ethanporcaro/eric-fulltext-meta huggingface dataset:
Basic Facts about Low-Income Children: Children under 18 Years, 2019
Author: Koball, Heather
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Poverty,Race,Ethnicity,Parent Child Relationship,Employment,Financial Needs,Financial Problems,Geographic Regions,Children,Adolescents,Immigrants,Trend Analysis,Family Characteristics,Educational Attainment,Housing,Ownership,Energy,Health Insurance,Nutrition,Food,Federal Programs

Among all children under 18 years in the United States, 38 percent live in low-income families and 17 percent--approximately one in five--are poor. This means that children are overrepresented among the nation's poor; they represent 23 percent of the population but comprise 32 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children's experiences of economic insecurity. This fact sheet highlights disparities in children's experiences of economic insecurity by race, geography, and other factors.
The Implementation of Awareness Raising for Pre-Service Teachers&apos; Management of Classroom Interaction with a Focus on Extended Wait-Time
Author: Atar, Cihat
Date: 2020-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Preservice Teachers,Classroom Techniques,Interaction,Language Teachers,Second Language Instruction,English (Second Language),Classroom Communication,Time Factors (Learning),Foreign Countries,Teaching Skills,Questioning Techniques

This study investigates the effect of awareness raising on pre-service English teachers' utilization of extended wait-time in an English as a foreign language context in material and classroom context modes, and it considers the place of extended wait-time in increasing the prospects of interaction in classrooms. Utilizing extended wait-time is an indicator of Classroom Interactional Competence, and thus it is an essential skill for successful language teachers. Accordingly, this paper studies preservice English teachers' extended wait-time use, and whether awareness raising gives way to teachers' more successful utilization of it. This study has a qualitative methodological design analyzing seven classroom video recordings and two feedback interviews with the pre-service teachers. The classroom video recordings were analyzed considering the sequential analysis, turn-taking and repair mechanism of Conversation Analysis, and the reflection interview sessions were analyzed via Descriptive Analysis focusing on the participants' views and perceptions about the implementation. The findings suggested that the training in the form of awareness raising improved the participants' efficient use of extended wait-time as a part of Classroom Interactional Competence, and it was also found to have beneficial effects on students' participation and self-selection. The study more specifically found that the development in Classroom Interactional Competence with regard to extended wait-time happens in a continuum. This study offers insights into management of classroom interaction, and it provides some suggestions for English language teacher training and development.
Maryland Higher Education Commission Data Book 2021. Revised
Author: Maryland Higher Education Commission
Date: 2021-04-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Undergraduate Students,Graduate Students,College Freshmen,Enrollment,Remedial Instruction,Private Colleges,High School Graduates,Transfer Rates (College),College Transfer Students,Community Colleges,Graduation Rate,Academic Degrees,Intellectual Disciplines,College Faculty,Teacher Salaries,Part Time Faculty,School Personnel,Income,Expenditures,Educational Finance,Tuition,Fees,Student Financial Aid,State Aid,Distance Education,Vocational Education,Private Schools,Two Year College Students,Nontraditional Students,Racial Differences,Ethnic Groups,Age Differences,Gender Differences,Budgets,College Entrance Examinations,Federal Aid,Grants,Scores,Student Characteristics,Teacher Characteristics

This document presents statistics about higher education in Maryland for 2020. The tables in this document are presented according to the following categories: (1) Students; (2) Retention &amp; Graduation; (3) Degrees; (4) Faculty &amp; Staff; (5) Revenues &amp; Expenditures; (6) Tuition &amp; Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2020&quot; see ED604270.]
Unanswered Questions about Spaced Interleaved Mathematics Practice
Author: Rohrer, Doug
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Assignments,Intervals,Problem Solving,Mathematics Tests,Scores,Mathematics Instruction,Learning Strategies,Instructional Effectiveness,Program Implementation,Barriers

A typical mathematics assignment consists of one or two dozen practice problems relating to the same skill or concept, yet empirical evidence suggests that there is little or no long-term benefit from working more than a few problems of the same kind in immediate succession. Alternatively, randomized experiments in the laboratory and classroom have shown that scores on delayed tests improve markedly when most of the practice problems are arranged so that: (1) problems of the same kind are distributed across many assignments spaced weeks apart; and (2) problems of different kinds are interleaved within the same assignment. In this commentary, we describe these math practice strategies and suggest additional lines of research regarding students' and teachers' perceptions of the efficacy and difficulty of these strategies. [This paper was published in &quot;Journal of Applied Research in Memory and Cognition&quot; v9 p433-438 Dec 2020.]
State-by-State Student-to-Counselor Ratio Report: 10-Year Trends
Author: National Association for College Admission Counseling
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: School Counselors,School Counseling,Counselor Client Ratio,Public Schools,Counselor Role,Geographic Location,Government Role,Federal Government,Elementary Secondary Education,State Government,Enrollment,Work Environment

