ethanporcaro/eric-fulltext-meta huggingface dataset:
Make Me a Match: Helping Low-Income and First-Generation Students Make Good College Choices. Policy Brief
Author: Sherwin, Jay
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: First Generation College Students,Graduation Rate,Educational Attainment,Young Adults,Enrollment,At Risk Students,Low Income Groups,Intervention,College Choice,Student Needs,High Schools,High School Students,Public Schools,Program Effectiveness

Educators, researchers, and policymakers across the political spectrum agree that America must send more of its young people to college and find ways to help them graduate. Yet it has been difficult to design and implement effective strategies for dramatically increasing college enrollment and graduation. In Chicago, an intervention now under way, the College Match Program, takes an innovative approach to solving the problem of low college graduation rates. Developed by MDRC in partnership with the Chicago Public Schools, College Match targets a population that has been overlooked by many other college success initiatives: capable students who are prepared for college but need advice and support to choose college wisely. A large percentage of such students are &quot;undermatching,&quot;--that is, enrolling in colleges for which they are academically overqualified, or not going to college at all. The program places young adult advisers in high schools to help these students find colleges that meet their academic, social, and personal needs, and tests the theory that students who enroll in a college that is a good match are most likely to thrive, persist, and graduate. (Contains 1 table and 17 notes.)
Skills Mismatch among University Graduates in the Nigeria Labor Market
Author: Pitan, Oluyomi S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Labor Market,Measures (Individuals),Education Work Relationship,Foreign Countries,Statistical Analysis,Questionnaires,Labor Demands,Hypothesis Testing,Job Skills,Skill Analysis,Skill Development,Labor Needs,College Outcomes Assessment,Graduate Surveys,Supply and Demand

University graduates in Nigeria have been reported to be poorly prepared for work in recent years. This has implications on the relevance of university education, the employability and productivity of university graduates. One of the reasons suggested for this condition by previous studies was skill mismatch--a situation where there is a disparity between the skills acquired by students in the universities and the actual skills needed in the labor market. However, not many of these studies have investigated the extent of skill mismatch in Nigeria. This study, therefore, examined the problem of skills mismatch and its prevalence in the Nigeria labor market. The study adopted the descriptive survey research design of &quot;ex-post facto&quot; type. The research was carried out in all the six geo-political zones of the country. Purposive sampling technique was used to select one town per geo-political zone. A total of 600 management staffs were randomly selected for the study. A set of questionnaire titled &quot;Labor Market Demands and Employers Assessment Questionnaire&quot; (r = 0.83) was utilized to elicit relevant information from employers of labor on the current labor market skill demands and their assessment of the performance of recently employed university graduates in 300 organizations (from both private and public sectors). Three research questions were answered and two hypotheses were tested at the significant level of 0.05. Data were analyzed using descriptive statistics, ANOVA (analysis of variance) and t-tests. There was a significant negative relationship between skills demand and supply (r = -0.485; p less than 0.05). The extent of skills mismatch was 60.6% with major weaknesses found in communication, IT (information technology), decision-making, critical thinking and entrepreneurial skills. Analytical skill was the most required skill by the labor market and critical thinking the least. The mean for each of the skills demand was significantly different from its supply. University graduates were not adequately prepared for work with respect to skills demand of the labor market. Nigerian universities are therefore enjoined to inculcate the skills identified as critical but deficient in the graduates. Also, parents should understand the skills demand of the labor market in order to guide their wards appropriately. (Contains 6 tables.)
Beating the Odds: Individual District Profiles. Results from the 2008-09 School Year
Author: Council of the Great City Schools
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,School Districts,Profiles,Public Schools,School Demography,Urban Schools,Educational Testing,High Stakes Tests,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Low Income,Disabilities,English Language Learners,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Alaska Natives,Comparative Analysis

This edition of &quot;Beating the Odds&quot; presents student achievement from 2008 to 2009. Individual district profiles of student achievement are presented. [For a related report, &quot;Beating the Odds: Analysis of Student Performance on State Assessments and NAEP. Results from the 2008-09 School Year,&quot; see ED508975.]
A Review of Studies on Worksheets in Turkey
Author: Kaymakci, Selahattin
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Foreign Countries,Science Education,Teaching Methods,Worksheets,Literature Reviews,Learning Activities,Content Analysis,Theses,Higher Education

