ethanporcaro/eric-fulltext-meta huggingface dataset:
Widening Participation: Challenges Confronting a Research-Intensive University
Author: Cuthill, Michael
Date: 2011-12-00
Type: Journal Articles
Subjects: Research Universities,Access to Education,Barriers,Institutional Characteristics,Educational Practices,Educational Strategies,Socioeconomic Background,Low Income Groups,Operations Research,Educational History,Strategic Planning,Models,Foreign Countries,Workshops,Semi Structured Interviews

This article explores the challenges confronting a research-intensive Australian university in responding to the &quot;widening participation&quot; agenda outlined in the recent &quot;Review of Higher Education&quot;. The university argued that it is not possible to respond effectively to this agenda without having a clear understanding of the current status of relevant institutional strategy and practice. Research identified existing widening participation strategies and programs relating to people from low socio-economic backgrounds and explored the challenges currently being faced by those with management and operational responsibilities in this area. Along with research results, a review of associated literature and national and overseas &quot;good practice&quot; studies informed development of a &quot;Widening participation: Student success conceptual framework&quot;. This framework provides direction to the university in responding to the widening participation agenda.
Confidence Intervals for Effect Sizes: Applying Bootstrap Resampling
Author: Banjanovic, Erin S.
Date: 2016-03-00
Type: Journal Articles
Subjects: Computation,Statistical Analysis,Effect Size,Sampling,Statistical Inference,Correlation,Regression (Statistics)

Confidence intervals for effect sizes (CIES) provide readers with an estimate of the strength of a reported statistic as well as the relative precision of the point estimate. These statistics offer more information and context than null hypothesis statistic testing. Although confidence intervals have been recommended by scholars for many years, these statistics are often not reported. This may be partially due to the complexity of calculating confidence intervals for many statistics. Bootstrap resampling can be used to easily estimate confidence intervals around almost any type of point estimate. The aim of this paper is to demonstrate this methodology using real-world data and to develop several simple principles around this methodology to guide readers in appropriate application.
Technology in Education: What Teachers Should Know
Author: De Bruyckere, Pedro
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Misconceptions,Internet,Technological Literacy,Information Technology,Teacher Attitudes,Research

Educators often have the feeling that they are finding it harder and harder to reach their students. That is why they are so feverishly interested in smartboards or learning platforms or anything new on the market that might help. Every new tool seems like a possible solution, although sometimes educators really don't know what the problem is or even if there is one. Regrettably, educators have become saddled with a multiplicity of tools, methods, approaches, theories, and pseudotheories, may of which have been shown by science to be wrong or, at best, only partially effective. In this article, which is drawn from the authors' book &quot;Urban Myths about Learning and Education,&quot; they discuss these miracle tools and the idea that young people today are somehow &quot;digital natives,&quot; and they examine the fear that technology is making society and the nation's students less intelligent. To illustrate that many claims about technology in education are in fact spurious, the authors focus on the following five myths and present research findings to dispel them: (1) New technology is causing a revolution in education; (2) The Internet belongs in the classroom because it is part of the personal world experienced by children; (3) Today's &quot;digital natives&quot; are a new generation who want a new style of education; (4) The Internet makes us dumber; and and (5) Young people don't read anymore.
Enrolment Management in Graduate Business Programs: Predicting Student Retention
Author: Eshghi, Abdoloreza
Date: 2011-12-00
Type: Journal Articles
Subjects: Enrollment Management,Graduate Students,Business Administration Education,Prediction,Academic Persistence,At Risk Students,Predictive Measurement,Student Attrition,Part Time Students,Full Time Students,Intervention,Performance Factors,Educational Indicators,Student Records,Models,Predictor Variables,Masters Programs,Regression (Statistics)

The increasing competition for graduate students among business schools has resulted in a greater emphasis on graduate business student retention. In an effort to address this issue, the current article uses survival analysis, decision trees and TreeNet® to identify factors that can be used to identify students who are at risk of dropping out of a graduate business program. This work extends the literature in several ways. First, it looks at attrition among business school graduate students. Second, because graduate business education typically involves a mix of full-time and part-time students, our study incorporates both these groups. Finally, we use methodologies (survival analysis with timedependent predictors, decision trees and TreeNet®) which, to the best of our knowledge, have not been employed previously for studying student retention. Our results uncover several factors that could help administrators develop intervention strategies to increase graduate business student retention.
Marked for Success: Secondary School Performance and University Achievement in Biology
Author: Comer, Keith
Date: 2011-12-00
Type: Journal Articles
Subjects: Science Achievement,Biology,Secondary School Science,National Competency Tests,Predictive Measurement,Predictive Validity,College Freshmen,Prior Learning,Grade Point Average,Models,Admission Criteria,Academic Advising,College Preparation,Scores,College Credits,Student Records,Correlation,Predictor Variables,Foreign Countries

