tomkins, Sabina
Date: 2019-12-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,High School Students,Blended Learning,Program Effectiveness,Student Behavior,Student Characteristics,Probability,Performance,High Stakes Tests,Intelligent Tutoring Systems,Computer Science Education,Coaching (Performance),Scores

Online courses for high school students promise the opportunity to bring critical education to youth most at need, bridging gaps which may exist in brick-and-mortar institutions. In this work, we investigate a hybrid Massive Open Online Course for high schoolers which includes an in-person coaching component. We address the efficacy of these courses and the contribution of in-person coaching. We first analyze features of student behavior and their effect on post-test performance and then propose a novel probabilistic model for inferring student success on an AP exam post-test. Our proposed model exploits relationships between students to collectively infer student success. When these relationships are not directly observed, we formulate latent constructs to capture social dynamics of learning. By collectively inferring student success as a function of both unobserved individual characteristics and relational dynamics, we improve predictive performance by up to 6.8% over an SVM model with only observable features. We propose this general socio-behavioral modeling framework as a flexible approach for including unobserved aspects of learning in meaningful ways, in order to better understand and infer student success.
Early Detection of Students at Risk -- Predicting Student Dropouts Using Administrative Student Data from German Universities and Machine Learning Methods
Author: Berens, Johannes
Date: 2019-12-00
Type: Journal Articles
Subjects: Risk Management,At Risk Students,Dropout Prevention,College Students,Foreign Countries,Student Attrition,Academic Persistence,School Holding Power,Data Collection,Data Analysis,Student Characteristics,Immigrants

To successfully reduce student attrition, it is imperative to understand what the underlying determinants of attrition are and which students are at risk of dropping out. We develop an early detection system (EDS) using administrative student data from a state and private university to predict student dropout as a basis for a targeted intervention. To create an EDS that can be used in any German university, we use the AdaBoost Algorithm to combine regression analysis, neural networks, and decision trees -- instead of relying on only one specific method. Prediction accuracy at the end of the first semester is 79% for the state university and 85% for the private university of applied sciences. After the fourth semester, the accuracy improves to 90% for the state university and 95% for the private university of applied sciences.
Problematic Phonological Features of Foreign Accented English Pronunciation as Threats to International Intelligibility: Thai EIL Pronunciation Core
Author: Suntornsawet, Jirada
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Pronunciation,Comprehension,Interpersonal Communication,Phonology,Error Patterns,Second Language Instruction,Thai,College Students,Syllables,Vowels,Nouns,Phonemes

English as an International Language (EIL) is grounded in the concept of multiplicity. Such proliferation of non-native varieties of English leads to several controversies including the intelligibility of its speakers to listeners from various language backgrounds. Although this concern has been continuously addressed in EIL research, the focus was mainly on major ESL accents. English language educators form English periphery accents know very little about the scenario of their own English in relation to its use in international settings. This study explored the Thai-accented English pronunciation features that result in intelligibility failure. It employed the innovative and comprehensible intelligibility measurement of which the results can be applied to other English accents with the similar phonology patterns such as tonal and syllabic-timing languages as most of languages in Asian mainland continent. Thai-accented English spontaneous speech was measured for overall intelligibility using a transcription task performed by the listeners from a variety of different L1 backgrounds. The errors in transcription were phonetically analysed to ascertain which phonological features of Thai English pronunciation which led to a detriment in intelligibility. These features; hence, must be the focus in teaching English for international communicative purposes. Analysis of the results revealed that the salient features identified as posing the highest threat to international intelligibility were cluster simplification, consonant de-voicing, lack of final consonant released, and fully stressed unstressed vowels.
Improving Student&apos;s Performance in English as Language of Learning and Teaching in Teacher Pre-Service Education
Author: Hibbert, Liesel
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Improvement,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Language of Instruction,Self Efficacy,Research Projects,Academic Language,English (Second Language),Communities of Practice,Inquiry

