ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Foundations for Student Readiness: A Review of Rigorous Research and Promising Trends in Developmental Education. An NCPR Working Paper
Author: Zachry, Elizabeth M.
Date: 2010-09-00
Type: Information Analyses
Subjects: Graduation Rate,Developmental Programs,Remedial Instruction,Adjunct Faculty,College Preparation,School Readiness,Community Colleges,College Students,Teaching Methods,Intervention,Models,Job Training,Student Personnel Services,Skill Development,Job Skills,Professional Development,Student Placement,Educational Research,Best Practices,Dual Enrollment,Summer Programs,Transitional Programs,Acceleration (Education),Context Effect,Vocational Education,Tutoring,Literature Reviews

One of the greatest challenges that community colleges face in their efforts to increase graduation rates is improving the success of students in their developmental, or remedial, education programs. This literature review seeks to examine research on developmental education strategies and reforms and identify the most promising approaches for improving developmental education students' success. The key focus is on investigating those strategies with rigorous evidence showing improvements in students' achievement and suggesting areas for future innovations in developmental education practice and research. This analysis focuses on four different types of interventions for improving students' progress through remedial education and into college-level courses, including (1) strategies that help students avoid developmental education and move directly in college-level work; (2) interventions that accelerate students' progress through developmental education; (3) contextualized instructional models that connect students with workforce training and college-level courses; and (4) supplemental supports aimed at improving students' success. The findings from this study suggest that while research on best practices in developmental education abounds, little rigorous research exists that documents the effects of these reforms on students' achievement. The most promising strategies for moving students more quickly through remedial courses and into college-level work tend to be those that: (1) help students build their skills before entering college; (2) integrate students' into college-level courses; and/or (3) provide clear opportunities for the development of occupational and workforce skills. Exploration of more radical approaches to transforming developmental education is also recommended. Finally, suggestions for tackling the institutional challenges to implementing developmental education reforms, such placement tests, adjunct faculty, and professional development, are also provided. List of Journals Reviewed is appended. (Contains 7 tables and 164 footnotes.)
Improving Developmental Mathematics Education in Community Colleges: A Prospectus and Early Progress Report on the Statway Initiative. An NCPR Working Paper
Author: Cullinane, Jenna
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Curriculum Design,Mathematics Education,Community Colleges,Remedial Mathematics,Developmental Programs,College Preparation,Mathematics Skills,Statistics,College Students,College Mathematics

Developmental education has the mission of enabling underprepared students to acquire the capabilities necessary for college success. A growing number of research studies document its failure, however; specifically, approximately two thirds of community college students referred to a remedial mathematics sequence do not complete it. In response to these findings, The Carnegie Foundation for the Advancement of Teaching, with the Charles A. Dana Center as a principal design partner, is launching a comprehensive initiative to create two new pathways, the Statway and the Mathway, to enable developmental mathematics students to complete a credit-bearing, transferable mathematics course in one academic year while simultaneously building skills for long-term college success. The primary curricular goal of the Statway course sequence is to develop the mathematical proficiency of students pursuing non-STEM academic and occupational programs, with a special focus on statistical literacy. This paper describes the research-based Statway design and its intended learning outcomes, the processes and participants involved in its development, and the challenges of implementation. Appended are: (1) Statway Collaboratory Colleges; (2) Mathway Collaboratory Colleges; and (3) Members of the Carnegie Committee for Statistics Learning Outcomes (CCSLO). (Contains 4 figures and 3 footnotes.)
Impact Studies at Merced College and the Community College of Baltimore County. NCPR Brief
Author: Weissman, Evan
Date: 2012-04-00
Type: Reports - Research
Subjects: Control Groups,Basic Writing,Community Colleges,Credits,Program Effectiveness,Outcomes of Education,Outcome Measures,Research Projects,Program Evaluation,Developmental Studies Programs,Remedial Programs,Remedial Instruction,Remedial Reading,English Instruction,Experimental Groups,Demonstration Programs,Two Year College Students,Urban Education,Urban Schools,Federal Aid,Cohort Analysis,Academic Support Services,Student Personnel Services,At Risk Students