Building on Shulruf, Hattie and Tumen (2008), this work examines the capacity of various National Certificate in Educational Achievement (NCEA)-derived models to predict first-year performance in Biological Sciences at a New Zealand university. We compared three models: (1) the &quot;best-80&quot; indicator as used by several New Zealand universities as a predictor of grade point average (GPA); (2) the &quot;best-80&quot; as a predictor of outcome grade in biology courses and (3) &quot;domain status&quot; in biology and chemistry as a predictor of outcome grade. These models span quantity, quality and competency measures in examining student performance and success at both university-wide and specific disciplinary levels. Results show that the models explain between 25 and 45% of the variance, which may present challenges if one of these models were to become the sole determinant for enrolment and limitation of entry policies, but can be useful in an advisory capacity. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Has institutional research come of age in Australia?&quot; in Geelong, 10-12 November, 2010.]
Projecting Continuing Student Enrolments: A Comparison of Approaches
Author: Aitken, Robert
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Practices,Educational Opportunities,Enrollment Management,Enrollment Trends,Enrollment Projections,School Statistics,Models,Comparative Analysis,Educational History,Funding Formulas,Regression (Statistics)

Higher education in Australia is undergoing a comprehensive reform with particular focus on higher levels of attainment by increasing access to university study for Australians from all backgrounds. To support the government's ambition of around 217,000 additional graduates by 2025, it has committed to removing caps and funding student places on the basis of student demand. While this approach increases the total level of funding available to universities, it comes at some expense of certainty with funding no longer available for places not filled. For universities to successfully operate in this more uncertain and competitive external environment will, more than ever, necessitate comprehensive, robust business planning based on more precise projections of student enrolments. The University of Newcastle is a comprehensive, research-intensive university of 32,000 students that serves a regional population. It has a data warehouse that merges and links data from internal and external sources and over time to enable longitudinal analysis of the admission, progression, retention and success of cohorts of students. The university has historically used a range of data-driven approaches to project continuing student enrolments and equivalent full-time student load (EFTSL) for business planning purposes, based on the academic career, program, campus and admit term of student cohorts. This article presents the results from a comparison of these approaches with a more complex approach to projecting continuing student enrolments incorporating additional information on student demographic, admission and performance characteristics associated with retention and success.
Narrative Nonfiction: A Writer Reflects on Writing Real Stories
Author: Hakim, Joy
Date: 2016-00-00
Type: Journal Articles
Subjects: Nonfiction,Career Development,Science Education History,Authors,Narration,Reflection,Story Telling,Innovation,Magnets,Intellectual History

More than a decade has passed since &quot;American Educator&quot; featured the work of Joy Hakim, a writer whose nonfictional accounts of history and science have long fascinated students and teachers alike. With the advent of the Common Core State Standards, and their strong emphasis on nonfiction, Hakim's accounts may prove useful to educators seeking worthwhile content that both expands students' background knowledge and sparks their imagination. The following article introduces Hakim to those unfamiliar with her work (and also reacquaints those who are fans). She recounts her journey from newspaper reporter to children's book author, while sharing her thoughts on the importance of narrative nonfiction in student learning. Throughout her career, Hakim has written stories rich in detail about figures such as Aristotle, Alexander the Great, Nicolaus Copernicus, Sir Isaac Newton, and many others. In the sidebar &quot;Field Days for Farady and Maxwell,&quot; we give a glimpse of how she takes readers on a journey back in time by excerpting a chapter from her latest publication, &quot;Reading Science Stories,&quot; an e-book available on Amazon.com. This particular chapter tells the story of Michael Faraday and James Clerk Maxwell, whose efforts laid the foundation for &quot;an electromagnetic revolution,&quot; as Hakim eloquently writes.
Building Strong Children: Why We Need Nurses in Schools
Author: Maughan, Erin D.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Nurses,Child Development,Child Health,Health Needs,Health Conditions,Access to Health Care,Student Needs,Cost Effectiveness,Outcomes of Education,School Health Services