The National Association for College Admission Counseling (NACAC) and the American School Counselor Association (ASCA) compiled this report to provide a glimpse at the 10-year trends in student-to-counselor ratios from 2004-05 to 2014-15, the latest school years for which data is available. The data was downloaded from the National Center for Education Statistics' (NCES) Common Core of Data (CCD) (https://nces.ed.gov/ccd/). This data is submitted to the CCD by state departments of education on an annual basis. Both NACAC and ASCA advocate for more state and federal funding to hire, train, and equip school counselors in public schools. Our intention in producing this data is to shed light on the often unmanageable caseloads public school counselors must serve. Research shows that access to a school counselor can make a significant difference in student persistence/retention, students' postsecondary aspirations, and students' likelihood of enrolling in postsecondary education. To realize such results, school counselors must operate in an environment free of overwhelmingly large student caseloads. In addition to a high national student-to-counselor ratio (482:1), the federal government must take into account widely varying ratios among the states. Inequitable access to school counselors across the states suggests a federal role in equipping all students, regardless of their state of residence, with the resources they need to succeed. States, which design and fund the bulk of K-12 education in the United States, must also increase their investment to ensure the full benefit of school counseling programs. ASCA recommends that schools strive to maintain a 250:1 student-to-counselor ratio. In this analysis, only three states (New Hampshire, Vermont, and Wyoming) maintain a ratio lower than 250:1.
Why Do Students Cheat in Examinations in Turkey? A Meta-Synthesis Study
Author: Polat, Murat
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Cheating,Secondary School Students,High School Students,College Students,Preservice Teachers,College Faculty,Teachers,Student Attitudes,Teacher Attitudes,Tests,Moral Values,Ethics,Student Characteristics,Environmental Influences,School Policy,Gender Differences,Age Differences,Peer Influence

The main purpose of this study is to determine the possible causes behind the tendency of students in Turkey to exhibit cheating behavior in the exams directly from the results of research conducted on the subject. This research is a meta-synthesis study that was planned in the qualitative research design. Within this scope; three master's theses and 28 research articles which are accessed using databases such as the Google Academic search engine, TUBITAK Ulakbim DergiPark, the Turkish Council of Higher Education National Thesis Center, EBSCOhost, and ERIC and directly linked to the topic, were subjected to content analysis. The sample group of the studies used for the analysis is secondary school, high school, and university students, prospective teachers of education faculty, teachers, and instructors working in schools. According to the content analysis performed, it was seen that the topical studies conducted in Turkey mainly concentrated on two sub-dimensions. These are studies that aim at revealing the reasons of students' tendency towards cheating behaviors in exams, and attitude levels of opinions about cheating behaviors in exams and what measures could be taken. The majority of the investigated studies were conducted with prospective teachers (n=15) and the research methods of the studies were mostly based on the quantitative method (n=20). In the context of the data presented and discussed in this current study, it is anticipated that the results will be useful in guiding future research and providing in-service training for teacher training programs.
Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports
Author: Kittelman, Angus
Date: 2021-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Program Implementation,Fidelity,Predictor Variables,Longitudinal Studies,School Districts

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first three years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting two or three years after initial Tier 1 implementation to launch Tier 2 systems predicted hither initial Tier 2 implementation (compared to implementing the next year). Last, we found that launching Tier 3 systems after Tier 2 systems, compared to launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within three years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students. [This paper will be published in &quot;Journal of Positive Behavior Interventions.&quot;]
Investigation of the Relationship between Perceived Organizational Climate and Teachers&apos; Levels of Organizational Creativity and Organizational Cynicism
Author: Adigüzel, Zehra Gök
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Climate,Creativity,Correlation,Secondary School Teachers,Measures (Individuals),Teacher Attitudes,Teacher Behavior,Principals,Teacher Administrator Relationship,Psychological Patterns,Predictor Variables,Educational Environment,Administrator Behavior,Foreign Countries

