ethanporcaro/eric-fulltext-meta huggingface dataset:
Career and Technical Education in Oregon: Exploring Who Participates in High School and the Outcomes They Achieve
Author: Arneson, Amy
Date: 2020-07-28
Type: Reports - Research
Subjects: Vocational Education,High School Students,Outcomes of Education,Educational Legislation,Federal Legislation,Student Participation,Student Characteristics,Disproportionate Representation,Graduation Rate,Employment,Income,Education Work Relationship,Public Schools,High Schools,Institutional Characteristics,Enrollment,Higher Education

This study summarizes the secondary career and technical education (CTE) landscape in Oregon under its last CTE state plan, which was implemented under the federal Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), and it provides baseline information to guide implementation of Oregon's updated state plan under Perkins V. This study is the first to examine secondary CTE participation and outcomes under Perkins IV in Oregon, and it uses data from 2007/08 through 2017/18. To examine depth of CTE experience, this study classified students into four categories: nonparticipants (secondary students who earned fewer than 0.5 CTE credits), participants (secondary students who earned 0.5 or more CTE credits in a single CTE program), concentrators (participants who earned one or more CTE credits in a single secondary CTE program; this aligns with Oregon's Perkins IV definition of a concentrator), and concentrators+ (concentrators who earned two or more CTE credits in a single secondary CTE program; this aligns with Oregon's Perkins V definition of a concentrator). This study found that the number of secondary CTE programs has increased since 2015, with the steepest increase in urban schools, and that public high schools offered, on average, three CTE programs by 2017/18. Paralleling patterns in school CTE offerings, student participation in secondary CTE programs declined from the class of 2011 to the class of 2015 and increased starting with the class of 2016. At 67 percent, the class of 2018 had the highest participation rate of all previous cohorts in the study period. Although secondary CTE participation and concentration increased overall, disparities persisted across student demographic groups (as defined by gender, economic disadvantage, special education status, and English learner status). This study also found that CTE concentrators graduated from high school in four years at higher rates than students who did not participate in CTE or those who participated but did not concentrate, controlling for other important factors. In-state employment rates in 2018 were similar for CTE concentrators and nonconcentrators for the classes of 2011 and 2012, but CTE concentrators had higher annual earnings, after adjusting for other factors associated with workforce outcomes. The study concludes with considerations and implications for CTE leaders in Oregon that will support their efforts in continuing to ensure equitable access to and outcomes in CTE programs throughout the Perkins V years.
Communication Concepts: A Method for Developing Speaking Centered Lessons for Foreign Language Classes
Author: Drakos, Joseph
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Speech Communication,Oral Language,Communicative Competence (Languages),Lesson Plans,Curriculum Development,Vocabulary Development

Many of the foreign language teachers and professors I have encountered throughout my EFL teaching career say that speaking is the most difficult skill to teach in a foreign language class. Classes usually focus on teaching points (e.g. grammar or listening related lessons) that can satisfy larger classroom situations. Speaking requires adequate one to one time which makes it impossible for those teaching large classes to give adequate attention to each student. Furthermore, instructors must consider the overall linguistic ability of the class in order to avoid inactivity or unpleasant incidents. The communication concept approach is a simple, modifiable method for training large classes which may contain students of varied linguistic capabilities to use English. This method is explained in this paper as applied to EFL classes but can be applied to any language study.
Teacher Candidate&apos;s Construction Knowledge about Function and Student&apos;s Difficulties
Author: Budiono, Eddy
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Difficulty Level,Concept Formation,Mathematical Concepts,Preservice Teacher Education,Mathematics Education,Foreign Countries,Junior High School Students,Focus Groups,Group Discussion,Mastery Learning

The quality of mathematics assignments from teachers to students is one important element that determines whether learning is effective or not. To make quality math assignments requires knowledge from the teacher about content and students, who are subdomains of mathematical knowledge to teach. This knowledge needs to be developed in prospective mathematics teachers since programmed teacher education. By focusing on one of the basic concepts in mathematics, namely the concept of function, research was conducted on 25 mathematics teacher candidates. Through interactions that occur in modified focus group discussions, we want to find out how prospective teachers construct knowledge about the concept of functions and difficulties of students. The results showed that in constructing the concept of functions and difficulties of students, teacher candidates worked backward, there were gaps in changing from one representation to another and identifying that the mastery of students' prerequisite knowledge and the order of representation used by the teacher in introducing the concept of functions affected the students' difficulties when complete assignments.
Critical Thinking Ability of High School Students in Solving a Quadratic Equation Problem
Author: Slamet
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Problem Solving,Mathematics Skills,Equations (Mathematics),Grade 10,High School Students,Foreign Countries