The number of students with chronic and complex health conditions significantly affects a teacher's ability to teach and meet the needs of the whole child--especially combined with the impact of societal issues such as poverty, violence, and the growing population of families who speak a language other than English at home. Education in America is free, but healthcare is not. This fact presents a unique divide among schools and even within classrooms, where some students have parents who have good healthcare coverage and seek medical attention regularly, while others come from families who are limited to emergency room visits for chronic illnesses or only see a healthcare professional in life-threatening situations. School nurses can help bridge this divide. Often, they are the only healthcare professional that students see regularly. So when a class includes Paul (who has missed multiple days of school, seems distracted when he does attend, and often has a deep, penetrating cough), Keisha (who stays in her seat during class but always seems drowsy), Aidan (whose disruptive behavior makes instruction difficult), and Anni (who is struggling to learn English), the school nurse should be one of the first resources their teacher turns to. Unfortunately, not every school has a nurse. Only about 50 percent of schools have a full-time registered nurse for at least 30 hours per week, and 18 percent do not have a nurse at all. American children have chronic health conditions (such as asthma, diabetes, severe food allergies, and seizure disorders), which school nurses are trained to help manage. With so many students in need of medical care in school--whether that care is related to a chronic illness or an emergency situation--and so few nurses in schools to help them, policymakers, educators, and the general public must understand all that school nurses do so they can advocate for having one in every public school.
Understanding Misconceptions: Teaching and Learning in Middle School Physical Science
Author: Sadler, Philip M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Misconceptions,Middle School Students,Science Instruction,Science Achievement,Science Education,Physical Sciences,Science Process Skills,Science Curriculum,Scientific Concepts,Academic Achievement,Multiple Choice Tests,Middle School Teachers,Pedagogical Content Knowledge,Pretests Posttests,Predictive Measurement,Grade 7,Grade 8,Test Items

In this study the authors set out to better understand the relationship between teacher knowledge of science and student learning. The authors administered identical multiple-choice assessment items both to teachers of middle school physical science and to their students throughout the school year. The authors found that teachers who have strong content knowledge and can identify students' most common misconceptions in science are more likely to increase their students' science knowledge than teachers who do not.
Putting the Focus on Student Engagement: The Benefits of Performance-Based Assessment
Author: Barlowe, Avram
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Performance Based Assessment,High Schools,Public Schools,High School Students,Equal Education,Scoring Rubrics,Consortia,Urban Schools,School Effectiveness

For more than two decades, the New York Performance Standards Consortium, a coalition of 38 public high schools, has steered clear of high-stakes testing, which superficially assess student learning. Instead, the consortium's approach relies on performance-based assessments--essays, research papers, science experiments, and high-level mathematical problems--to engage students and measure their knowledge and skills in a deep and meaningful way over time. In this article, the authors present how this form of assessment is working and benefiting the students.
Examining the Relation between Metacognitive Understanding of What Is Listened to and Metacognitive Awareness Levels of Secondary School Students
Author: Akin, Erhan
Date: 2016-04-10
Type: Journal Articles
Subjects: Metacognition,Secondary School Students,Correlation,Measures (Individuals),Validity,Reliability,Models,Computer Software,Socioeconomic Status,Females,Gender Differences,Age Differences,Foreign Countries,Student Characteristics,Regression (Statistics),Statistical Analysis

The purpose of the study is to reveal the relation between the Metacognitive Understanding of What is Listened to and the Metacognitive Awareness Levels of Secondary School Students. 210 students, who were at 5, 6, 7, and 8th Grades studying at Turgut Ozal Secondary School in Bulanik County of the city of Mus, participated in the study. The Metacognitive Understanding of What is Listened to Awareness Scale, which was developed by Katranci, and the Metacognitive Awareness Scale, which was developed by Sperling whose validity and reliability studies were conducted by Karakelle and Sarac in Turkey, were used as data collection tool in the study. The Relational Scanning Model was used in the study, and the data were analyzed by using the SPSS Windows 22.0 Program. According to the data obtained in this study it was concluded that the Metacognitive Understanding of What is Listened to levels and the Metacognitive Awareness levels were high. The Metacognitive Understanding of What is Listened to and the Metacognitive Awareness Levels of the students showed no significant differences in terms of the education levels of the parents and the socio-economic levels of the families. On the other hand, the results were in favor of the girls in terms of the gender variable. According to the grade variable, it was observed that as the grades of the students at schools increased, the Metacognitive Understanding of What is Listened to and the Metacognitive Awareness Levels of the students decreased. The results of the study have been discussed in the light of the literature findings, and recommendations have been made.
Administrative Coaching Practices: Content, Personalization, and Support
Author: Hayashi, Christine A.
Date: 2016-03-00
Type: Journal Articles
Subjects: Coaching (Performance),Program Effectiveness,Administrator Education,Administrator Surveys,Administrator Attitudes,School Administration