The Learning Communities Demonstration is a national research project that is testing the effectiveness of learning communities in six community colleges across the United States: Merced College in California; The Community College of Baltimore County (CCBC) in Baltimore, Maryland; Hillsborough Community College in Tampa, Florida; Houston Community College in Houston, Texas; Queensborough Community College in Queens, New York; and Kingsborough Community College in Brooklyn, New York. This report describes the findings from the programs at Merced and CCBC,  which each offered learning communities for students in developmental English (including both developmental reading and developmental writing) with the goals articulated above in mind. Findings from the studies at the other four colleges can be found in previously published reports from the Learning Communities Demonstration (Visher, Schneider, Wathington, &amp; Collado, 2010 details the early implementation experiences of the six colleges in the demonstration. The other impact studies from the demonstration can be found in Weiss, Visher, &amp; Wathington, 2010; Weissman et al., 2011; Visher &amp; Teres, 2011). Key findings from Merced and CCBC include: (1) Merced and CCBC had relatively ambitious goals for the implementation of advanced, semester-long, developmental English learning communities. In practice, a strong cohort experience was provided to students, and other aspects of the learning communities model were implemented with variation among the different links at each college. Overall, the colleges succeeded in providing the majority of program group students with an experience that was substantially different from that of their control group counterparts; (2) At Merced, learning communities students attempted and earned significantly more developmental English credits than students in the control group during the program semester. At the end of the subsequent semester, they had passed significantly more English courses than their control group counterparts; (3) At CCBC, there were no meaningful impacts on students' credit attempts or progress in developmental English; and (4) On average, neither college's learning communities program had an impact on college registration in the postprogram semester, or on cumulative credits earned. [This paper was written with Amanda Grossman. For &quot;Learning Communities for Students in Developmental English: Impact Studies at Merced College and the Community College of Baltimore County,&quot; see ED529251.]
Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. An NCPR Working Paper
Author: Rodriguez, Olga
Date: 2012-07-00
Type: Numerical/Quantitative Data
Subjects: Dual Enrollment,Vocational Education,Partnerships in Education,College School Cooperation,High School Students,College Students,Philanthropic Foundations,Academic Support Services,Access to Education,Comparative Analysis,Longitudinal Studies,Control Groups,Experimental Groups,Outcomes of Education,Educational Indicators,Academic Persistence,Program Effectiveness,Graduation Rate,College Credits,Grade Point Average,Disproportionate Representation,Data Analysis,Community Colleges,At Risk Students,Federal Aid

The Concurrent Courses Initiative (CCI), funded by The James Irvine Foundation from 2008 until 2011, comprised eight secondary/postsecondary partnerships across California that offered dual enrollment programs with supplemental student supports. The goal of the CCI was to expand access to supportive, career-focused dual enrollment for students often underserved by such programs and underrepresented in higher education, with the expectation that participating students would prosper in college subsequently. We use longitudinal administrative data on individual students who participated in 2008-09 and 2009-10, compared with data on other students from their districts, to test for evidence of differences in outcomes. Relative to comparison students, CCI dual enrollees had similar GPAs but higher graduation rates in high school. CCI dual enrollees entered college at similar rates to the comparison group, but entered four-year institutions and persisted at higher rates. Notably, CCI dual enrollees accumulated more college credits than the comparison group, and this difference in credit accumulation grew over time. After two years in college, CCI dual enrollees had accumulated 20 percent more credits than their district peers. These are the results of the data pooled across the sites; we also report results for the individual sites, which vary. Appended are: (1) Partnership Overview; and (2) Supplemental Activities. (Contains 14 tables and 19 footnotes.)[To access &quot;Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. NCPR Brief&quot; see ED533874.]
Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. NCPR Brief
Author: Rodriguez, Olga
Date: 2012-07-00
Type: Reports - Research
Subjects: Outcome Measures,Program Evaluation,Dual Enrollment,Vocational Education,Partnerships in Education,College School Cooperation,High School Students,College Students,Philanthropic Foundations,Access to Education,Outcomes of Education,Educational Indicators,Program Effectiveness,Data Analysis,Community Colleges,At Risk Students,Federal Aid

The Concurrent Courses Initiative (CCI), supported by The James Irvine Foundation from 2008 to 2011, funded a selection of secondary-postsecondary partnerships in California to implement or enhance career-focused dual enrollment programs. These programs specifically targeted youth who were low-income, struggling academically, or within populations historically underrepresented in higher education, aiming to improve their high school and college outcomes. This Brief examines associations between CCI dual enrollment participation and various student outcomes for the first two years of the initiative. Using regression and propensity score matching methods, we evaluate the outcomes of participants in the first two years of the initiative relative to comparison students in the same school districts, examining the apparent effects of the CCI on high school GPA and graduation as well as postsecondary enrollment, persistence, and credit accumulation. [For &quot;Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. An NCPR Working Paper,&quot; see ED533873.]
The Quandaries of Basic Skills in Community Colleges: Views from the Classroom. An NCPR Working Paper
Author: Grubb, W. Norton
Date: 2010-09-00
Type: Reports - Research
Subjects: Community Colleges,Innovation,Basic Skills,Educational Quality,Remedial Programs,Drills (Practice),Skill Development,Comprehension,Educational Innovation,Teaching Methods,Student Characteristics,College Students

