ethanporcaro/eric-fulltext-meta huggingface dataset:
Advancing Postsecondary Opportunity, Completion, and Productivity: Essential Performance Indicators for Missouri and Selected Peer States. 2012-2013
Author: Midwestern Higher Education Compact
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Indicators,Enrollment,Graduation Rate,Efficiency,School Effectiveness,Financial Support,Educational Finance,Educational Quality,Educational Policy,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Preschool Education,Grade 8,Elementary Secondary Education,Older Adults,Ethnicity,Race,Low Income Groups,Expenditure per Student,Family Income,Debt (Financial),Student Loan Programs,Paying for College,Study Abroad,State Aid,College Bound Students,College Students

This report portrays various performance indicators that are intended to facilitate an assessment of the postsecondary education system in Missouri. Descriptive statistics are presented for Missouri and five other comparison states as well as the nation. Comparison states were selected according to the degree of similarity of population characteristics, capital advantages, and market conditions. Indicators in the first section, &quot;Target Outcomes,&quot; assess progress towards the key goal of increasing the number of people who enroll in college and complete a high-quality degree as efficiently as possible. The second section, &quot;Leverage Points,&quot; provides indicators relevant to intermediate outcomes associated with postsecondary degree production, including academic preparation, affordability, and institutional effectiveness. The final section, &quot;Policy Instruments,&quot; focuses on some of the system resources and policies needed to influence leverage points and target outcomes. The following are appended: (1) Enrollment in International Perspective; (2) Educational Attainment in International Perspective; (3) Weights Used for Performance Scores; and (4) Endnotes.
Advancing Postsecondary Opportunity, Completion, and Productivity: Essential Performance Indicators for Wisconsin and Selected Peer States. 2012-2013
Author: Midwestern Higher Education Compact
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Indicators,Enrollment,Graduation Rate,College Readiness,Efficiency,School Effectiveness,Financial Support,Educational Finance,Educational Quality,Educational Policy,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Preschool Education,Grade 8,Elementary Secondary Education,Older Adults,Ethnicity,Race,Low Income Groups,Expenditure per Student,Family Income,Debt (Financial),Student Loan Programs,Paying for College,Study Abroad,State Aid,College Bound Students,College Students

This report portrays various performance indicators that are intended to facilitate an assessment of the postsecondary education system in Wisconsin. Descriptive statistics are presented for Wisconsin and five other comparison states as well as the nation. Comparison states were selected according to the degree of similarity of population characteristics, capital advantages, and market conditions. Indicators in the first section, &quot;Target Outcomes,&quot; assess progress towards the key goal of increasing the number of people who enroll in college and complete a high-quality degree as efficiently as possible. The second section, &quot;Leverage Points,&quot; provides indicators relevant to intermediate outcomes associated with postsecondary degree production, including academic preparation, affordability, and institutional effectiveness. The final section, &quot;Policy Instruments,&quot; focuses on some of the system resources and policies needed to influence leverage points and target outcomes. The following are appended: (1) Enrollment in International Perspective; (2) Educational Attainment in International Perspective; (3) Weights Used for Performance Scores; and (4) Endnotes.
Campus-Based Practices for Promoting Student Success: Financial Aid. Research Brief
Author: Horn, Aaron S.
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Enrollment,Academic Persistence,Graduation Rate,College Students,Student Employment,Grants,Academic Achievement,Work Study Programs

Financial aid may be particularly critical for promoting full-time enrollment, continuous enrollment, and a manageable balance of school and work responsibilities, which influence the likelihood of timely degree completion (Adelman, 2006; Attewell, Heil, &amp; Reisel, 2012; Hossler et al., 2009). For example, Attewell, Heil, and Reisel (2012) accounted for differences in student background characteristics and found that the five-year graduation rate was 5 percentage points lower among part-time than full-time students at four year institutions and 10 percentage points lower among part-time students at two-year colleges. Regarding the continuity of enrollment, the five-year graduation rate was 4 percentage points higher among students who enrolled during the first summer term at four-year institutions and 16 percentage points higher among students with summer term enrollment at two-year colleges, relative to students who dropped out during the summer (Attewell, Heil, &amp; Reisel, 2012). Students who work more than 15 hours per week (either to avoid loans or to bridge the cost-aid gap) are less likely to complete their degrees than students who work fewer hours. The relationship between financial aid and student success, however, is partly determined by the nature of the aid package. Whereas the receipt of grant aid and work-study has generally yielded a positive effect on student persistence, the receipt of loan aid has been unassociated with persistence. The accumulation of student loan debt has been mainly negatively correlated with persistence. This brief summarizes key findings from research that may inform institutional policy regarding grant aid and work-study programs.
Campus-Based Practices for Promoting Student Success: Effective Pedagogy. Research Brief
Author: Horn, Aaron S.
Date: 2014-04-00
Type: Reports - Research
Subjects: Teaching Methods,College Faculty,Literature Reviews,Meta Analysis,Effect Size,Lecture Method,Learner Engagement,Instructional Effectiveness,Cooperative Learning,Problem Based Learning,Service Learning,Mastery Learning,Computer Assisted Instruction