Worksheet is one of the most important materials for achieving the goals of educational activities. However, worksheet can be considered as a new term for Turkish educational system, because related studies have only recently been reported. A review of literature indicated that there are some studies about implementation of worksheets in teaching-learning activities. It also revealed that there is not any study about the panorama and status of inquiries related to worksheets. In this context, the aim of this study is to examine Turkish educational sciences literature about worksheets. In total, 28 master theses and dissertations listed on Turkish Council of Higher Education Web page were reviewed through document analysis. Results of the study showed that majority of studies consist of master theses and they were done in the field of science education. Besides, studies generally focus on subject teaching and were done by using experimental method. Appended is &quot;Used Documents in the Study.&quot; (Contains 7 tables.)
Compare and Contrast Principles of Practice
Author: Baskas, Richard S.
Date: 2012-03-11
Type: Information Analyses
Subjects: Teaching Styles,Teacher Characteristics,Educational Principles,Educational Practices,Educational Philosophy,Comparative Analysis,Literature Reviews,Intermode Differences,Correlation,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teaching Experience,Teaching Skills,Expertise,Teaching Methods

To develop a teaching style, educators must become knowledgeable in certain areas of teaching and in their expert field in order to understand how to transfer learning. Being an expert in one field does not necessarily mean that one knows how to transfer the learning to students. Educators develop their own teaching styles by understanding their own teaching philosophy. This paper compared and contrasted Stephen Brookfield's and Huey B. Long's teaching styles. Research was conducted through Education Resources Information Center (ERIC) and Google Scholar. Six references were located to include textbooks and primary articles. A literature review was conducted to determine their relevance in the study. Results revealed that the literature supported both teaching styles.
Selection and Review of Measurement Item to Study Students' Generic Skills
Author: Mokhtar, Seri Bunian
Date: 2012-00-00
Type: Journal Articles
Subjects: Factor Analysis,Foreign Countries,Educational Technology,Predictor Variables,Measurement Objectives,Measurement Techniques,Item Analysis,Questionnaires,Engineering Education,Basic Skills,Skill Analysis,Replication (Evaluation),Selection Tools,Research Tools,Test Items

This study was carried out to review the GS (generic skills) instruments used for engineering students. A total of 455 respondents were involved in this study. The variables presented in this study were the information management skills, communication skill, team working skill, problem-solving skill, lifelong learning skill, technology utilization skill, critical and creative thinking skill, leadership and personal qualities. Data were analyzed descriptively for reliability (Cronbach Alpha values) and factor analysis using SPSS (Statistical Package for Social Science) 17 software. The results showed that the Cronbach Alpha was reported high and very high which was higher than 0.70. Result of factor analysis showed 10 factors solution. Each item showed a satisfactory loading of more than 0.5. Thus, the questionnaire developed was suitable to be used to study the GS acquired by engineering students in the context of education in Malaysia. (Contains 1 table.)
PIAAC Reading Component: A Conceptual Framework. OECD Education Working Papers, No. 33
Author: Sabatini, John P.
Date: 2009-11-20
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocabulary Development,Reading Skills,Adult Literacy,Evaluation Methods,Competence,Sentences,Reading Comprehension,Workplace Literacy,Word Recognition,Decoding (Reading)

Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations in order to examine how well prepared they are to meet the challenges of the modern knowledge-based society. The current paper provides a conceptual framework for the assessment of reading component skills in the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). The assessment of component skills is intended to provide a greater level of information about the skills of individuals with low levels of literacy proficiency than has been available from previous international assessments. The "component skills" identified for the assessment are vocabulary knowledge, sentence processing and passage comprehension. (Contains 3 footnotes.)
PIAAC Literacy: A Conceptual Framework. OECD Education Working Papers, No. 34
Author: Jones, Stan
Date: 2009-11-20
Type: Reports - Descriptive
Subjects: Foreign Countries,Adult Literacy,Reading Skills,Competence,Workplace Literacy,Evaluation Methods,Cognitive Ability,Information Technology,Writing Skills,Reading Comprehension,Reader Text Relationship,Computer Literacy