This study surveys educators who have completed, or are in their second year of, an administrative coaching program that results in a California Clear Administrative Credential, also known as Tier II. The purpose of the study is to determine the perceptions of these educators regarding whether current practices in administrative coaching programs are providing sufficient content, personalization, and support to new administrators. A survey was sent to attendees and graduates from school districts in central and southern California. This paper includes the results of that survey and an analysis of the responses to determine best practices for institutions of higher education that may be considering offering a Tier II program to interested educators within their local community.
Examining Participation of University Students in Recreational Entertainment Marketing Activities
Author: Pala, Adem
Date: 2016-04-10
Type: Journal Articles
Subjects: College Students,Student Participation,Marketing,Foreign Countries,Student Surveys,Statistical Analysis,Gender Differences,Recreational Activities,Age Differences,Factor Analysis,Environment,Technology

The aim of this study was to examine participation of university students in recreational entertainment marketing activities. The survey population consisted of university student in Marmara University Province of Istanbul. The sample constituted a total of 272 students (150 male and 122 female), determined by circumstantial method. The survey constituted by Korkmaz was used as a data collection tool. Frequency and percentage of the data were calculated, independent t test and one-way ANOVA test was used for data analysis. Significant level was accepted as p&lt;0.05 in statistical analysis. Consequently, significant differences were found between genders in terms of &quot;recreational entertainment&quot; dimension and &quot;the place&quot; where they participate in recreational activities (p&lt;0.05). When the effect of age on participating in recreational activities was examined, no statistically significant differences were found in terms recreational entertainment, environment, technology and place (p&gt;0.05).
Preservice Preschool Teachers' Self-Efficacy Beliefs and Attitudes toward Teaching Profession
Author: Elaldi, Senel
Date: 2016-04-10
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Self Efficacy,Preschool Teachers,Gender Differences,Figurative Language,Positive Attitudes,Teaching (Occupation),Foreign Countries,Mixed Methods Research,Correlation,Classification,Questionnaires,Likert Scales

The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855 (Female = 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015-2016 academic year. This study used mixed methods, both quantitative and qualitative methods. There were two samples (n = 407 and; n = 278). While the quantitative phase of the study involved a descriptive research design, the qualitative phase included a case study research method. Quantitative data were collected through Preschool Teachers' Self Efficacy Beliefs Scale and Teaching Profession Attitude Scale. In qualitative method, preservice preschool teachers were asked to describe their perceptions about teaching profession through a metaphor. Quantitative results revealed that preservice preschool teachers had a high level of self-efficacy beliefs and positive attitudes toward teaching profession. With regard to the gender differences, the analyses indicated that females had more self-efficacy beliefs and positive attitudes toward teaching profession than did their male counterparts, but the differences were not statistically significant. In terms of grade level, while the senior and junior participants had a higher level of self-efficacy beliefs and attitudes toward teaching profession than freshmen and sophomore participants, a meaningful difference was only observed in the subscale of Harmony between the 1st and 3rd grades favoring 3rd grade. There was also a positive and small correlation between the participants' self-efficacy beliefs and their attitudes towards teaching profession. Qualitative results were obtained from 75 metaphors which were classified under nine categories. In line with the codes and their categories, it can be interpreted as the participants have positive attitudes toward teaching profession through metaphors. Therefore, qualitative part of this study supports the findings revealing the preservice preschool teachers' positive attitudes toward teaching profession.
The Views of Arab Students Regarding Turks, the Ottoman Empire, and the Republic of Turkey: A Case of Jordan
Author: Isik, Hasan
Date: 2016-04-10
Type: Journal Articles
Subjects: Foreign Countries,Arabs,World History,Attitude Measures,Social Attitudes,Case Studies,College Students,Student Surveys,Textbook Content,Statistical Analysis,Islam,History Instruction,Gender Differences

Arab and Turkish people lived together for nearly four hundred years under the rule of the Ottoman Empire, during which time both sides inevitably adopted a certain kind of attitude and view toward the other. This study is an attempt to explore Arab people's views toward Turks, the Ottoman Empire, and the Republic of Turkey. Through a case study of Jordan, the study seeks to understand the views of Turks, the Ottoman Empire, and the Republic of Turkey from the perspective of Arab university students rather than official Arab administrations. The study employed a survey method to collect data from higher education Arab students studying in Jordan. The researcher prepared a 26-item survey entitled &quot;The Views of Arab Students Regarding Turks, the Ottoman Empire, and the Republic of Turkey.&quot; Expert views were used to ensure the content validity of the survey. The Cronbach's alpha reliability coefficient was 0.76 at the end of the reliability analysis. Arithmetic means and standard deviations regarding the views of Turks, the Ottoman Empire, and the Republic of Turkey among Arab students studying in Jordan were calculated. In order to reveal the differences between the views by gender, an independent-sample t-test was implemented. Moreover, the data were associated with history textbook contents in Jordan. Some of the data derived from the survey administered to the students are in line with the history textbook's contents while others are inconsistent with them.