This paper explores the necessity of a good knowledge of the language of teaching and learning (LOLT) in English for student-teachers in South Africa. The study reported in the paper focuses on communication skills and academic reading and writing skills: with defamiliarization as a research method. Defamiliarization creates a space free from fear and anxiety in which students can express themselves. Third-year students were asked to write a report based on their experiences in their major teaching subjects which form the data in this study. Students were also asked to write a needs analysis and state what they learnt during the report writing project. Multilingual glossing was a compulsory component in order to match the realities of school classrooms which had various language groups. The results showed that students engaged and participated; leading to conscious critical awareness and development. Student performance improved in English as language of learning and teaching (LOLT) in teacher pre-service education, and in their specialised teaching subjects. The study concludes that defamiliarization did create a space for student's ability for reading and responding to texts as well as building self-confidence in their ability to synthesise information. It is therefore envisaged that through a community of inquiry framework (Garrison et al., 2000), students can collaboratively develop problem-solving techniques.
21st Century Community Learning Centers: A Descriptive Evaluation for 2013-2014
Author: Hammer, Patricia Cahape
Date: 2015-02-00
Type: Reports - Research
Subjects: Community Centers,Student Behavior,Enrichment Activities,After School Programs,State Programs,Program Effectiveness,Program Evaluation,Online Surveys,Administrator Surveys,Teacher Surveys,Student Surveys,Elementary Secondary Education

This evaluation study provides descriptive information about the implementation and outcomes of the 21st Century Community Learning Centers (CCLC) program in West Virginia, from September 2013 through May 2014. The report draws on information from online surveys of directors of 27 CCLC programs and from school teachers for 2,117 of the 11,432 participating students. Most participating students were in the elementary grades. The mean number of days students attended ranged from about 9 to 93 days, depending on the program. Teachers perceived the greatest improvements in participating students' behaviors related to completing homework to teachers' satisfaction, participating in class, turning in homework on time, and being attentive in class. Regarding CCLC program volunteers, the largest sources were K-12 and higher education service learning programs. The groups with which program directors reported the greatest level of success were local clubs, AmeriCorps, and local businesses. Regarding work with partners, the most frequent types of support received were program resources, joint planning, and programming. With the exception of a few activities, 80% or more of program directors who had engaged in the various partnership activities considered them to be effective. Regarding professional development, the topics best attended by program directors were programming, staff development, family involvement, integrating afterschool with the regular school day, STEM/STEAM, and federal/state requirements. As for parent and community involvement, two thirds reported being well below target goals or having no success at all. Program directors reported offering more than 400 substance abuse prevention activities, involving more than 5,700 students and nearly 700 adults. Less than a third of directors reported that the continuous improvement process for after school (CIPAS) was very helpful; however, a strong majority (61.5%) of program directors indicated that WVDE monitoring visits were very helpful. The following are appended: (1) Teacher Questionnaire; (2) Program Director Questionnaire; and (3) Program Directors' Comments. [For the 2012-2013 report, see ED569907.]
The West Virginia Special Education Technology Integration Specialist (SETIS) Program: 2012-2014 Evaluation Report
Author: Stohr, Amber D.
Date: 2015-12-00
Type: Reports - Research
Subjects: Special Education Teachers,Faculty Development,Technology Integration,Program Evaluation,Program Implementation,Program Effectiveness,Teacher Surveys,Pretests Posttests,Administrators,Administrator Surveys,Capacity Building,Barriers,Technological Literacy,Qualitative Research,Statistical Analysis,Elementary Secondary Education

