ethanporcaro/eric-fulltext-meta huggingface dataset:
Interaction Analysis in Online Learning Communities: The Student Leader
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Leadership,English (Second Language),Second Language Learning,Online Courses,Leadership Role,Personality Traits,Electronic Learning,College Freshmen,Student Attitudes,Foreign Countries,Student Participation,Teacher Role,Teacher Characteristics

I used Blackboard, WebCT, Moodle, Nicenet and RCampus in teaching reading, writing, vocabulary and grammar courses to freshman students as a supplement to in-class instruction that depended on the textbook. In each online course, there was a student leader. Student leaders had the highest posts and responses (between 50-150 posts) and the highest student-student and student-instructor interaction. Student leaders were the first to register. They posted their own threads, short paragraphs, poems and/or stories on the online discussion board. One posted a daily quote, another posted a weekly poem of hers, and a third posted a daily joke. They could locate information from internet sites. They responded to threads posted by me or by their classmates. They created a warm online climate by responding to their classmates, by sending encouraging messages and thank you notes, and inviting students to respond to their own posts. Student leaders had a higher proficiency level in EFL, were well-read, had a good writing ability, and many were creative writers. They were more competent and more comfortable with technology than their classmates and above all they were highly motivated and eager to learn. This qualitative study explores a sample of student leaders' role in their online courses, their technological and linguistic competence, their personality traits, the online course environment, their attitudes and online learning experiences, and the instructor's role and characteristics. It also provides sample posts and responses and reports results of interviews with a sample of student leaders.
1964 Annual Report of the U.S. Department of Health, Education, and Welfare [Report of the Commissioner of Education]
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1965-00-00
Type: Historical Materials
Subjects: Federal Legislation,National Security,Educational Legislation,Vocational Education,Federal Government,Land Grant Universities,Labor Force Development,Job Training,Educational Television,Refugees,Foreign Countries,Educational Research,Cooperation,Students with Disabilities,Library Services,School Construction,Educational Media,State Programs,Federal Programs,International Educational Exchange,Faculty Development,Technical Assistance,Civil Defense,Adult Education,Educational Facilities,Higher Education

This is the 1964 Annual Report of the U. S. Department of Health, Education, and Welfare, which includes the Office of Education's report. The report is in six sections. Section 1 is From Advice to Action. Section 2, Educational Assistance, covers the topics: (1) National Defense Education Act; (2) Vocational and Technical Education; (3) Federally Impacted Areas; (4) Land-Grant Colleges; (5) Area Redevelopment and Manpower Development and Training Acts; (6) Educational Television Facilities; and (7) Cuban Refugee Assistance. Section 3, Educational Research and Development, covers the topics: (1) Cooperative Research; (2) Handicapped Children and Youth; (3) Library Services and Construction; (4) New Educational Media; and (7) State Statistical Services. Section 4, International Education, covers the topics: (1) Fulbright-Hays Act; (2) Teacher Development Program; (3) Teacher Exchange Program; and (4) Technical Assistance Training Program. Sections 5 and 6 cover Civil Defense Adult Education and Higher Education Facilities.
Annual Report of the U.S. Department of Health, Education, and Welfare, 1963 [Report of the Commissioner of Education]
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1964-00-00
Type: Historical Materials
Subjects: Statistical Surveys,Reports,Educational Research,Services,Vocational Education,Student Financial Aid,Federal Aid,Federal Legislation,National Security,Educational Legislation,Civil Defense,Adult Education,Refugees,Land Grant Universities,College Housing,Student Loan Programs,Special Education,Library Services,Educational Television,Federal Programs,International Educational Exchange,Technical Assistance,Faculty Development,Specialists,Consultation Programs,Foreign Workers,International Studies,Comparative Education,Credentials,International Organizations,Instructional Materials,Equal Education,Foreign Countries