This study aims to describe the categories of critical thinking skills of high school students in solving quadratic equation problems. The data in this study are the results of student work related to tests of critical thinking skills and the results of researchers' interviews with students. Data analysis will be carried out after giving the action and all data collected. Data analysis techniques in this study include data reduction activities, data presentation, and drawing conclusions and verification. The results of the critical thinking category show that there are three levels in critical thinking, namely students with &quot;critical&quot; levels of thinking, students with &quot;less critical&quot; levels of thinking, and students with &quot;uncritical&quot; levels of thinking.
The Fears of Evaluation about Performance (FEAP) Task: Inducing Anxiety-Related Responses to Direct Exposure to Negative and Positive Evaluations
Author: Lipton, Melanie F.
Date: 2020-01-00
Type: Reports - Research
Subjects: Anxiety,Fear,Public Speaking,Feedback (Response),Positive Attitudes,Negative Attitudes,Stress Variables,Arousal Patterns,Context Effect,Social Behavior,Adults,Performance,Evaluation

Fears of negative and positive evaluation (i.e., evaluative fears) manifest within performance-based situations (e.g., public speaking, group presentations), particularly among those experiencing social anxiety. Within these performance-based situations, individuals experiencing such evaluative fears frequently display a variety of impairments (e.g., avoidance, nervousness) that might manifest within and across various settings (e.g., employment, school). How do those who experience these fears react to &quot;in-the-moment&quot; feedback about their performance? We constructed the Fear of Evaluation about Performance (FEAP) task to examine ecologically valid experiences with anxiety when reacting to positive and negative feedback. During the task, participants gave a speech, and subsequent to this and in counterbalanced order, received positive and negative feedback about their speech, with continued assessment of anxiety-related arousal throughout the task. We tested the FEAP task among 127 adults, who provided self-reports of fears of positive and negative evaluation before completing the task. Fears of positive evaluation uniquely predicted arousal following receipt of positive feedback, whereas fears of negative evaluation uniquely predicted arousal following receipt of negative feedback. Relative to participants receiving positive feedback first, those receiving negative feedback first experienced elevated post-feedback arousal, followed by a steep decline in arousal post-positive feedback. Conversely, participants receiving positive feedback first experienced a buffer effect whereby arousal post-negative feedback remained low, relative to the arousal experienced post-negative feedback among those who received negative feedback first. We expect the FEAP task to inform basic science on fears of negative and positive evaluation, as well as treatment planning in applied clinical settings. [This paper will be published in &quot;Behavior Therapy.&quot;]
Informant Discrepancies in Assessments of Psychosocial Functioning in School-Based Services and Research: Review and Directions for Future Research
Author: De Los Reyes, Andres
Date: 2019-06-00
Type: Reports - Research
Subjects: Psychological Patterns,Well Being,Information Sources,Student Adjustment,Student Behavior,Performance,Data Collection,Student Evaluation,Mental Health,Student Needs,Intervention,Data Use,Generalization,Research Methodology,Context Effect,Theory Practice Relationship

Psychosocial functioning plays a key role in students' wellbeing and performance inside and outside of school. As such, techniques designed to measure and improve psychosocial functioning factor prominently in school-based service delivery and research. Given that the different contexts (e.g., school, home, community) in which students exist vary in the degree to which they influence psychosocial functioning, educators and researchers often rely on multiple informants to characterize intervention targets, monitor intervention progress, and inform the selection of evidence-based services. These informants include teachers, students, and parents. Across research teams, domains, and measurement methodologies, researchers commonly observe discrepancies among informants' reports. We review theory and research--occurring largely outside of school-based service delivery and research--that demonstrates how patterns of informant discrepancies represent meaningful differences that can inform our understanding of psychosocial functioning. In turn, we advance a research agenda to improve use and interpretation of informant discrepancies in school-based services and research. [This paper was published in &quot;Journal of School Psychology&quot; v74 p74-89 Jun 2019.]
An Eight-Year Cost Analysis from a Randomized Controlled Trial of CUNY&apos;s Accelerated Study in Associate Programs. Working Paper
Author: Azurdia, Gilda
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Cost Effectiveness,Randomized Controlled Trials,Urban Universities,Acceleration (Education),College Programs,Associate Degrees,Student Financial Aid,College Students,Low Income Students,Outcomes of Education,Federal Aid,State Aid,Grants,Costs,Community Colleges

