ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of the Illinois 5Essentials Survey Data. Policy Research: IERC 2014-2
Author: Klostermann, Brenda K.
Date: 2014-00-00
Type: Reports - Research
Subjects: School Districts,Surveys,Educational Improvement,Program Implementation,Stakeholders,Training,Data Analysis,Research Utilization,Familiarity,Decision Making,Administrator Attitudes,Principals,Superintendents,Faculty Development,Teacher Attitudes,Student Surveys,Teacher Surveys,Barriers,Feedback (Response),Participation,Interviews,Leadership Responsibility,Mixed Methods Research,Elementary Secondary Education

The purpose of this study is to examine how Illinois school districts are utilizing the Illinois 5Essentials Survey results, particularly for school improvement, to determine challenges to successful implementation, and to make recommendations for improvements to the 5E Survey and implementation process for statewide use. We also summarize district/school stakeholders' familiarity with the 5E Survey, perceived value of the survey, preferences for training, levels of supports, and reasons for not using the 5E Survey data. Examples of district's promising practices for utilizing the 5E data are also highlighted. Three appendices are included: (1) Interview Protocol; (2) Additional Suggestions Improving the 5Essentials Survey; and (3) Survey Tables for ISBE Implementation Feedback Survey.
Predicting Learned Helplessness Based on Personality
Author: Maadikhah, Elham
Date: 2014-05-00
Type: Journal Articles
Subjects: Helplessness,Motivation,Personality Traits,Predictor Variables,Correlation,High School Students,Females,Questionnaires,Statistical Analysis,Regression (Statistics),Psychological Patterns,Foreign Countries,Attribution Theory,Hypothesis Testing

Learned helplessness as a negative motivational state can latently underlie repeated failures and create negative feelings toward the education as well as depression in students and other members of a society. The purpose of this paper is to predict learned helplessness based on students' personality traits. The research is a predictive correlational study and the population consists of all high school 3rd grade female students in Kermanshah-Iran in 2013-14. Based on Cochran formula, the sample size was determined 360 people who were selected using multistage cluster sampling method. The samples responded personality traits and attribution style questionnaires. Data were analyzed using Pearson correlation coefficient and multiple regressions with SPSS software. The results showed that there is relation between learned helplessness and personality traits of neuroticism, agreeableness, and conscientiousness, but only the trait of neuroticism can inversely predict learned helplessness.
Support from Teachers and Trainers in Vocational Education and Training: The Pathways to Career Aspirations and Further Career Development
Author: Hofmann, Claudia
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Teacher Student Relationship,Vocational Education Teachers,Occupational Aspiration,Career Development,Structural Equation Models,Longitudinal Studies,Apprenticeships,Self Esteem,Self Concept,Education Work Relationship,Learning Problems,Young Adults,Surveys,Social Support Groups,Skills

Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET-companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.
Play, Work and Education: Situating a Froebelian Debate (Juego, trabajo y educación: situando un debate froebeliano)
Author: Brehony, Kevin J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Play,Employment,Kindergarten,Romanticism,Philosophy,Humanism,Playgrounds,Creativity,Vocational Education,Educational History,Foreign Countries

Currently, the place of play in schooling and education is controversial. Even in pre-school, where play is most likely to be found, its status is often precarious. This article notes that in many ancient religious traditions, play is sometimes viewed as sinful, whereas work, its antithesis, is seen as virtuous. The German educationist, Friedrich Froebel, departed radically from these evaluations and devised a system of educative play based on toys and games to be used in his institution for the education of young children, the kindergarten. Nevertheless, while at the same time as being a prominent advocate of the notion that play was a worthwhile and necessary part of an early childhood curriculum, Froebel thought it subordinate in value to what it was intended to lead to, work of a manual nature. The reading of Froebel and the Froebel Movement presented here situates his conceptions of play and work within the intellectual context of German Romanticism and Idealist philosophy. The main contours of thought on play and work are traced in the writings of Kant, Schiller, Hegel and Marx, through a consideration of work as both emancipatory and alienating. This theme is pursued in the thought of leading English Romantics and various figures within the Marxist tradition, including some attached to Soviet ideology. It is argued that the Froebel revisionists, like Schrader Breymann and many Froebelians inspired by G. Stanley Hall and John Dewey, tended to abandon the view of work embraced by Froebel and focused more on play, aided by the interests and findings of the developing field of psychology and the lengthening of compulsory schooling.
Outmigration and Human Capital: Homeward Bound or Gone for Good? Policy Research: IERC 2014-1
Author: Lichtenberger, Eric J.
Date: 2014-00-00
Type: Reports - Research
Subjects: High School Graduates,Cohort Analysis,Enrollment Rate,Transfer Rates (College),College Choice,Human Capital,Migration,Employment Projections,STEM Education

