ethanporcaro/eric-fulltext-meta huggingface dataset:
The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report. Executive Summary
Author: Maloney, Catherine
Date: 2010-11-00
Type: Reports - Research
Subjects: Time Factors (Learning),Outcome Measures,Student Participation,Online Surveys,Teacher Surveys,Principals,Teacher Attitudes,Administrator Attitudes,Data Analysis,Focus Groups,Barriers,Sustainability,Educational Finance,Academic Achievement,Cost Effectiveness,Program Effectiveness,Pilot Projects,Access to Computers,Online Courses,Grants,Educational Technology,Computer Uses in Education,Technology Integration,Distance Education,Rural Schools,Program Evaluation,Program Descriptions,Program Implementation,School Districts,Disadvantaged,Supplementary Education,Academic Support Services,Inservice Teacher Education,Dual Enrollment,Tutoring,Remedial Instruction,State Legislation,State Aid,Elementary School Students,Middle School Students,High School Students,Student Characteristics,Educational Indicators,Comparative Analysis,Accountability,Vendors,High Stakes Tests,Attendance

The evaluation of the Texas Rural Technology (R-Tech) Pilot sought to understand how districts implemented R-Tech grants, the effects of implementation on student and teacher outcomes, as well as the cost effectiveness and sustainability of R-Tech. The Texas legislature (80th Texas Legislature, Regular Session, 2007) authorized the creation of R-Tech in order to support the state's small, rural districts in implementing technology-based supplemental education programs. R-Tech grants were intended to support supplemental educational programs, including online courses, offered outside of students' regularly scheduled classes (e.g., before or after school). Districts that received grants were required to provide students in Grades 6 through 12 with access to technology-based instructional resources for a minimum of 10 hours a week; however, the grant did not establish minimum requirements for students' use of R-Tech resources. In establishing R-Tech, the legislature required that the program be evaluated to assess its effects on student and teacher outcomes, as well as the program's cost effectiveness. The evaluation is made up of two interim reports (December 2008 and February 2010) and a final report (fall 2010). The findings presented here are drawn from the evaluation's final report (fall 2010). The report considers outcomes for 63 districts that received Cycle 1 grant awards across the 2-year grant period (May 2008 through May 2010). The sections that follow present key findings relative to each of the evaluation's research questions. Results are drawn from data collected across the full 2-year implementation period for Cycle 1 districts. (Contains 3 footnotes.) [For the full report, &quot;The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report,&quot; see ED536686.]
The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report. Executive Summary
Author: Maloney, Catherine
Date: 2008-12-00
Type: Reports - Research
Subjects: Educational Technology,Computer Uses in Education,Technology Integration,Distance Education,Pilot Projects,Rural Schools,Program Effectiveness,Program Evaluation,Program Descriptions,Program Implementation,School Districts,Disadvantaged,Supplementary Education,Academic Support Services,State Legislation,State Aid,Grants,Elementary School Students,Middle School Students,High School Students,Teacher Characteristics,Student Characteristics,Minority Group Students,White Students,Educational Indicators,Data Analysis,Comparative Analysis,Accountability,High Stakes Tests,Dropout Rate,Student Mobility,Attendance,Advanced Courses,Graduation Rate,College Entrance Examinations,College Readiness