Developed by the City University of New York (CUNY), the Accelerated Study in Associate Programs (ASAP) is a comprehensive program that provides students with up to three years of financial and academic support and other services. In return, students are expected to enroll in classes full time and participate in essential program services. An earlier experimental evaluation found that ASAP nearly doubled graduation rates three years after students entered the study. This paper summarizes the effects on education and financial aid outcomes over an eight-year follow-up period, or five years after the end of program services. This paper also presents the educational investment in students associated with providing these services and any educational investment in students from the CUNY community colleges after the program services were no longer provided. Through the eight-year follow-up period, ASAP's effects on associate's degree receipt persisted, indicating that the program not only helped students graduate faster, but also helped some students who would have never graduated without the program earn a degree. ASAP also led to a significant increase in the amount of financial aid students received through federal and state grants. The net cost (the difference between the total program group costs and the total control group costs) averaged $13,838 per program group member over eight years. CUNY spent, on average, an additional $9,162 per degree earned for students offered ASAP, compared with the control group students over the eight-year follow-up period. The findings also show that the program resulted in increased financial aid from the Pell Grant Program and the New York State Tuition Assistance Program, and reduced the grant dollars these programs invested per degree earned.
The Impact of Information and Communication Technology (ICT) on Tertiary Institutions&apos; Administration in Nasarawa State, Nigeria
Author: Usman, Yunusa Dangara
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Information Technology,Information Management,Student Records,Records (Forms),Supervision,Academic Achievement,Technology Integration,Technology Uses in Education,Correlation,Job Performance,College Faculty,College Students

The study was carried out to establish the impact of information and communication technology (ICT) on tertiary institutions administration in Nasarawa State, Nigeria. A descriptive research design was adopted in conducting this research. Four research questions and hypotheses were used to guide the study to a coherent conclusion. A structured questionnaire titled: ICT and administration of tertiary institutions assessments questionnaire (IATIAQ) was used to elicit information from the respondents. The study population comprised all staff of public tertiary institutions in Nasarawa state. Stratified random sampling method was used to select 127 staff and 6 tertiary institutions used in the study The data generated was evaluated using Pearson correlation co-efficient (r) and t-test statistical tools. The findings revealed that ICT has a significant impact on school records management, student's academic performance, teacher's job performance and instructional supervision which are amongst the key components and essential parameters of measuring the achievement of tertiary institutions in Nasarawa state. The study therefore recommends provision of adequate funds, manpower and ICT facilities to schools, regular monitoring and evaluation of school activities and routine training and retraining of staff on ICT appreciation and application in Nasarawa state.
High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection. Data File Documentation. NCES 2020-004
Author: Duprey, Michael A.
Date: 2020-08-00
Type: Reports - Research
Subjects: Longitudinal Studies,High School Students,Sampling,Data Collection,Academic Records,Data Processing,Response Rates (Questionnaires),Statistical Analysis,Disclosure,Student Financial Aid,Postsecondary Education,Labor Force

This data file documentation accompanies new data files for the High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into postsecondary education and the workforce. The PETS-SR data collection was conducted between spring 2017 and fall 2018, approximately 4 years after high school graduation for most of the cohort. These data allow researchers to examine postsecondary coursetaking experiences and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education after high school. [For &quot;High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection. Data File Documentation. Appendices. NCES 2020-004,&quot; see ED607373.]
High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection. Data File Documentation. Appendices. NCES 2020-004
Author: Duprey, Michael A.
Date: 2020-08-00
Type: Tests/Questionnaires
Subjects: Longitudinal Studies,High School Students,Data Collection,Academic Records,Student Financial Aid,Postsecondary Education,Glossaries,Statistical Analysis,Error of Measurement