This study was conducted to investigate the relationship between perceived organizational climate and teachers' levels of organizational creativity and organizational cynicism. In the research, a relational screening model was used. The population of the study consists of 1974 teachers working in 65 secondary schools in Batman city centre during the 2017-2018 academic year. The sample of the study consists of 756 teachers working in 24 secondary schools selected via the cluster sampling method. In this research, the &quot;Organizational Climate Scale&quot;, &quot;Organizational Creativity Scale&quot;, and &quot;Organizational Cynicism Scale&quot; were used. It was determined that the perceptions of the teachers of organizational climate, organizational creativity, and organizational cynicism were statistically significant differences in some of the independent variables used in the research. As a result of the correlation analysis, supportive principal behaviors, intimate teacher behaviors and engaged teacher behaviors were found to be positive and moderate in terms of organizational creativity levels of organizational climate. There was a positive and low-level relationship between the behaviors of directive principals and organizational creativity of teachers, a negative and low-level relationship between careless teacher behaviors and organizational creativity levels of teachers. There was a negative and moderate relationship between supportive principal behaviors and organizational cynicism levels of teachers, a negative and low-level relationship between intimate teacher behaviors and engaged teacher behaviors and teachers' organizational cynicism levels; a positive and low-level relationship between directive principal behaviours and frustrated principals and organizational cynicism levels of teachers, and a positive and moderate relationship between careless teacher behaviors and teachers' organizational cynicism levels. There was a negative and moderate relationship between organizational creativity and organizational cynicism levels of teachers. As a result of the regression analysis, it was determined that perceived organizational climate is a significant predictor of teachers' organizational creativity and organizational cynicism levels.
The State of Linguistics in Higher Education Annual Report 2020. Eighth Edition
Author: Schrader, Angela, Comp.
Date: 2021-03-00
Type: Reports - Research
Subjects: Linguistics,Higher Education,Databases,Professional Associations,Group Membership,National Surveys,Gender Differences,Ethnicity,Enrollment Trends,Trend Analysis,Employment,Educational Attainment,Academic Degrees,Majors (Students),College Faculty,Academic Rank (Professional),Doctoral Degrees,Undergraduate Students,Graduate Students,Specialization

In an effort to document demographic changes in the academic linguistics community, the Linguistic Society of America (LSA) has commissioned an annual report detailing information about job titles, students, degrees awarded, average salaries, and more. The report offers information about trends in student enrollment and employment by industry. Data for the report was compiled primarily from self-reported information to the LSA's online Directory of Linguistics Programs and Departments. It also includes information based on U.S. federal surveys of PhD linguists and institutions, along with data gleaned from the LSA membership database. Trends in linguistics for this year include: (1) The most common career outcome for linguistics PhDs is a position at an institution of higher education; (2) Within higher education, departments report that 26.6% of their faculty are full professors, but the non-professorial category is growing, particularly for women in other part-time positions; (3) If 2020's numbers are similar to the past few years, the five-year period from 2016-2020 will definitely confirm a downtrend in the number of doctoral students; (4) More linguistics doctoral degrees are awarded to women, who represent over half of graduate students in linguistics. This trend has remained consistent over the past eight years; and (5) More linguistics degrees, including Bachelor's, Master's, and PhDs, are awarded to White or Caucasian recipients than any other ethnicity. [This edition is based on the original report prepared by prepared by Lauren Friedman and Alyson Reed. The data found in this edition were compiled with assistance from Robert Townsend and Daniel Ginsberg. For the 2019 report, see ED607314.]
Profile of State Data Capacity in 2018: Statewide Longitudinal Data Systems (SLDS) Survey Descriptive Statistics. Stats in Brief. NCES 2021-126
Author: Bloom-Weltman, Julia
Date: 2021-04-00
Type: Reports - Research
Subjects: Data,Information Systems,Longitudinal Studies,State Programs,Elementary Secondary Education,Data Use,Decision Making,Organization,Postsecondary Education,Labor Force,Vocational Education,Early Childhood Education,Dictionaries,Metadata