Recognizing the challenges rural districts face in providing broad curricular offerings and supplemental educational services to students, in 2007, the 80th Texas Legislature authorized the creation of a pilot program designed to provide technology-based supplemental educational services to rural school districts that show an overall academic need as demonstrated by their 2007 state accountability ratings. The Rural Technology (R-Tech) Pilot Program provides nearly $8 million in funding for technology-based supplemental education programs, including online courses, to students in Grades 6 through 12 in high-need, rural districts. In establishing R-Tech, Legislators called for the pilot program to be evaluated to assess its effectiveness, requiring an interim report in December 2008 and a final evaluation report in December 2010. The following results are drawn from the evaluation's first interim report (Texas Center for Educational Research [TCER], December 2008). The interim report describes the characteristics of R-Tech districts and campuses, the students they enroll, and the teachers they employ. It presents baseline data on students' academic outcomes and describes how districts plan to implement the R-Tech program in their schools. Report sections provide baseline information and are descriptive in nature. They provide important information about the context for and implementation of the R-Tech pilot program, but they do not comprise an assessment of the pilot's effectiveness. A comprehensive evaluation report, due in December 2010, will evaluate the pilot program's effectiveness, including its effect on students' academic achievement and college readiness outcomes, as well as its cost effectiveness. [For the full report, &quot;The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report,&quot; see ED536698.]
So What Now? Practical Strategies for Shifting the Cost Conversation
Author: Delta Project on Postsecondary Education Costs, Productivity and Accountability
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Budgeting,Expenditures,Resource Allocation,Money Management,Fund Raising,Needs Assessment,Strategic Planning,Goal Orientation,Educational Attainment,Holistic Approach,Evaluation Methods,Outcomes of Education,Pattern Recognition,Alignment (Education),Time to Degree,Inspection,Quality Control,Governing Boards

Policy discussions about funding in higher education focus primarily on revenues needed to balance budgets from year to year, rather than on how funds need to be invested to meet strategic priorities. The data in &quot;Trends&quot; show that the incremental approach to fundraising and spending has resulted in a slow disinvestment in core instructional capacity at a majority of institutions. Now more than ever, we need straightforward and strategic policy conversations about money and priorities that are guided by sound metrics. Decisions need to be based on data and not anecdote, and funding increases, whether from tuition or state appropriations, should be justified based on evidence that resources are going to pay for essential priorities. There are five basic steps that higher education leaders and policymakers can take to refocus finance conversations in a way that addresses the troubling trend of spending more and getting less. These are: (1) Set sharp-edged goals for educational attainment; (2) Look at spending patterns and align spending with strategic priorities; (3) Increase degree productivity by reducing the number of excess credits taken by students and the time it takes students to get a degree; (4) Strengthen public accountability for spending; and (5) Improve governing board oversight of spending.
Postsecondary Education Spending Priorities for the American Recovery and Reinvestment Act of 2009: Policy Advisory to State Fiscal Policymakers
Author: Delta Project on Postsecondary Education Costs, Productivity and Accountability
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Cost Effectiveness,Academic Degrees,Financial Support,Access to Education,Investment

The American Recovery and Reinvestment Act of 2009 (ARRA), signed into law by President Obama on February 17, 2009, provides an unprecedented opportunity for states to use this significant infusion of one-time federal funds to protect access and quality while improving cost effectiveness and increasing degree productivity. While ARRA contains strong directives to promote improvements in K-12 education, no similar direction is given regarding funds for higher education. States and institutions will be under great pressure to spend ARRA resources to base budget gaps, thereby creating funding dependencies that cannot be sustained and missing the opportunity to invest in long-term improvements. It is essential for state policymakers and higher education leaders to recognize that: (1) ARRA is temporary; and (2) ARRA dictates funding levels, not how the funds are to be used. This paper offers guidance to state fiscal policymakers for making maximum use of this opportunity to protect access and success in higher education, and to better position institutions for the future.
The Dreaded "P" Word: An Examination of Productivity in Public Postsecondary Education
Author: Kelly, Patrick J.
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Public Colleges,Productivity,Efficiency,Institutional Evaluation,Two Year Colleges,Bachelors Degrees,Masters Degrees,Research Universities,Educational Attainment,Cost Effectiveness,Graduation Rate,Credentials,Institutions,Research,Value Judgment,Expenditures