This study examines the impact of student outmigration on Illinois employment and earnings. Our intent is for this study to inform policy to both decrease the outmigration of students and to collect appropriate data to track these students and quantify the impact. Appended are: (1) STEM-Designated Degree Program List 2012 Revised List; and (2) Limitations.
The Early Impact of Postsecondary Career and Technical Education: Do Workers Earn More in Occupations Related to Their College Major? A CAPSEE Working Paper
Author: Gelblum, Madeleine
Date: 2014-11-00
Type: Reports - Research
Subjects: Vocational Education,Postsecondary Education,Outcomes of Education,Education Work Relationship,Majors (Students),Income,Occupations,Longitudinal Studies,Bachelors Degrees,Associate Degrees,Educational Attainment,Employment

This study explores the relationship between college major, occupation, and early-career annual earnings for the years 2008 to 2010 using data from the National Longitudinal Survey of Youth of 1997 (NLSY97). I provide estimates of the effect of college major on earnings for those with bachelor's degrees, associate degrees, and some college but no degree. The study also develops a crosswalk between college major and occupation to measure whether education and employment are matched. Results suggest that the early returns to postsecondary credentials vary widely by college major and level of attainment, with large economic benefits accruing to credentials in business, health science, and STEM subjects and much smaller benefits accruing to credentials in education and the humanities. The study also finds that matched employment in the fields of health science, STEM, and education provides a substantial premium to bachelor's degree holders, while matched employment in health science provides a substantial premium to those with an associate degree. [Appendices A and B are available at ED555429.]
The Early Impact of Postsecondary Career and Technical Education: Do Workers Earn More In Occupations Related to Their College Major?: Appendices A and B. A CAPSEE Working Paper
Author: Gelblum, Madeleine
Date: 2014-11-00
Type: Reports - Research
Subjects: Vocational Education,Postsecondary Education,Outcomes of Education,Education Work Relationship,Majors (Students),Income,Occupations,Longitudinal Studies,Bachelors Degrees,Associate Degrees,Educational Attainment,Employment

This study explores the relationship between college major, occupation, and early-career annual earnings for the years 2008 to 2010 using data from the National Longitudinal Survey of Youth of 1997 (NLSY97). I provide estimates of the effect of college major on earnings for those with bachelor's degrees, associate degrees, and some college but no degree. The study also develops a crosswalk between college major and occupation to measure whether education and employment are matched. Results suggest that the early returns to postsecondary credentials vary widely by college major and level of attainment, with large economic benefits accruing to credentials in business, health science, and STEM subjects and much smaller benefits accruing to credentials in education and the humanities. The study also finds that matched employment in the fields of health science, STEM, and education provides a substantial premium to bachelor's degree holders, while matched employment in health science provides a substantial premium to those with an associate degree. [See ED555428 for full report.]
The Federal Work-Study Program: Impacts on Academic Outcomes and Employment. CAPSEE Policy Brief
Author: Center for Analysis of Postsecondary Education and Employment (CAPSEE)
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Work Study Programs,Outcomes of Education,Employment,Program Effectiveness,Federal Programs,Undergraduate Students,Income,Scores,College Entrance Examinations

Policymakers may be interested in the extent to which Federal Work-Study programs (FWS) increase students' access to productive employment, and how they impact students' academic and career success. This brief summarizes findings from a recent study using national data and a propensity score matching approach to examine the overall effects of FWS participation for students enrolled at four-year institutions, as well as its effects under two conditional counterfactuals: What would have happened if the recipient had worked a non-FWS job? What would have happened if the recipient had not worked at all?
Evaluation of the Illinois High School to College Success Report: Technical Report
Author: Klostermann, Brenda
Date: 2013-07-00
Type: Reports - Research
Subjects: Secondary Education,Postsecondary Education,Data,Information Dissemination,Mixed Methods Research,Online Surveys,Principals,Superintendents,Focus Groups,Feedback (Response),Cooperation,Program Evaluation