This is the 1963 Annual Report of the U. S. Department of Health, Education, and Welfare, which includes the Office of Education's report. The report is in six sections. Section 1 is Education in the Spotlight. Section 2, Educational Services and Research, covers the topics: (1) Statistical Surveys and Reports; (2) Studies and Services; and (3) Sponsored Studies (Research, Surveys, Demonstrations). Section 3, Financial Assistance Programs, covers the topics: (1) Vocational and Technical Education; (2) School Assistance in Federally Affected Areas; (3) Programs Under the National Defense Education Act; (4) Civil Defense Adult Education; (5) Cuban Refugee Assistance; (6) Land-Grant Colleges; (7) College Housing Loans; (8) Special Education; (9) Library Services; (10) Educational Television; and (11) Other Programs of Federal Assistance. Section 4, International Education, covers the topics: (1) Educational Exchange and Technical Assistance; (2) Teacher-Exchange Program; (3) Teacher Development Program; (4) Technical Assistance Training Program; (5) Non-grant Visitor Programs; (6) International Assignments for Education Specialists; (7) Consultative and Support Services to Personnel in Foreign Missions; (8) Clearinghouse on Educational Exchange; (9) International Studies and Services; (10) Studies in Comparative Education; (11) Evaluation of Foreign Academic Credentials; (12) Services Relating to International Organizations; and (13) Educational Materials Laboratory. Sections 5 and 6 cover Nondiscrimination in Federally Aided Programs and Federal Legislation.
Annual Report of the Federal Security Agency, 1951 [Report of the Commissioner of Education]
Author: Federal Security Agency, Office of Education (ED)
Date: 1952-00-00
Type: Historical Materials
Subjects: Civil Defense,College Students,Military Service,Training,National Security,Federal Aid,Access to Education,Teachers,Vocational Education,Adult Education,Adjustment (to Environment),Higher Education,Cultural Awareness,Television,Barriers,State Departments of Education,School Districts,Educational Research,Program Development,Publications

This 1951 Annual Report of the Federal Security Agency for the Office of Education is divided into five parts. Part 1, Education and Mobilization for Defense, includes: (1) Defense Information Bulletins; (2) Claimant Agency Function Under the NPA; (3) College Students Under Selective Service; (4) Defense Training Programs; (5) Assistance in Federally Affected Areas; (6) National Scientific Register; and (7) Civil Defense. The second part covers the reorganization of the Office of Education. Part 3, Focal Points for Action, includes: (1) The Schoolhouse Shortage; (2) The Teacher in America; (3) Vocational Training; (4) Adult Education; (5) Life Adjustment Education; (6) The Chance to Go to College; (7) Education for International Understanding; (8) The Challenge of Television; and (9) Education and the Nation's Strength. Part 4, Work in Progress, includes: (1) State and Local School Systems; (2) Vocational Training; (3) Higher Education; (4) Research and Statistics Standards; and (5) Program Development and Management Improvement. The fifth part covers publications issued by the Office of Education.
Annual Report of Federal Security Agency for the Fiscal Year 1945. Section Two: U.S. Office of Education
Author: Federal Security Agency, Office of Education (ED)
Date: 1945-00-00
Type: Historical Materials
Subjects: Higher Education,Vocational Education,Educational Administration,Instruction,Physical Education,Health Education,Statistical Data,Libraries,Library Services,Comparative Education,Institutional Cooperation,Special Programs,Blindness,Students with Disabilities,Visual Impairments,War,Training,Visual Aids,Radio,Publications

This second section of the Annual Report of Federal Security Agency for the Fiscal Year 1945 provides the U.S. Commissioner of Education's annual report. In part II of the 1944 Annual Report of the U. S. Office of Education there was set forth a plan of organization to improve the services of the Office to American education. During the fiscal year 1945 the plan was widely and thoughtfully discussed in educational circles and in the Congress. A relatively small increase in appropriations was provided to the Office of Education with which to begin the proposed improvements in its services. Early in the fiscal year 1946 these improvements were begun by the regrouping of staff and functions of the Office in eight operating divisions. The present report for the fiscal year ending June 30, 1945, gives a brief panoramic view of the services and activities of the Office under the plan of organization existing during the final wartime year. It reflects the far-reaching relationships of the war to the activities of the Office of Education and of the Nation's schools, school systems, and colleges. This report begins with a letter of transmittal and a foreword from the Commissioner of Education. Topics covered include: (1) Higher Education; (2) Vocational Education; (3) School Administration; (4) General Instructional Services; (5) Physical Education and Health Activities; (6) Statistics; (7) The Library; (8) Service to Libraries; (9) Comparative Education; (10) Inter-American Educational Relations; (11) Special Programs and Projects; (12) Services for the Blind; (13) Visual Aids for War Training; (14) Educational Uses for Radio; and (15) Publications.
Annual Report of the Secretary of the Interior for the Fiscal Year Ending June 30, 1939 [Report of the Commissioner of Education]
Author: US Department of the Interior, Office of Education (ED)
Date: 1939-00-00
Type: Historical Materials
Subjects: Elementary Secondary Education,Higher Education,School Libraries,State Programs,International Cooperation,Foreign Students,Adult Education,Civics,Agency Cooperation,School Community Relationship,Radio,Educational Media,Statistical Data,Comparative Education,Special Needs Students,Library Services,Health Education,Physical Education,Vocational Education,Tests,Advisory Committees,Agricultural Education,Industry,Family and Consumer Sciences,Business Education,Consultation Programs,Vocational Rehabilitation,Resource Allocation,Publications,Conservation (Environment)