In 2005, the National Center for Higher Education Management Systems (NCHEMS) produced a report entitled "A New Look at the Institutional Component of Higher Education Finance: A Guide for Evaluating Performance Relative to Financial Resources." It gauged the performance of state public postsecondary education sectors (i.e. research, bachelor's and master's, and two-year institutions) on a variety of measures relative to the resources made available to them through state and local appropriations, and tuition and fees. Measures of performance included graduation rates and degree production for each sector of postsecondary education, and research expenditures at the public research universities. While the findings were not conclusive enough to determine which state systems (and sectors within them) are over- or under-funded, they clearly point to the reality that some perform better than others with the resources they have. This analysis also refutes the argument that more funding always leads to better performance. This report expands work previously conducted by NCHEMS to incorporate a more general measure of degree and certificate productivity, gauging the levels of unrestricted resources made available to state public colleges and universities and the corresponding production of degrees and certificates--taking into account the value of these credentials in each state's employment market. Degree and certificate production is a mission held in common by all institutions with distinctions based on levels (e.g. certificate, associate's, bachelor's, master's, etc.) and types (e.g. liberal arts, engineering, computer science, etc.). The report addresses two questions relevant to many policymakers: (1) What is the value to individuals and the state of producing college credentials--by level and type?; and (2) How well are our institutions utilizing the public's investment to produce them? This report is not intended to highlight past efforts to address productivity in postsecondary education. It provides a new approach for addressing productivity that utilizes publicly available data, provides comparable information for systems of postsecondary education across all states, and sets the topic in a contextual framework that is easy to understand. Detailed tables are appended. (Contains 17 figures and 12 footnotes.) [Funding for this paper was provided by Making Opportunity Affordable, an initiative of Lumina Foundation for Education.]
Predicting Success in Teacher Certification Testing: The Role of Academic Help Seeking
Author: White, Marie C.
Date: 2011-04-00
Type: Journal Articles
Subjects: Help Seeking,Preservice Teacher Education,Teacher Certification,Behavior Patterns,Preservice Teachers,Student Behavior,Psychometrics,Test Wiseness,Test Coaching,Test Preparation,Self Management,Change Strategies,Item Analysis,Test Reliability,Test Validity,Rating Scales,Observation,Student Evaluation,Self Evaluation (Individuals),Predictive Measurement,Predictive Validity,Student Teacher Attitudes

This study was designed to identify the help seeking behaviors of preservice teachers who  are at risk for failure of state certification examinations through use of a scale adapted to  the arena of teacher education, the Preservice Teacher Help Seeking Scales (PTHSS). In  the past, self-report measures of help seeking behavior patterns have been problematic due  to scales with limited reliability and none were designed to be used in teacher education.  Results supported the adaptation of the scales developed to assess help seeking behavior in  aspiring teachers. Preservice teachers with high help seeking skills were more likely to learn  how to pass the certification exams than preservice teachers with low help seeking skills.  The PTHSS provided evidence of a reliable assessment of preservice teachers' use of this important self-regulatory strategy to pass state certification exams. Three appendixes present: (1) Preservice Teacher Help Seeking Scales; (2) Direct Observation Coding Form and Instructions; and (3) Instructor Help Seeking Scales. (Contains 5 tables.)
Influencing Factors of Female Underrepresentation as School Principals in Indonesia
Author: Airin, Rashidah
Date: 2010-00-00
Type: Information Analyses
Subjects: Females,Womens Education,Foreign Countries,Self Esteem,Principals,Instructional Leadership,Disproportionate Representation,Women Administrators,Sex Stereotypes,Cultural Influences,Educational Attainment,Mentors