Governments and other stakeholders are increasingly interested in assessing the skills of their adult populations in order to monitor how well prepared they are for the challenges of the modern knowledge-based society. The current paper provides an overview of the conceptual framework guiding the development of the assessment of literacy in the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). It builds upon earlier conceptions of literacy from the International Adult Literacy Survey (IALS) in the 1990s and the Adult Literacy and Life Skills Survey (ALL) in 2003 and 2006 to facilitate an appropriate assessment of the broad range of literacy skills required for the 21st century. The framework broadens the definition of literacy to make it relevant to the information age, in particular, by including the skills of reading in digital environments. (Contains 4 tables, 2 figures and 9 footnotes.)
PIAAC Numeracy: A Conceptual Framework. OECD Education Working Papers, No. 35
Author: Gal, Iddo
Date: 2009-11-24
Type: Reports - Descriptive
Subjects: Numeracy,Foreign Countries,Adults,Mathematics Skills,Competence,Evaluation Methods,Adult Literacy,Job Skills,Cognitive Processes,Cognitive Ability,Calculators,Computation,Public Policy,Problem Solving,Relevance (Education),Workplace Literacy

Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations in order to monitor how well prepared they are to meet the challenges of the new information world. The current paper provides an overview of the conceptual framework for the assessment of numeracy developed for the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). This builds on the numeracy framework developed for the Adult Literacy and Life Skills Survey (ALL). Numeracy is broadly defined and complemented with a definition of "numerate behaviour". Four facets of numerate behaviour are identified and described to guide the development of assessment tasks. An annex presents: Factors Affecting Complexity of Numeracy Items.(Contains 3 tables, 1 figure and 3 footnotes.)
PIAAC Problem Solving in Technology-Rich Environments: A Conceptual Framework. OECD Education Working Papers, No. 36
Author: Rouet, Jean-Francois
Date: 2009-11-20
Type: Reports - Descriptive
Subjects: Problem Solving,Information Technology,Foreign Countries,Educational Technology,Computer Uses in Education,Technology Integration,Barriers,Adults,Computer Literacy,Skill Development,Evaluation Methods,Cognitive Ability,Cognitive Processes,Adult Literacy,Workplace Literacy

Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations for the purposes of monitoring how well prepared they are for the challenges of the new information world. The current paper provides an overview of the conceptual framework developed for the assessment of problem solving in technology-rich environments for the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). This covers the specific class of problems that people encounter when using information and communication technologies. These include problems where the existence of the problem is a consequence of the availability of new technologies, where the solution requires the use of computer-based applications or where the problem relates to the management or use of information technologies. (Contains 1 figure and 5 tables.)
Supplemental Tables to the NCES Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (NCES 2012-014)
Author: National Center for Education Statistics (ED)
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: Art Education,Music Education,Dance Education,Theater Arts,Public Schools,Elementary Schools,Secondary Schools,Access to Education,Elementary School Teachers,Secondary School Teachers,Art Teachers,Music Teachers,School Community Programs,Partnerships in Education,Art Activities,Teaching Load,Graduation Requirements,Grade Point Average,Faculty Development,Integrated Curriculum,Student Evaluation,Visual Arts,Curriculum Guides,Educational Facilities,Courses,Institutional Characteristics

These tables supplement the publication Arts Education in Public Elementary and Secondary schools: 1999-2000 and 2009-10 (NCES 2012-014). The data are from a total of seven surveys that were administered during the 2009-10 school year. At the elementary school level, the study includes a survey of school principals and three teacher-level surveys, one each for self-contained classroom teachers, music specialists, and visual arts specialists. At the secondary school level, the study includes a survey of school principals and two teacher-level surveys, one each for music specialists and visual arts specialists. Where applicable, the tables present comparisons with data that were collected in the 1999-2000 school year. (Contains 165 tables.) [For the full report, &quot;Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10. NCES 2012-014,&quot; see ED530715.]
Review of &quot;Teachers in the Age of Digital Instruction&quot;
Author: Huerta, Luis A.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Evidence,Electronic Learning,Teaching (Occupation),Teacher Effectiveness,Educational Technology,Public Education,Computer Assisted Instruction,Web Based Instruction,Instructional Effectiveness,Influence of Technology,Educational Policy,Knowledge Base for Teaching,Teaching Skills,Educational Change,Merit Pay,Salary Wage Differentials,Teaching Conditions,Technology Integration,Research Problems,Educational Research,Policy Analysis