The nine appendices in this publication accompany the full report, &quot;High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection. Data File Documentation. NCES 2020-004&quot; (ED607366). They include: (1) Glossary of Terms; (2) Student Financial Aid Records Instrument Specifications; (3) Notification Materials for Data Collection; (4) Unit and Item Nonresponse Bias Analysis; (5) Detailed Weighting Specifications with Equations; (6) Standard Errors and Design Effects; (7) Imputation Details; (8) ECB Variable Listing; and (9) Documentation for Composite Variables.
Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota. REL 2020-033
Author: Meyer, Stephen J.
Date: 2020-08-00
Type: Reports - Research
Subjects: Labor Turnover,Occupational Mobility,Principals,Assistant Principals,Superintendents,Leadership,Educational Administration,Administrator Characteristics,Racial Differences,Individual Differences,Low Achievement,Identification,Institutional Characteristics,School Districts,Promotion (Occupational),Public Schools,Regional Characteristics,Differences,Age Differences,Elementary Secondary Education

Education decision makers in Colorado, Missouri, and South Dakota share concerns about and need more information on changes in school and district leadership (principals, assistant principals, superintendents, and assistant superintendents), including mobility (when leaders move to a different school or district within the state public school system) and attrition (when leaders stop serving in a leadership position in the state public school system). In collaboration with educators in those states, the Regional Educational Laboratory Central used administrative data for 2015/16 to 2018/19 to identify the percentages of school and district leaders who remained in a leadership position in the same school or district (stayers), who transferred to a leadership position in a different school or district (movers), and who took a nonleadership position or left the state public school system (leavers) after one year and after three years. The study also examined the characteristics of principals, schools, and districts that were associated with principal mobility and attrition. Across the three states the percentage of school and district leaders who were stayers ranged from 77 percent to 82 percent after one year and from 51 percent to 56 percent after three years. After three years younger principals were more likely to be a mover than a stayer, and older principals were more likely to be a leaver than a stayer. Principals who identified as a racial/ethnic minority and those who earned a lower salary were also more likely to be a mover or a leaver. In addition, principals were more likely to move from or leave low-performing schools that the state identified as needing additional support for improvement and schools in lower-performing districts (districts with lower average student academic achievement). The findings suggest that decision makers may wish to better understand the causes of school leader mobility and attrition and enhance supports for younger principals, principals who identify as a racial/ethnic minority, and principals in low-performing schools. [For the appendixes, see ED607379; for the study brief, see ED607380; and for the study snapshot, see ED607382.]
Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota. Appendixes. REL 2020-033
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-08-00
Type: Reports - Research
Subjects: Labor Turnover,Occupational Mobility,Principals,Assistant Principals,Superintendents,Leadership,Educational Administration,Administrator Characteristics,Racial Differences,Individual Differences,Low Achievement,Identification,Institutional Characteristics,School Districts,Promotion (Occupational),Public Schools,Regional Characteristics,Differences,Age Differences,Elementary Secondary Education,Data Analysis

These are the appendixes for the report, &quot;Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota.&quot; In collaboration with educators in those states, the Regional Educational Laboratory Central used administrative data for 2015/16 to 2018/19 to identify the percentages of school and district leaders who remained in a leadership position in the same school or district (stayers), who transferred to a leadership position in a different school or district (movers), and who took a nonleadership position or left the state public school system (leavers) after one year and after three years. The study also examined the characteristics of principals, schools, and districts that were associated with principal mobility and attrition. Across the three states the percentage of school and district leaders who were stayers ranged from 77 percent to 82 percent after one year and from 51 percent to 56 percent after three years. After three years younger principals were more likely to be a mover than a stayer, and older principals were more likely to be a leaver than a stayer. Principals who identified as a racial/ethnic minority and those who earned a lower salary were also more likely to be a mover or a leaver. In addition, principals were more likely to move from or leave low-performing schools that the state identified as needing additional support for improvement and schools in lower-performing districts (districts with lower average student academic achievement). The findings suggest that decision makers may wish to better understand the causes of school leader mobility and attrition and enhance supports for younger principals, principals who identify as a racial/ethnic minority, and principals in low-performing schools. Four appendixes are included in this document. [For the full report, see ED607378; for the study brief, see ED607380; and for the study snapshot, see ED607382.]