This report provides findings from an evaluation of the newly designed Illinois High School to College Success Report (HS2CSR). The evaluation study examined the dissemination, usefulness, and impact on collaborative efforts of the new HS2CSR. Education stakeholders' suggestions for improving the report are also included. Recommendations to improve dissemination and increase use of the report and collaborative activities are provided in the report. The following are appended: (1) High School to College Success Report Online Survey; (2) High School to College Success Report Evaluation Focus Group Questioning Route; (3) Methodology for the Focus Groups and Qualitative Analysis; (4) Examples of Collaborations; and (5) Survey Respondents' Suggested Improvements for Report Sections.
The Student Has Become the Teacher: Tracking the Racial Diversity and Academic Composition of the Teacher Supply Pipeline. Policy Research: IERC 2013-3
Author: White, Bradford R.
Date: 2013-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Teacher Supply and Demand,Elementary Secondary Education,High School Students,College Students,Preservice Teachers,Teacher Education Programs,Teacher Certification,Career Choice,Teaching (Occupation),Teacher Recruitment,Databases,Occupational Aspiration,Bachelors Degrees,Public Schools,College Entrance Examinations,Scores,Student Characteristics,Student Records,Postsecondary Education,College Attendance,Racial Differences,Gender Differences,Age Differences,Majors (Students),Individual Characteristics,Employment Level,Outcomes of Education,Comparative Analysis,Teacher Characteristics,Public School Teachers

This study uses a unique, longitudinal statewide database to track students through the new teacher supply pipeline from high school through college and initial teacher certification. The report examines how each stage influences the characteristics of those who enter the teaching profession, with particular attention to academic skills and racial/ethnic diversity, characteristics that are of national and local concern because of their impact on teacher effectiveness.
Who Has Access to Dual Credit in Illinois? Examining High School Characteristics and Dual Credit Participation Rates. Policy Research: IERC 2013-4
Author: Taylor, Jason L.
Date: 2013-00-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,College Credits,High Schools,Institutional Characteristics,Student Participation,Access to Education,Low Income Groups,White Students,School Location,School Size,Demography,Academic Achievement,Attendance,Graduation

This research brief examines the relationship between high schools' dual credit participation rate and key characteristics of high schools. The brief establishes that there are differences in students' access to dual credit based on the observed characteristics of the high schools in which they enroll. For example, it was found that relative to high schools with low rates of dual credit participation, schools with high dual credit participation rates typically had fewer low-income students and more White students.
A Compendium of Research on the Common Core State Standards. Updated February 10, 2015
Author: Center on Education Policy
Date: 2015-02-10
Type: Collected Works - General
Subjects: Educational Research,Academic Standards,State Standards,Elementary Secondary Education,Mathematics,English,Communications,Public Opinion,Comparative Analysis,Curriculum,Alignment (Education),Cost Effectiveness,Governance,Leadership,Curriculum Implementation,Teacher Education,Professional Development,Testing,Student Evaluation

In the spring and fall of 2013, the Center on Education Policy (CEP) convened two meetings of researchers, policymakers, and practitioners to discuss ideas for a more relevant and coordinated research agenda on the Common Core State Standards. Participants in these meetings identified several needs and made a number of thoughtful suggestions. Many agreed there was a need for a synthesis of existing research on the CCSS and their implementation and impact. To help meet this need, CEP has put together this compendium, which very briefly summarizes the published research on many different aspects of the CCSS. The objective was to create an accessible and readable overview of current research that can inform implementation, policy discussions, and the development of future research on the Common Core. Therefore, the creators have intentionally limited the description for each study to one page that summarizes its focus, methodology, and key findings and includes a URL, where available, or a citation. Topics are presented at the top of each study summary. The studies have been categorized based on a broad topics identified by researchers, policymakers, and practitioners as the most relevant and useful areas of study. The compendium is designed to be a living document and will be updated on a rolling basis--this is the second iteration. A list of studies by author is appended.
National Board Certified Teachers' Perspectives on Using Growth Measures of Student Learning for Teacher Evaluation
Author: McMillan, James H.
Date: 2015-03-10
Type: Reports - Research
Subjects: Teacher Attitudes,Teacher Certification,Elementary School Teachers,Secondary School Teachers,Teacher Evaluation,Achievement Gains,Outcome Measures,Focus Groups,Academic Achievement,Recordkeeping,Efficiency,Goal Orientation,Accuracy,Cheating,Pretests Posttests,Context Effect,Student Evaluation