The Fordham Institute's &quot;Teachers in the Age of Digital Instruction&quot; is an advocacy document outlining a vision for how technology might transform the teaching profession. The report's rationale is based on claims that the current education system lacks the capacity to support the revolutionary changes needed to unleash the technological innovations of online instruction that will yield increased effectiveness and efficiency. The report explains that effective teachers are central to the demands of online instruction and will be even more necessary in the digital age than in the current system. It asserts that the elements that constitute effective teaching can be broken down into discrete skills and then packaged and distributed to a wider group of learners via digital media. Harnessing the talents of effective teachers will be critical in both meeting the needs of students and in making teaching a &quot;true profession&quot; (p. 2) through increased specialization and tiered salary structures. While the report addresses an important topic, it provides little or no empirical research evidence to support the claim that digital age technologies will improve the education system. Without sufficient or adequate use of evidence to support its claims, the report amounts to only a vision of what changes might be necessary as the digital revolution comes of age in public education. (Contains 17 notes and references.) [This paper reviews &quot;Teachers in the Age of Digital Instruction. Creating Sound Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute&quot; (ED527018).]
Review of &quot;Our Immense Achievement Gap&quot;
Author: Eaton, Susan
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Achievement Gap,School Desegregation,Academic Achievement,Politics of Education,Accountability,Educational Policy,Policy Analysis,Educational Improvement,Equal Education,Teacher Certification,Misconceptions,Research Problems,Housing,Socioeconomic Influences,Racial Differences,Racial Integration,Racially Balanced Schools,Educational Finance,Poverty,Educational Research,Court Litigation,Busing,Urban Schools,Minority Group Students

This report misrepresents and then criticizes recommendations from the Minnesota Department of Education, a think tank and two independent study groups, each of which recently encouraged particular voluntary efforts to reduce concentrated poverty and achieve racial and socioeconomic integration in schools and housing in Minnesota. In building its case against the recommendations of these bodies, this report sets up and attacks two straw men--&quot;busing&quot; and &quot;lawsuits&quot;--neither of which was recommended by the organizations. The author relies heavily on selected research literature to make the report's arguments but ignores dozens of the most important peer-reviewed research studies that suggest strong relationships between racial, ethnic, and economic diversity and desegregation and academic gains. It also relies heavily on anecdotes about desegregation policies and funding-equalization efforts in several states. While endorsing accountability-based reforms of the sort implemented in Florida, it fails to fully explore what is actually known about the results of such policies. Investigations into the programs in Florida strongly suggest that claims of success about the state's accountability measures and teacher-accreditation practices are often unsubstantiated or exaggerated. In attacking the wrong targets, the report distracts rather than focuses the attention of policymakers seeking to close the achievement gap. (Contains 28 notes and references.)
Exploring Faculty Decision-Making Processes for Using Instructional Technology in the Classroom: Implications for Policy and Practice. WISCAPE Policy Brief
Author: Hora, Matthew Tadashi
Date: 2012-03-28
Type: Reports - Evaluative
Subjects: Instructional Design,Educational Technology,Computer Uses in Education,Decision Making,Teaching Methods,College Faculty,Technology Integration,Educational Policy,STEM Education

Given the primacy of instructional technology in today's college classroom, it is important to understand how faculty use these tools, especially how they adapt specific tools to meet the unique needs of particular faculty or instructional situations. Instructional designers and policymakers face the challenge of introducing innovations into established patterns of tool use and educational practice. As a result, when interventions are designed and implemented without a working understanding of existing practices and workplace conditions, incompatibilities between the demands of the innovation and the constraints of the local setting may result. Instructional designers need robust accounts of local practice, which can ground the design of new initiatives and provide insights into why initiatives are encountering resistance or undesirable adaptations. This brief presents findings from an empirical analysis of course planning and classroom teaching related to instructional technology with the specific aim of providing actionable evidence for policymakers and practitioners. In particular, this analysis focuses on describing the types of instructional technologies faculty consider as part of their local resource base, the specific decision-making "pathways" related to the incorporation of technology into lesson plans, and how faculty actually use technology in the classroom. (Contains 6 tables and 20 notes.)