One of the iconic symbols of the collegiate experience is the graying professor pontificating behind a lectern to a massive audience of dreary-eyed students. In fact, 45 percent of faculty at four-year institutions still report &quot;extensive lecturing&quot; as the teaching method used in most of their courses (Hurtado et al., 2012). And yet, over the past few decades a voluminous body of research has emerged demonstrating that the traditional lecture method is far less effective than pedagogies of engagement, mastery learning, and computer-based instruction.This research brief provides a description of effective pedagogies as well as a summary of supporting research. To the extent possible, the literature review in this brief focuses on the results of meta-analyses, which examine the average treatment effect or effect size (ES) over multiple studies. Cohen (1988) offered a set of guidelines for interpreting effect sizes: small = 0.20; medium = 0.50; and large = 0.80. Alternatively, effect sizes can be conceived as the percentile point increase (or decrease) on the outcome measure for the average student who received the &quot;treatment&quot; (e.g., online instruction). Both the effect size and the equivalent number of percentile points are reported. A key foible of the lecture method is that it is based on the erroneous assumption that students learn by passively absorbing information; they are seen as empty vessels that must be filled with the professor&apos;s knowledge. Much to the contrary, research in the field of educational psychology has demonstrated that students learn by actively constructing knowledge through the explanation, application, and integration of new concepts (Barkley, 2010). The most prominent pedagogies that actively engage students in the learning process are cooperative learning, problem-based learning, and service-learning.
Determinants of Student Success: An Integrative Perspective to Orient Policy and Practice. Research Brief
Author: Horn, Aaron S.
Date: 2014-04-00
Type: Reports - Research
Subjects: Academic Achievement,Success,Social Psychology,College Students,Learner Engagement,Goal Orientation,Identification (Psychology),Interpersonal Competence

This brief elaborates three social psychological factors that influence student success during college: goal commitment; academic engagement, and social identification. Students glean a sense of direction and meaning from long-term goals related to the completion of a postsecondary credential, a specific timeline for graduation, and the future competencies that will be acquired. Whether students realize a high level of academic achievement largely hinges on the degree to which they are cognitively, affectively, and behaviorally engaged in their academic work. Identification with a campus community fulfills a fundamental human need for belonging, forges an affective attachment to the institution, and helps to align students&apos; academic goals with institutional norms. A robust understanding of such factors is crucial to effectively designing and evaluating institutional policies and practices conducive to student success.
Appendix A: Rankings for All Programs in &quot;NCTQ Teacher Prep Review 2014.&quot; [2014 Teacher Prep Review]
Author: Greenberg, Julie
Date: 2014-06-00
Type: Reference Materials - General
Subjects: Teacher Education Programs,Preservice Teacher Education,Elementary Education,Secondary Education,Special Education,Undergraduate Study,Graduate Study

The &quot;NCTQ Teacher Prep Review&quot; evaluates the quality of programs that provide preservice preparation of public school teachers. The rankings of all 2,400 elementary, secondary, and special education programs included in &quot;NCTQ Teacher Prep Review 2014&quot; are listed in this appendix as: (1) a numeric national ranking; (2) &quot;rank not reported&quot; (RNR); or (3) &quot;data insufficient to rank&quot; (DIR). [For the full report, &quot;2014 Teacher Prep Review: A Review of the Nation&apos;s Teacher Preparation Programs,&quot; see ED545343.]
Appendix B: Methodology. [2014 Teacher Prep Review]
Author: Greenberg, Julie
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Preservice Teacher Education,Program Evaluation,Standards,Data Collection,Data Analysis,Scoring,State Regulation,Quality Control,Elementary Education,Secondary Education,Special Education,Evaluation Methods