This investigation examined the perspectives of twenty National Board Certified Teachers toward the use of growth measures of student learning for teacher evaluation. An analysis of responses from four focus groups that included elementary and secondary teachers, showed that there is much concern about the validity and efficiency of current measures of student progress, whether use of value-added or shorter common &quot;pretest-posttest&quot; designs, and that there is much &quot;gaming&quot; of the systems to assure positive student growth results. Teachers reported low morale as a result of the emphasis on what they viewed as less than credible measures of student growth that could not account for student differences and other contextual variables. Classroom assessment emerged as a promising alternative the use of large-scale or common testing. Recommendations are included for implementing student growth measures that have greater validity.
Information Technology: A Community of Practice. A Workplace Analysis
Author: Guerrero, Tony
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Information Technology,Communities of Practice,Workplace Learning,Context Effect,Mentors,Technological Literacy,Technology Planning,Training Methods,Program Evaluation,Change Strategies,Educational Practices,Educational Strategies,Adult Education

Information Technology (IT) encompasses all aspects of computing technology. IT is concerned with issues relating to supporting technology users and meeting their needs within an organizational and societal context through the selection, creation, application, integration, and administration of computing technologies (Lunt, et. al., 2008). The bodies of knowledge under IT include information management, networking, security, data storage, email and telephony, application development and programming, system administration and support, to name a few. Today, many organizations, large and small, rely on IT as a critical component in performing organizational objectives and advancing their mission statements. Optimally, organizations should have a unified vision of their IT requirements and develop an information technology infrastructure that will support their objectives and goals. Within each field of IT, there are many complex facets that necessitate their own, specific technical knowledge base in order to function. Additionally, interoperability of one knowledge base can, and oftentimes does require overlap into other IT fields in order to perform. The level of complexity in each field warrants various levels of understanding and mastery of that specific knowledge base from its personnel.
Current Challenges in English Language Learning in Turkish EFL Context
Author: Solak, Ekrem
Date: 2015-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Individual Differences,Foreign Countries,Language Skills,Qualitative Research,High Achievement,Low Achievement,Educational Practices,Educational Theories,Teaching Methods,Student Characteristics,Inservice Teacher Education,Instructional Materials,Student Interests,Student Needs,Media Selection,Web Sites,Video Technology,College Students,Learning Motivation,Educational History

The purpose of this study was to investigate the current challenges in English language learning and teaching in Turkey from high and low achievers' perspective. The study was qualitative in nature and the participants of the study were twenty-two students attending at various departments of a state university in Turkey. In this study, the question of &quot;what were the challenges that you had while learning English?&quot; was asked to each participant and their responses were classified in terms of overall ideas, language skills, method, approach, practice, linguistic differences in two languages, personal differences, teacher, material, family and environment. The results of the study suggest that the objectives of English course should be realistic and be considered as a whole from primary education to higher education. Teaching and improving four language skills are supposed to be the focus of attention rather than grammar-centred language teaching. English courses should be designed as practice-based rather than theory-based. In addition, foreign language teachers should take into consideration the individual differences, learner characteristics and plan the activities in this regard. Foreign language teachers should take in-service training and update their professionalism from time to time. Finally, the materials such as course books, videos, and internet web sites should be chosen carefully according to the students' interest, level and needs.
Addressing Postsecondary Access for Undocumented Students. ECS Education Trends
Author: Anderson, Lexi
Date: 2015-02-00
Type: Reports - Research
Subjects: Educational Trends,Postsecondary Education,Access to Education,Undocumented Immigrants,Federal Regulation,State Action,State Policy,Performance Factors,Educational Policy

In 2012, there were an estimated 11.2 million undocumented individuals living in the United States. The peak of unauthorized immigrant population occurred in 2007 with 12.2 million, a stark rise from original estimates of 3.5 million in 1990. Although down from its peak, a sizeable and stable population of unauthorized individuals resides in the United States. Given this population, both federal and state authorities have taken action to provide policy and regulations for this group. Among policy actions, states have sought to expand postsecondary education participation and access for a specific subset of undocumented individuals. Since 2001, 18 states have passed legislation to expand the eligibility for in-state tuition for undocumented and other individuals who do not have state residency; five of the 18 states also provide access to state financial aid programs for this population. These state actions, in addition to federal actions such as the Deferred Action for Childhood Arrivals and the recent Immigration Accountability Executive Action from President Obama, are creating a dialogue around undocumented student populations and how they are both regulated and allowed access to certain opportunities in the United States.