This Annual Report of the Secretary of the Interior for the Fiscal Year Ending June 30, 1939 includes the annual report from the Commissioner of Education. In the Commissioner's portion of this report, the following topics are covered: (1) Introduction (Reorganization; Record of Effort and Progress; and First Time Suitably Housed); (2) The Educational Situation (Elementary and Secondary Schools; Higher Education; and Library Service); (3) Some Major Projects (State Programs Studied; International Intellectual Cooperation; Interamerican Understanding; Planning with State Department; and Assistance to Foreign Students); (4) Adult Civic Education Forums; (5) Cooperation with Public Service Groups; (6) Educational Broadcasting (Educational Radio Script Exchange and The Federal Radio Education Committee); (7) Improvement of National Statistics; (8) Division Reports (American School Systems Division; Higher Education Division; Comparative Education Division; Special Problems Division; Statistical Division; Library Service Division; The Library; Editorial Division; All Divisions; Health and Physical Education; Industrial Arts; and Tests and Measurement); (9) Vocational Education (New Service Organized; Vocational Education Problems; Integration in Vocational Education; The Federal Advisory Board; Advisory Committees; Growth of Vocational Education; Cooperative Services to the States; Agricultural Education; Trade and Industrial Education; Home Economics Education; Business Education; Occupational Information and Guidance; Consulting Services; Cooperation with Other Agencies; Research Activities; New Developments; and Appropriations, 1939 and 1940); (10) Vocational Rehabilitation (Improvement and Expansion; Different Services; Correlation with Other Services; and Appropriations, 1939 and 1940); (11) Educational Activities in C. C. C. Camps; and (12) Office of Education Publications--All Divisions. [The Commission of Education's annual report is on pages 101-170.]
Annual Report of the Secretary of the Interior for the Fiscal Year Ending June 30, 1937 [Report of the Commissioner of Education]
Author: US Department of the Interior, Office of Education (ED)
Date: 1937-00-00
Type: Historical Materials
Subjects: Public Schools,Conservation Education,Curriculum,Rural Education,Higher Education,Federal Programs,Elementary Secondary Education,Special Education,Comparative Education,Statistical Data,Educational Research,Reports,Records (Forms),Cooperation,School Libraries,Educational Media,Field Experience Programs,Information Services,Exhibits,Publications,International Relations,Educational Administration,Vocational Education,Advisory Committees,Educational Policy,Vocational Rehabilitation,Services,Agency Cooperation,Conservation (Environment),Apprenticeships,Educational Finance

This Annual Report of the Secretary of the Interior for the Fiscal Year Ending June 30, 1937 includes the annual report from the Commissioner of Education. The Commissioner's portion of this report is divided into several sections. The first section discusses: (1) In Public Schools; (2) Conservation Education; (3) Curricular and Other Interests; (4) Rural Education; (5) In Colleges and Universities; and (6) Federal Educational Activities. The section, Research and Investigation, covers the topics: (1) In Elementary and High-School Fields; (2) In Colleges and Universities; (3) In Special Education; (4) In Comparative Education; (5) In Statistics; and (6) In Other Fields. The third section, Promoting and Coordinating Research, covers the topics: (1) Uniform Records and Reports; (2) Cooperative Research; and (3) The Library. The fourth section, Significant Demonstrations, covers the topics: (1) In Public Forums and (2) In Educational Broadcasting (Programs and Script Exchange). Other sections include: (1) Educational Policy Forming (Federal Radio Education Committee); (2) Service in the Field; (3) Information Service (Educational Exhibits and Publications Prepared During the Fiscal Year 1936-37); (4) International Relations; and (5) Administration and Supervisory Activities (C. C. C. Educational Program; Land-Grant Colleges and Universities; and Howard University Report). The section, Vocational Education, covers the topics: (1) Federal Board for Vocational Education; (2) Technical Advisory Committee; (3) Policies of Vocational Education; (4) Growth of Vocational Education and Vocational Rehabilitation Programs During the Year; (5) Acceptance of Vocational Rehabilitation Acts by Kansas and Vermont; (6) Cooperative Services to the States; (7) Cooperation with Other Agencies; (8) Contribution to Education in C. C. C. Camps; (9) Research Activities; (10) New Developments; (11) Apprentice Training; (12) Publications; and (13) Appropriations 1937 and 1938. The report closes with the topic of the General Education Board. [The Commission of Education's annual report is on pages 296-342.]
The Private Side of Public Universities: Third-Party Providers and Platform Capitalism. Research &amp; Occasional Paper Series: CSHE.3.2022
Author: Hamilton, Laura T.
Date: 2022-06-13
Type: Reports - Research
Subjects: Public Colleges,Online Courses,Outsourcing,Contracts,School Business Relationship,Privatization,Educational Finance,Deception,Higher Education,Integrated Learning Systems,Minority Group Students,Student Recruitment,Web Sites