Basic skills courses are designed to teach students certain basic academic competencies they have not mastered. However, very little research has examined the quality of instruction inside basic skills classes. This paper presents preliminary findings from observations in 13 California community colleges. The clearest finding is that &quot;remedial pedagogy&quot; predominates--this is a pedagogy involving drill and practice on small sub-skills, stressing correct answers rather than conceptual understanding, with very little contextualization. Innovation usually occurs when individual instructors develop idiosyncratic practices or in the few cases where departments have organized to develop non-remedial approaches, but the college is rarely the locus of innovation. In addition, basic skills students are enormously heterogeneous, complicating the challenges of instruction, and most student support seems relatively weak. These findings help to explain why basic skills instruction is so often ineffective. Appended are: (1) Figures; and (2) The UCB/RP Study of Basic Skills in California Community Colleges. (Contains 2 figures and 26 footnotes.)
Best Practices for Setting Placement Cut Scores in Postsecondary Education. An NCPR Working Paper
Author: Morgan, Deanna L.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Standard Setting (Scoring),Cutting Scores,Psychometrics,Best Practices,Postsecondary Education,Decision Making,Community Colleges,Student Placement,College Students,Standard Setting,Case Studies,Diagnostic Tests,Test Validity,Test Reliability

Cut scores are used in a variety of circumstances to aid in decision making through the establishment of a clear cut line between adjacent categories. Community colleges regularly use cut scores on placement tests to decide the appropriate course for each beginning student: the first college-level course or a developmental course, depending on student test performance. This initial placement decision sets the stage for the student's college career and must be made in the most defensible manner possible to withstand any challenges that may arise. This paper provides a broad overview of important considerations in the generic standard setting process. Specific standard setting methods are only touched upon briefly, but many commonalities in actions and processes exist among the various standard setting methods. This paper covers both actions and processes at a level that is accessible to the non-psychometric layman with only a basic understanding of assessment. The paper also provides an overview of the key elements to consider in choosing a placement test, for which the cut scores are implemented and provides case studies. Placement decisions can only be as good as the instrument and cut scores upon which they are based. Areas for potential placement testing research are also provided. (Contains 2 figures and 6 footnotes.)
An Anti-Bullying Training Course for Adults
Author: Ridgeway, Richard
Date: 2012-07-24
Type: Reports - Descriptive
Subjects: Bullying,Behavior Change,Task Analysis,Court Litigation,Work Environment,Peer Relationship,Labor Turnover,Training,Needs Assessment,Annotated Bibliographies,Instructional Materials,Curriculum,Adult Learning

Workplace bullying is a phenomenon that is currently affecting as many as 70% of the workforce in the United States (Lutgen-Sandvic & McDermott, 2011). This phenomenon decreases morale, increases turn-over, and could soon lead to massive and costly litigation. In response to this I have proposed a two hour training course meant to educate workers as to their rights and responsibilities as they pertain to bullying in the workplace. To aid in the creation of this course I have prepared a detailed task analysis, annotated bibliography, needs analysis, behavioral objectives, skill assessments, and learning materials. These have aided in the creation of my anti-bullying curriculum which could provide low cost training to employees which would in-turn protect both the employee and the employer in the event of a bullying situation.
Assessing Student and Faculty Satisfaction in a Master of Counselling Distance Education Paradigm
Author: Palmer, Andrea
Date: 2012-07-09
Type: Reports - Research
Subjects: Foreign Countries,Distance Education,Student Surveys,Internet,Program Effectiveness,Program Evaluation,Masters Programs,Counseling,Counselor Training,Counselor Educators,Graduate Students,Student Attitudes,Teacher Attitudes,Satisfaction,Teacher Surveys,Web Based Instruction,Blended Learning