Purpose -- Number of women in the school principalship in Indonesia is less than half of the males'. This paper aims to identify the factor behind the underrepresentation of women in the principalship. Design/methodology/approach -- The methodological approach utilised in this paper was a structured review of the literature. Twenty sources namely books, journals, newspaper articles, conference papers as well as websites constituted the structured review utilised in this paper. They were the contributing sources to the topic of female underrepresentation in Indonesian educational leadership position. Findings -- Stereotyping, culture and tradition, low level of women's education, perceived lack of confidence/self esteem, and lack of mentorship are the result of the review made on the literatures. Those factors impact the decisions and policies made in Indonesian educational scheme. Practical implications -- The findings highlight the necessity for encouraging more women to be in educational leadership positions by trying to address the influencing factors. Originality/value -- The major contribution of the paper is that it makes a strong claim about the specific influencing factors of female underrepresentation, thereby providing a clearer picture regarding the roots of the problems. (Contains 1 table.)
Can Intra-lingual Subtitling Enhance English Majors' Listening Comprehension of Literary Texts?
Author: Abdellah, Antar Solhy
Date: 2008-00-00
Type: Reports - Research
Subjects: Foreign Countries,Films,Transcripts (Written Records),Radio,Television,Second Language Learning,English (Second Language),College Students,Arabs,Listening Comprehension,Majors (Students),English,Instructional Effectiveness,Translation,Comparative Analysis,Listening Comprehension Tests,Scores,Statistical Significance,Differences,Literary Genres

Subtitling or captioning the dialogues of English movies can be very helpful to EFL learners in the Arab world. The present study reviews the importance of subtitling for language learning in general and listening comprehension in particular. A comparison is made between different levels of listening comprehension and different genres of English literary movies; classic, modern literary and contemporary. The sample consists of 100 randomly chosen third year English Majors of the faculty of Education. Students were divided into a control and an experimental groups. Results of the study showed a significant difference between the performance of the experimental group students' and those of the control group in the listening comprehension test. Appended are: (1) the listening comprehension test and answer sheet; (2) script for the selected scenes; and (3) screen shots from each scene. (Contains 5 tables, 2 footnotes, and 6 resources.)
EFL Prospective Teachers as Prospective Translators: Exploring the Practices of Teaching and Learning Translation in Faculties of Education in South Valley University
Author: Abdellah, Antar Solhy
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Measures (Individuals),Internet,Translation,Preservice Teachers,Preservice Teacher Education,English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Second Language Learning,Interviews,Questionnaires,Student Attitudes,Foreign Countries

This study explores the actual practices of preservice teachers of the faculty of education in learning and studying translation as well as the practices of university instructors in teaching and evaluating translation. Tools included two questionnaires and guided interviews with the instructors. Students/teachers of the faculty of Education were shown to lack most of the basic skills of translating and instructors seemed dissatisfied with the current practices of course design, teaching and evaluating translation tasks. Appended are: (1) Students' questionnaire; and (2) Instructors' questionnaire. (Contains 4 tables.)
English Majors' Errors in Translating Arabic Endophora: Analysis and Remedy
Author: Abdellah, Antar Solhy
Date: 2007-01-00
Type: Reports - Research
Subjects: Majors (Students),Form Classes (Languages),Semitic Languages,English (Second Language),Diagnostic Tests,Second Language Learning,Translation,Error Analysis (Language),Foreign Countries,College Students,Error Patterns,Language Tests,Second Language Instruction

Egyptian English majors in the faculty of Education, South Valley University tend to mistranslate the plural inanimate Arabic pronoun with the singular inanimate English pronoun. A diagnostic test was designed to analyze this error. Results showed that a large number of students (first year and fourth year students) make this error, that the error becomes more common if the pronoun is cataphori rather than anaphori, and that the further the pronoun is from its antecedent the more students are apt to make the error. On the basis of these results, sources of the error are identified and remedial procedures are suggested. Appended are: (1) The Diagnostic Translation Test; and (2) Transliteration Scheme. (Contains 1 table, 1 diagram, and 5 footnotes.)
Methods for Sight Word Recognition in Kindergarten: Traditional Flashcard Method vs. Multisensory Approach
Author: Phillips, William E.
Date: 2012-10-00
Type: Reports - Research
Subjects: Instructional Effectiveness,Action Research,Instructional Materials,Teaching Methods,Word Recognition,Visual Aids,Multisensory Learning,Sight Vocabulary,Pretests Posttests,Kindergarten,Young Children,Priming,Mnemonics,Visual Stimuli,Auditory Stimuli,Tactual Perception,Spelling,Freehand Drawing,Color,Comparative Analysis