The &quot;NCTQ Teacher Prep Review&quot; evaluates the quality of programs that provide preservice preparation of public school teachers. This appendix describes the scope, methodology, timeline, staff, and standards involved in the production of &quot;Teacher Prep Review 2014.&quot; Data collection, validation, and analysis for the report are also discussed. This appendix also covers the state context, impact of state regulations on the analysis, standard/program connections, and quality control of &quot;Teacher Prep Review 2014.&quot; [For the full report, &quot;2014 Teacher Prep Review: A Review of the Nation&apos;s Teacher Preparation Programs,&quot; see ED545343.]
Appendix C: Background and Methodology for Alternative Certification Pilot. [2014 Teacher Prep Review]
Author: Greenberg, Julie
Date: 2014-06-00
Type: Reports - Research
Subjects: Alternative Teacher Certification,Program Evaluation,Program Effectiveness,Standards,Teacher Effectiveness,Evaluation Methods,Admission Criteria,Expertise,Teacher Supervision,Secondary Education

The &quot;NCTQ Teacher Prep Review&quot; evaluates the quality of programs that provide preservice preparation of public school teachers. As part of the &quot;Review,&quot; this appendix reports on a pilot study of new standards for assessing the quality of alternative certification programs. Background and methodology for alternative certification program evaluation is provided. [For the full report, &quot;2014 Teacher Prep Review: A Review of the Nation&apos;s Teacher Preparation Programs,&quot; see ED545343.]
Appendix D: More on Recommendations. [2014 Teacher Prep Review]
Author: Greenberg, Julie
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Preservice Teacher Education,Elementary Education,Secondary Education,College Choice,College Bound Students,Undergraduate Students,Graduate Students,Program Effectiveness

The &quot;NCTQ Teacher Prep Review&quot; evaluates the quality of programs that provide preservice preparation of public school teachers. This appendix presents next steps for prospective college or graduate students who aspire to enter teaching (and their parents) and for current students who are already enrolled in a teacher preparation program (and their parents). [For the full report, &quot;2014 Teacher Prep Review: A Review of the Nation&apos;s Teacher Preparation Programs,&quot; see ED545343.]
America&apos;s Young Adults: Special Issue, 2014
Author: Cook, Traci
Date: 2014-07-00
Type: Reports - Research
Subjects: Economic Climate,Individual Needs,Achievement,Well Being,Demography,Education,Economic Status,Family (Sociological Unit),Citizenship Responsibility,Social Behavior,National Surveys,Educational Attainment,Health,Safety,Labor Force,Salaries,Housing,Health Insurance,Late Adolescents,Young Adults

The well-being of young adults in the United States today remains an area of key interest to the public and policy-makers alike. This age group faces the well-known challenges of achieving financial and social independence while forming their own households at a time of greater economic uncertainty than in the past. Better understanding of the achievements and needs of these young adults will inform approaches to best support this exciting and challenging transition to adulthood. Over the 20 years since it held its first organizational meetings, the Federal Interagency Forum on Child and Family Statistics (the Forum) has established a tradition of cooperation and commitment to understanding the challenges and opportunities facing children and families today. This year, in a Special Issue on America&apos;s Young Adults, the Forum extends that commitment to describing the well-being of youth as they transition into adulthood. This report focuses on key themes that are of particular relevance in describing the demographic status and well-being of today&apos;s young adults against a backdrop of the traditional milestones of adulthood--Education; Economic Circumstances; Family Formation; Civic, Social, and Personal Behavior; and Health and Safety. Hyperlinks to data sources referenced in the &quot;America&apos;s Young Adults: Special Issue,&quot; are included in the report. This Special Issue provides data on young adults, focusing on their demographic characteristics, living situations, and overall well-being. The data come from several nationally representative, federally sponsored surveys. Together, the data from these surveys show a snapshot of the status and well-being of young adults, defined wherever possible as ages 18-24. [Additional assistance in writing and producing this report was provided by: Megan J. Benetsky, Thomas A. File, Tiffany A. Julian, Robin A. Cohen, Casey E. Copen, Catherine R. Duran, Charlotte A. Schoenborn, Joyce C. Abma, Ari Miniño, Stephanie J. Ventura, Cynthia A. Reuben, Cheryl D. Fryar, Holly B. Hedegaard, and Kenneth B. Quinto.]
America&apos;s Children: Key National Indicators of Well-Being. At a Glance for 2014
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Children,Adolescents,Well Being,Social Indicators,Family Environment,Social Environment,Health Services,Economic Status,Physical Environment,Child Safety,Education,Child Health,Data,Health,Recordkeeping,Family (Sociological Unit)