This project proposal designs an empirical based study to assess student and faculty satisfaction in graduate distance education counselling programs. The proposed study includes two satisfaction surveys and associated administrative protocols. The surveys were developed based on the Sloan Consortium definition of satisfaction (Moore, 2002; 2005) and an extensive literature review. Student survey questions strived to uncover if links are present between student satisfaction with: (a) student enrolment, success, and retention; (b) faculty involvement in distance education; and (c) program development and quality. Subsequently, faculty survey questions endeavoured to explore any links between faculty satisfaction and: (a) faculty involvement and retention, (b) student success and satisfaction, and (c) program development and quality. This proposal also includes: (a) a methodology flow chart, (b) application for ethical review of human research, and (c) a project invitation letter and participant consent form. Finally, information from this proposal may be invaluable to administrators that create and host these programs; illuminating considerations for facilitating program policy, course design, and student and faculty selection and retention. Thus, this proposal has significant value for many educationally vested parties. Appended to this document are: (1) Influential Factors for Satisfaction in Students and Faculty in Distance Education; (2) Flow Chart of Methodology; (3) Student Web-Based Survey (non-piloted version); (4) Faculty Web-Based Survey (non-piloted version); (5) Application for Ethical Review of Human Research Faculty of Education; and (6) Project Invitation Letter/Participant (Adult) Consent Form. (Contains 1 footnote.) [Note: Appendices are available upon request from the author and are not presented in this document.]
Discover the Hidden Jewels in Your Library and Sharing the Wealth through Collaboration. Selected Papers from PIALA 2011, Pacific Islands Association of Libraries, Archives, and Museums Annual Conference (21st, Kosrae, Federated States of Micronesia, November 14-17, 2011)
Author: Drake, Paul B., Ed.
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Information Systems,Museums,Law Libraries,Electronic Libraries,College Libraries,Archives,Foreign Countries,Library Services,Library Associations,Conference Papers,Annual Reports,Tourism,Law Related Education,Internet,Trend Analysis,Indexing,Institutional Role,Guidelines,Pacific Islanders,Web Sites

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 21st annual conference was held in Kosrae, Federated States of Micronesia, November 14-17, 2011. The volume begins with a listing of the members of the PIALA 2011 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. Welcoming remarks from Kosrae State Governor Lyndon L. Jackson and Kosrae State Legislature Speaker Lyndon P. Abraham are provided. Kalwin Kephas, Director of the College of Micronesia-FSM, Kosrae Campus presented the keynote address &quot;Ask a Librarian.&quot; The presentations include: Kosrae Island and Growth on Tourism (Grant H. Ismael); FSM Legal Information System (LIS) Website (Atarino A. Helieisar); Palau Community College Library &amp; Information Services Program (Megan Beard); Archive It! Preserving the Pacific Internet (Eleanor Kleiber); It Was Then, It's Now, It's New and It's Ours (Lester Ezelias, Dosihner Jose &amp; Kurt Erwin); Subject Headings (Ruth Horie); PIHOA Declaration on NCDs: What is PIALA's Role? (Jane Barnwell); Entity Reports from Republic of Palau, Pohnpei State FSM, and Commonwealth of the Northern Mariana Islands; Hawaii Pacific Law Libraries Initiative Report (Keiko Okuhara and Ruth Horie); Report--104th AALL Annual Meeting and Conference; and Title Guidelines for Pacific Digital Library (Ruth Horie). The volume ends with an appended chronology of PIALA conferences (with links to fulltext availability) and selected photographs from the Conference. (Individual papers contain references.)
Training for Effective National Weather Service (NWS) Communication in Chat and Conference Calls
Author: Pearce, Vanessa
Date: 2012-07-15
Type: Reports - Descriptive
Subjects: Interpersonal Communication,Learning Activities,Needs Assessment,Public Relations,Training Methods,Training Objectives,Teleconferencing,Task Analysis,Annotated Bibliographies,Pretests Posttests,Questionnaires,Weather,Emergency Programs,Behavioral Objectives,Communication Skills

Staff of the National Weather Service Offices should be able to understand interpersonal communication and public relations in order to better serve their mission to "protect lives and property" as well as work with their internal and external partners (NWS Internet Services Team). Two technologies have been developed to assist the integration of multiple external partners in one place at one time particularly National Weather Service (NWS) Chat and conference calls. This training is designed to address these technologies to hopefully inspire offices across the country to see the benefits of their proper usage. A needs assessment and inquiry to internal and external partners provoked demonstration of effective technological usage; information on the inquiries and a table (Table I) on the needs assessment can be found in this document. The initial training session showed improvements in the knowledge base by the trainees, and their scores on the skills of the trainer revealed this method and associated information to be appropriate. Two tables (Table II and Table III) in the document demonstrate these statistics. Supplemental documentation such as learning activities and PowerPoint presentations are provided in the Learning Activities section of this document. The intent of this training is not to criticize any current policies that are utilized by National Weather Service offices around the country but to offer alternative solutions for all external partners committed to serve and protect the public from weather hazards in one location at any given time. (Contains 3 tables.)