A quasi-experimental action research with a pretest-posttest same subject design was implemented to determine if there is a different effect of the flash card method and the multisensory approach on kindergarteners' achievement in sight word recognition, and which method is more effective if there is any difference. Instrumentation for pretest and posttest were the Dolch sight word pre-primer and primer list. Ten words were selected from a collective list of unknown Dolch sight words. There five unknown Dolch sight words used for the flash card method for a total of two weeks, and there were five additional unknown Dolch sight words used for the multisensory approach for a total of two weeks. A posttest was administered to collect data on learned Dolch sight words after the two weeks of instruction was complete for both types of instruction. The flash card method involved flashing Dolch sight words to participants, discussing the word, and using it in a sentence, while repeating the process until words were read correctly by participants. The multisensory approach consisted of using visuals, kinesthetic-tactile movements, and auditory and mnemonic skills. This included using Dolch sight words in contextual form, writing, sky writing, spelling, and drawing, while using textured surfaces and the color red to signify the Dolch sight word. A paired t-test was conducted for comparing the effect of traditional flashcard method and the multisensory approach on kindergarteners' sight word recognition. The results showed significant gains in Dolch sight word acquisition in favor of the multisensory approach. (Contains 13 figures.)
Counterexamples in Analysis
Author: Jalili, S. Alireza
Date: 2012-10-26
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Mathematics Education,Critical Thinking,Thinking Skills,Mathematical Concepts,Theories

The counterexamples are used for better comprehension of underlying concept in a theorem or definition. This paper is about the counterexamples in Mathematical Analysis, that we construct them to be apparently correct statements by a few change in the conditions of a valid proposition. Our aim in this paper is to present how the counterexamples help to boost the level of understanding of mathematical Analysis concepts.
The Problem of Translating English Linguistic Terminology into Arabic
Author: Abdellah, Antar Solhy
Date: 2003-03-00
Type: Reports - Descriptive
Subjects: Grammar,Linguistics,Semitic Languages,Language Research,Arabs,English (Second Language),Second Language Learning,Vocabulary,Translation,Diachronic Linguistics

Arabic Linguistics has been a full-fledged descriptive science for a long time. However modern Linguistics, as a distinct empirical science, entailed that Arab linguists review their methods of dealing with the linguistic phenomenon. One of the major challenges for this new approach was to create equivalent genuine Arabic terms in modern linguistic terminology. Transliteration is not always recommended as a straightforward strategy, and Arab linguists seek to use linguistic terms that represent the long history of Linguistic research in the Arab culture. The present paper deals with the strategies used for translating major linguistic terms into Arabic and investigates problems involved in this process. (Contains 2 footnotes.)
Eye vs. Text Movement: Which Technique Leads to Faster Reading Comprehension?
Author: Abdellah, Antar Solhy
Date: 2009-01-00
Type: Reports - Research
Subjects: Majors (Students),Speed Reading,English (Second Language),Control Groups,Experimental Groups,Reading Comprehension,Computer Software,Eye Movements,Second Language Learning,Preservice Teachers,Teaching Methods,Computer Uses in Education,Educational Technology,Program Effectiveness,Reading Instruction,Elementary School Teachers

Eye fixation is a frequent problem that faces foreign language learners and hinders the flow of their reading comprehension. Although students are usually advised to read fast/skim to overcome this problem, eye fixation persists. The present study investigates the effect of using a paper-based program as compared to a computer-based software in speed reading on enhancing EFL majors' reading comprehension. 75 students of the primary division in the faculty of Education were randomly distributed into a control group (25), experimental group A (25), and experimental group B (25). Results of the study showed that students who were trained using the paper-based program scored significantly higher and achieved faster reading comprehension than those who were trained using the speed reading software. Discussion and interpretations of results are presented. Appended are: (1) Screenshots; (2) Pre-test in Speed Reading; and (3) Permission for Reprinting. (Contains 1 table, 3 figures, 2 footnotes, and 2 resources.)