The rapid rise of online enrollments in public universities has been fueled by a reliance on for-profit, third-party providers--especially online program managers. However, scholars know very little about the potential problems with this arrangement. We conduct a mixed methods analysis of 229 contracts between third-party providers and 117 two-year and four-year public universities in the US, data on the financing structure of third-party providers, and university online education webpages. We ask: What are the mechanisms through which third-party relationships with universities may be exploitative of students or the public universities that serve them? To what extent are potentially predatory processes linked to the private equity and venture capital financing structure of third-party providers? We highlight specific mechanisms that lead to five predatory processes: the targeting of marginalized students, extraction of revenue, privatization by obfuscation, for-profit creep, and university captivity. We demonstrate that contracts with private equity and venture capital financed third-party providers are more likely to include potentially problematic contract stipulations. We ground our findings in a growing body of work on &quot;platform capitalism&quot; and include recommendations for state universities, accreditors, and federal policy.
Eligibility for Admission to the University of California after the SAT/ACT: Toward a Redefinition of Eligibility. Research &amp; Occasional Paper Series: CSHE.2.2022
Author: Geiser, Saul
Date: 2022-02-16
Type: Reports - Research
Subjects: State Colleges,College Admission,Eligibility,High School Graduates,State Policy,Enrollment,College Entrance Examinations,Admission Criteria,Grade Point Average,Standardized Tests,Access to Education

Eligibility is a policy construct unique to California. UC and CSU are the only US universities that distinguish between eligibility for admission and admission itself and set separate requirements for each. The eligibility construct derives originally from California's 1960 Master Plan for Higher Education, which famously mandated that UC admit students from the top 12.5% (and CSU from the top 33.3%) of California public high school graduates. Thus began a long and twisting saga of policy implementation that has become increasingly convoluted over time. UC's decision to eliminate the SAT/ACT in university admissions presents an opportune moment to rethink the eligibility construct from the ground up. This essay proposes, first, eliminating the now-antiquated &quot;Eligibility Index,&quot; a mechanical algorithm that is increasingly at odds with the thrust of UC admissions policy over the past two decades; second, moving from a 12.5% eligibility target (the percentage of students who qualify for admission) to a 7.5% participation target (the percentage who actually enroll); and third, redefining eligibility from a norm-referenced to a criterion-referenced construct. &quot;Using holistic or comprehensive review to select from among applicants who have successfully completed UC subject requirements at a specified level of proficiency, UC would admit that number of applicants needed to yield a 7.5% participation rate among California high school graduates.&quot; This is the same average participation rate that the Master Plan has yielded historically, so that the proposal would be revenue-neutral with respect to State funding for UC. At the same time, like the 12.5% eligibility target, a 7.5% participation target would tie UC enrollment growth to growth in California's college-age population. Conversion from an eligibility to a participation target would not eliminate the eligibility construct but would redefine it. In place of a norm-referenced standard -- whether students rank in the &quot;top 12.5%&quot; -- eligibility would be redefined as a criterion-referenced standard: Whether students have mastered the foundational knowledge and skills needed to succeed at UC. When we judge students against that standard, two truths become evident. First is that the pool of students who are qualified for and can succeed at UC is far larger than UC can accommodate; the chief advantage of a criterion-referenced standard is the greater scope for UC to select from a broader, more diverse pool of qualified applicants. Second is that expanding eligibility is much less a priority than increasing actual enrollment and participation rates among the pool of those who are already qualified.
How COVID Relief Funding Is a Lifeline for Afterschool and Summer Programs during the Pandemic
Author: Afterschool Alliance
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Emergency Programs,Federal Aid,COVID-19,Pandemics,Educational Finance,After School Programs,Summer Programs,Enrichment,Partnerships in Education

More than two years into the pandemic, individuals and institutions alike have faced significant hardships caused by COVID-19, which has had a serious impact on the health, economic stability, and overall well-being of the country. For the afterschool field, the pandemic has caused disruption to services, increased operational costs, and put further stress on an already overtaxed and overwhelmed workforce. Findings from the Wave 7 &quot;Afterschool in the Time of COVID-19&quot; survey, presented in this report, demonstrate how funds from the American Rescue Plan are helping afterschool and summer programs continue to provide important services and supports to their students, from academic enrichment to opportunities to engage with their peers, during an extraordinarily challenging moment. At the same time, the survey brings to light the need to connect more programs with local education leaders about COVID relief dollars and help a greater number of programs access funding to ensure that all young people are able to benefit from afterschool and summer programs that are keeping them safe, inspiring learning, and sparking new passions and interests.