The Forum, a collaboration of 22 Federal government agencies involved in research and activities related to children and families, was founded in 1994 and formally established in April 1997 under Executive Order No. 13045. The mission of the Forum is to foster coordination and collaboration and to enhance and improve consistency in the collection and reporting of Federal data on children and families. During alternate publication years of &quot;America&apos;s Children: Key National Indicators of Well-Being,&quot; the Federal Interagency Forum on Child and Family Statistics (the Forum) typically publishes a Brief report, highlighting a short selection from its 41 key indicators. This report presents the At-A-Glance section to show significant data changes for those indicators highlighted. Indicators include: (1) Demographic Background; (2) Family and Social Environment; (3) Economic Circumstances; (4) Health Care; (5) Physical Environment and Safety; (6) Behavior; (7) Education; and (8) Health.
Role of Concept Cartoons in Chemistry Learning
Author: Gafoor, Kunnathodi Abdul
Date: 2013-12-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Cartoons,Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Learner Engagement,Student Motivation,Discussion (Teaching Technique),Secondary School Science

Cartoons are valuable aids that prompt interest and foster genuine student engagement in the classroom. Cartoons are part of a much larger effort to introduce rare and amusing activities to boost learning and student participation. Concept cartoons are visual tools composed of three or more characters&apos; proposing ideas, discussing or thinking on a subject, an incident or a concept in daily life. Concept Cartoons were first developed in the 1990s by Keogh and Naylor. Concept cartoons engage students in focused discussion, by making students talk about the concepts presented by the cartoon characters. Many concepts in chemistry are abstract and often difficult to grasp especially for novice learners and concept cartoons can play a very good role here to overcome the difficulties in learning. Concept cartoons in chemistry can grab attention of students more easily, generate participation by giving rise to vibrant class discussions and allows teachers to gain important insights into their pupils&apos; understanding.
Need for Equipping Teachers for Quality Higher Education: Exploring How Teachers in Kerala Perceive Quality Practices in Higher Education
Author: Gafoor, Kunnthodi Abdul
Date: 2013-11-11
Type: Reports - Research
Subjects: Foreign Countries,Educational Quality,Higher Education,Teacher Recruitment,Student Motivation,Innovation,Educational Change,Teacher Attitudes,Equal Education,Excellence in Education,Educational Improvement,College Faculty,Teacher Role,Inservice Teacher Education,Teacher Effectiveness,Special Needs Students,Student Evaluation,Information Technology,Educational Planning,Strategic Planning,Semi Structured Interviews

Over the past few years, India's higher education sector has witnessed remarkable progress. Though the country has the largest and the second largest higher education system in the world in terms of the number of institutions and enrolment respectively, it still faces challenges on several fronts. Quality of higher education (HE) is a function of infrastructure, accessibility and recruitment of good teachers, ability to cater to societal demands, motivation of students, employability of the programme, and flexibility for administrative and academic reforms and freedom for innovations. Twelfth Five Year Plan (2012-2017) recognizes the challenges facing India's HE system. The plan has made several proposals to resolve the challenges in expansion, equity and excellence. This paper discusses teachers' perception of quality of teaching in colleges and the suggestion for improvements thereof. Many factors that contribute to quality of HE can be viewed from a teacher perspective. This investigation recognized five major areas that have a bearing on quality of HE. They are effective teaching, meeting special learners in HE, assessment in HE, classroom problems and innovative solutions and using ICT in classrooms. How teachers in Kerala perceive these dimensions of HE were explored through unstructured interview. Results evidence many challenges in quality of HE. Teachers being doorkeepers of thoughts can play a good role for the improvement of HE. One way to overcome these challenges is to equip teachers with enough in-service courses in problem areas. An orientation course once for all is not sufficient to cater to enhance professional competencies of teachers for quality HE.
Student Moderators in Asynchronous Online Discussion: A Question of Questions
Author: Zingaro, Daniel
Date: 2012-09-00
Type: Journal Articles
Subjects: Asynchronous Communication,Online Courses,Computer Mediated Communication,Facilitators (Individuals),Group Discussion,Peer Groups,Questioning Techniques,Discourse Analysis,Graduate Students,Distance Education,Cooperative Learning,Statistical Analysis,Content Analysis,Cognitive Style,Incidence,Teaching Methods,Foreign Countries

Much current research exalts the benefits of having students facilitate weekly discussions in asynchronous online courses. This study seeks to add to what is known about student moderation through an analysis of the types of questions students use to spur each discussion. Prior experimental work has demonstrated that the types of questions posed by instructors influence the cognitive levels of responses, but little is known about the extent to which student moderators use these various question forms. Question types and the cognitive levels of responses in an online graduate course were analyzed, and it was found that students relied on a small number of question forms. In particular, students rarely asked questions directly related to weekly course readings, and did not ask any questions that made connections to previously studied course material. Questions that constrained student choice led to lower levels of responses compared to other question types.