The Special Education Technology Integration Specialist (SETIS) program provides professional development for special education teachers to assist them in achieving proficiency with 21st Century Technology Tools. The program completed its eighth and ninth rounds during the 2012-2013 and 2013-2014 school years, training more than 30 special educators as models, coaches, and mentors of technology integration at schools and within classrooms. This study examines SETIS program implementation, use, and impact across three key stakeholder groups: SETIS candidates, teacher colleagues, and school administrators. SETIS candidates were surveyed once using a retrospective pre-post survey conducted at the conclusion of the school year. The majority of the SETIS survey items were dedicated to measuring pre- to postprogram shifts in four different indices: &quot;human capacity,&quot; &quot;organizational capacity,&quot; &quot;structural capacity,&quot; and &quot;material capacity.&quot; Teacher colleagues and school administrators, identified and invited by SETIS due to their close working relationships, participated in pre- and postprogram surveys administered at the beginning and ending of the school year. Most of the teacher colleague survey items were grouped into five indices that measure (a) designing and developing digital-age learning experiences and assessments, (b) modeling digital-age work and learning, (c) engaging in professional growth and leadership, (d) promoting and modeling digital citizenship and responsibility, and (e) facilitating and inspiring student learning and creativity. For the purposes of this report, the indices are labeled as design, model, engage, promote, and facilitate. The school administrator surveys contained standalone survey items. While prior SETIS evaluation reports examined one cohort only, this study encompasses results from two cohorts: the 2012-2013 cohort and the 2013-2014 cohort. Combining cohorts in this study is justified because no changes had been made to the SETIS program or its evaluation during their two training periods; further an analysis of the data revealed like results for both cohorts. Moreover, the inclusion of both cohorts gives the study larger numbers of surveys and observations to examine, increasing our confidence in the statistical reliability of our findings. The following are appended: (1) SETIS Candidate Retrospective Pre- and Postprogram Survey Results; (2) Teacher Colleague Pre- and Postprogram Survey Results; and (3) School Administrator Pre- and Postprogram Survey Results. [For the 2011-2012 Evaluation Report, see ED606732.]
Scaling Academic Planning in Community College: A Randomized Controlled Trial. REL 2017-204
Author: Visher, Mary G.
Date: 2016-11-00
Type: Reports - Research
Subjects: Community Colleges,Randomized Controlled Trials,Two Year College Students,Educational Counseling,Workshops,Planning,Intervention,Counseling Effectiveness,Cost Effectiveness

Community college students often lack an academic plan to guide their choices of coursework to achieve their educational goals, in part because counseling departments typically lack the capacity to advise students at scale. This randomized controlled trial tests the impact of guaranteed access to one of two alternative counseling sessions (group workshops or one-on-one counseling), each of which was combined with targeted &quot;nudging.&quot; Outcome measures included scheduling and attending the counseling session, completing an academic plan, and re-enrolling in the following semester. Evidence suggests that both variations on the intervention increase academic plan completion rates by over 20 percentage points compared to a control group that did not receive guaranteed access to a counseling session or the automated nudges. Exploratory evidence suggests that when combined with nudging, the guarantee of workshop counseling is as effective as the guarantee of one-on-one counseling in causing students to schedule and attend academic planning appointments. The following are appended: (1) Study background and intervention characteristics; (2) Study data sources, design and analysis; (3) Supplemental tables; and (4) Descriptions of MySite, Sherpa, and My Academic Plan systems.
Reauthorizing the Higher Education Act: Examining Proposals to Simplify the Free Application for Federal Student Aid (FAFSA). Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fifteenth Congress, First Session on Examining Reauthorizing the Higher Education Act, Focusing on Examining Proposals to Simplify the Free Application for Federal Student Aid (FAFSA) (November 28, 2017). Senate Hearing 115-681
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2019-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Student Financial Aid,Educational Legislation,Federal Legislation,Financial Aid Applicants,Paying for College,Enrollment,Access to Education,Federal Aid,Community Colleges,Homeless People,Foster Care,Grants

This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on examining proposals to simplify the Free Application for Federal Student Aid (FAFSA). Following opening statements by the Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Patty Murray (Ranking Member, Committee on Health, Education, Labor, and Pensions) the following prepared witness statements are offered by: (1) Nancy McCallin, President, Colorado Community College System, Denver, Colorado; (2) Elaine Williams, Shelter Diversion Specialist, YWCA of Richmond, Richmond, Virginia; (3) Judith Scott-Clayton, Associate Professor of Economics and Education, Teachers College, Columbia University, New York, New York; (4) Justin Draeger, President, National Association of Student Financial Aid Administrators, Washington, District of Columbia; and (5) Kim Rueben, Senior Fellow, Urban-Brookings Tax Policy Center at the Urban Institute, Washington, District of Columbia. The Honorable Orrin Hatch offered a prepared statement submitted for the Record. Questions and Answers included: (1) Responses by Justin Draeger to questions of: Senator Murkowski, Senator Warren, Senator Whitehouse, and Senator Hassan; (2) Responses by Nancy McCallin to questions of: Senator Murkowski, Senator Warren, Senator Whitehouse, and Senator Hassan; (3) Responses by Kim Rueben to questions of: Senator Murkowski and Senator Whitehouse; (4) Responses by Judith Scott-Clayton to questions of: Senator Murkowski, Senator Warren, Senator Whitehouse, and Senator Hassan; and (5) Responses by Elaine Williams to questions of: Senator Whitehouse and Senator Hassan.