The statewide longitudinal data system (SLDS) Survey was first administered in the summer of 2017. This annual survey was created to help inventory the current data capacity of states' and territories' SLDSs. It not only focuses on whether a given data type or use is in place, but also explores the development of these data systems and their varying degrees of implementation. The SLDS Survey asks all states and territories to provide information about the types of data that are included in their SLDSs; how they use SLDS data to inform policy; and the capacity of their SLDSs for automated linking of K-12 student data to other data, including teacher, postsecondary, workforce, Perkins career and technical education (CTE), and early childhood data. To provide a snapshot of current data system capabilities, the survey collects information about states' and territories' goals and intentions regarding their data systems by asking respondents to indicate whether a data system's capacity is in place and operational, in progress toward becoming operational, planned, or not planned. This Statistics in Brief provides aggregate information about states and territories that connect data from different sources in their SLDSs. In order to explore the types of data they collect, how the data are defined, how the data systems are structured, and how the data are ultimately used, this brief explores the following four study questions that represent a portion of the results collected from the survey: (1) What types of K-12 data are included in the statewide longitudinal data systems (SLDSs)?; (2) What is the capacity for linking K-12 student data in the SLDS to other data? How are the data linked?; (3) Are there data dictionaries published to the state website? Are data aligned to the Common Education Data Standards (CEDS)?; and (4) How do states and territories use data for reporting and decision-making?
Effective Online Professional Development for Early Childhood Educators: An Evaluation of the Early Math Training Model. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Faculty Development,Online Courses,Early Childhood Teachers,Early Childhood Education,Program Effectiveness,Barriers,Access to Education,Teacher Competencies,Lesson Plans,Web Sites,Educational Resources

Most professional development opportunities for early childhood teachers are offered as face-to-face sessions (in various formats, including workshops, coaching, and college courses), tailored for teachers in traditional school- or center-based child care, offered during a traditional academic year, or during summer, or on professional development days when children do not attend (Sheridan, Banzer, Pradzinski, &amp; Wen, 2020). These professional development sessions often involve lecturing, reflective practice, peer collaboration, and coaching/mentoring for individual feedback. Notably, none of these models fully meet the needs of the current early childhood workforce. Early childhood educators indicate that time, location, and cost are factors limiting access to professional development opportunities. Online professional development has the potential to overcome some of these barriers through providing access, relevance, and content level specificity that early childhood educators seek. This review presents one of the nation's first online professional development models that targets early math teaching and learning, &quot;Early Math Counts.&quot; Results of an Illinois-based evaluation study published in the journal of &quot;Early Education and Development&quot; to test the effectiveness of this early math professional development model are also shared.
Community Colleges and Transfer. Research Brief
Author: National Association for College Admission Counseling
Date: 2021-00-00
Type: Reports - Research
Subjects: Community Colleges,School Counselors,High School Students,Guidance,Counselor Qualifications,Self Efficacy,College Applicants,Transfer Policy,Professional Development,Counselor Attitudes,Social Bias,Private Schools,Public Schools,Family Attitudes,Student Attitudes,Vocational Education,Courses,Low Income Students,Institutional Characteristics,Religious Schools,Certification,Proprietary Schools,College Transfer Students,Associate Degrees,Costs,Counselor Training

High school counselors generally feel prepared to advise students about community colleges and believe these institutions offer relatively easy application and enrollment processes. However, results of a national survey conducted by NACAC showed that many counselors feel less knowledgeable about transfer policies at area four-year colleges and about comparisons of community colleges to for-profit colleges. Other key findings include: Counselor Preparation--(1) In general, counselors felt at least &quot;moderately prepared&quot; to advise students about community colleges, and they were the most prepared to discuss the process of applying to/enrolling in community college. However, fewer than 40 percent felt very prepared about important topics such as local community college transfer policies and for-profit college comparisons; and (2) Slightly more than half of counselors (55 percent) had received professional development on advising students for community college enrollment in the past three years. Attitudes/Stigma: (1) A large majority of counselors strongly agreed that community colleges offer relatively easy application and enrollment processes (82 percent), strong vocational/technical programs (72 percent), and cost savings for a bachelor's degree (80 percent). However, most counselors reported less positive attitudes about the academic rigor of community college coursework and the ease of transfer to four-year colleges; (2) Counselors at public schools were much more likely to strongly agree that community colleges offer rigorous academic coursework when compared to their private school counterparts (42 percent compared to 23 percent); and (3) The highest levels of stigma were reported at private, non-parochial schools. Counselors at more than half of private, non-parochial schools indicated that community college transfer was very stigmatized among parents/families (61 percent) and students (53 percent). Nearly one-quarter (24 percent) of survey respondents from private, non-parochial schools reported that community college transfer was very stigmatized among the administration, compared to only 10 percent of private, parochial schools and four percent of public schools.