ethanporcaro/eric-fulltext-meta huggingface dataset:
CADRE Early Career Guide: Tips for Early Career STEM Education Researchers
Author: Stiles, Jennifer
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: STEM Education,Educational Research,Educational Researchers,Graduate Students,Writing for Publication,Social Networks,Research Proposals,Career Development,Entry Workers,Job Search Methods,Writing Processes,Proposal Writing,Fellowships,Assignments,Guidelines

The Community for Advancing Discovery Research in Education (CADRE) Early Career Guide offers advice on becoming a successful researcher in the field of STEM education and a portrait of an early career researcher support program. The advice offered throughout the guide comes from experienced researchers who are part of the National Science Foundation's Discovery Research PreK-12 (NSF DRK-12) community. The guide is divided into three parts. Parts I and II offer tips and resources to address the needs of STEM education researchers who are early in their careers, primarily doctoral students and research associates. These materials are organized around four focal themes: (1) pursuing academic and non-academic career pathways; (2) writing for publication; (3) building professional networks; and (4) developing NSF proposals. Early career researchers may choose to independently access the resources in Parts I and II on an as-needed basis or pick from the resources and other elements of the Fellows program (described in Part III) to share with, for example, a study group with other graduate students and professional peers. Building on Parts I and II, Part III describes a model for supporting early career STEM education researchers based on the CADRE Fellows program, and provides strategies and resources to guide those who supervise, advise, or mentor groups of early career STEM education professionals. Part III offers a detailed description of the structure and objectives of the CADRE Fellows program and the design of the activities within the focal themes. It also provides insights into the impact of the program. The guide is organized in such a way that advisors, supervisors, mentors, and program leads who work with early career researchers can choose those elements from Parts I, II, and III that are most appropriate and use them to develop customized supports to use on an ad-hoc basis or in the formation of a more formal early career researcher program. Early career researchers might also choose to use several of the guiding questions associated with each strand in Part III when talking with more-experienced researchers, or work on one of the assignments independently or with another colleague.
Miami-Dade County Public Schools: 2014-2015 Student Performance in the International Baccalaureate Program. Research Brief. Volume 1504
Author: Blazer, Christie
Date: 2016-02-00
Type: Reports - Research
Subjects: Honors Curriculum,High School Students,Public Schools,Scores,Standardized Tests,Gender Differences,Racial Differences,Ethnicity,High School Graduates,Citizenship Education,Graduation Requirements,Intellectual Disciplines

This Research Brief summarizes the performance of Miami-Dade Public Schools (M-DCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2014-2015. The number of IB examinations taken in M-DCPS remained relatively stable from 2013-2014 to 2014-2015, decreasing by less than one percentage point. Almost two-thirds of IB examinations in M-DCPS were taken by Hispanic students, and females took 61% of the examinations. The percentage of IB examinations receiving passing scores remained stable at 80% from 2013-2014 to 2014-2015. White and Hispanic students had higher passing rates on IB examinations than Black students. The passing rates for males and females were similar. At the conclusion of the 2014-2015 school year, 75% of eligible M-DCPS students received IB diplomas.
Trends in High School Dropout and Completion Rates in the United States: 2018. Compendium Report. NCES 2019-117
Author: McFarland, Joel
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Educational Trends,High School Students,Dropout Rate,Dropouts,Academic Achievement,Graduation Rate,High School Graduates,Educational Indicators,Student Characteristics,Racial Differences,Gender Differences,Family Income,Disabilities,Geographic Regions,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indian Students,Multiracial Persons,Credentials,High School Equivalency Programs

The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates) and data on alternative high school credentials. This report updates a series of NCES reports on high school dropout and completion rates that began in 1988.
Miami-Dade County Public Schools: 2015-2016 Student Performance in the International Baccalaureate Program. Research Brief. Volume 1603
Author: Blazer, Christie
Date: 2016-10-00
Type: Reports - Research
Subjects: Public Schools,Honors Curriculum,High Schools,High School Students,Standardized Tests,Scores,Graduation Requirements,Racial Differences,Ethnicity,Gender Differences,High School Graduates,Intellectual Disciplines

This Research Brief summarizes the performance of Miami-Dade Public Schools (M-DCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2015-2016. The number of IB examinations taken in M-DCPS decreased by two percentage points from 2014-2015 to 2015-2016. During the same time period, the number of IB examinations receiving passing scores increased by one percentage point. Almost two-thirds of IB examinations in M-DCPS were taken by Hispanic students, and females took 65% of the examinations. Students classified as &quot;Other&quot; (American Indian, Alaskan Native, Asian, Pacific Islander, and Multiracial categories) had the highest passing rates on IB examinations, followed by White students, Hispanic students, and then Black students. The passing rates for males and females were similar. At the conclusion of the 2015-2016 school year, 78% of eligible M-DCPS students received IB diplomas, an increase of three percentage points from 2014-2015.
English as a Second Language Multiple Measure Development
Author: Willett, Terrence
Date: 2017-06-01
Type: Reports - Descriptive
Subjects: Community Colleges,College Students,Student Placement,English Language Learners,Second Language Instruction,Two Year College Students,Student Evaluation,Sequential Approach,Predictor Variables,Educational Assessment

In order to improve the accuracy of students' placement into California Community College English as Second Language (ESL) courses and move them more efficiently toward completion, the statewide Common Assessment Initiative (CAI) is developing placement processes for student assessment in credit ESL that contain a multiple measures component. As part of this work, the Multiple Measures Assessment Project (MMAP) has created a set of multiple measures to be used in assessment that are based upon high school transcripts. While these measures cannot be applied to all ESL students due to lack of data, they offer value for those who do have high school data available. This brief describes the variation in credit ESL sequences and how the MMAP team addressed the analytical challenges of these variations. There is also discussion of the source data set, inclusion criteria for the predictive model data sets, and a short description of the decision tree predictive analysis. Also addressed is the question of the influence of high school origin and college destination on community college ESL course success.
Academy of College Excellence: A Mixed-Methods Analysis of the Long-Term Academic and Career Outcomes for ACE Students
Author: Nguyen, Alyssa
Date: 2018-03-00
Type: Reports - Research
Subjects: Community Colleges,Program Effectiveness,Capacity Building,Career Readiness,Intervention,At Risk Students,Academic Achievement,Employment Level,Success,Disproportionate Representation,First Generation College Students,Two Year College Students,College Readiness,Barriers,Participation,Wages

In 2015, the Research and Planning Group for California Community Colleges (RP Group) was contracted by the Joyce/Cabrillo Foundation to assess the long-term impact of the Academy for College Excellence (ACE) on students who had participated in the program between fall 2003 and spring 2014 at three California Community Colleges: Berkeley City, Cabrillo, and Hartnell Colleges. To accomplish this goal, the RP Group designed and implemented a mixed-methods research study, gathering both qualitative and quantitative data to analyze the effect of participating in ACE in both students' personal and professional lives. This report summarizes the key qualitative and quantitative research findings highlighting the ways in which the Academy for College Excellence (ACE) helped build the capacity of individuals facing numerous obstacles to success thrive as students, participants in the workforce, and members of the community. Qualitative data for this evaluation was collected via telephone surveys with 435 individuals who had completed ACE at some point between 2003 and 2014 at one of three colleges that host the ACE program: Cabrillo College, Berkeley City College, and Hartnell College. Quantitative research complemented the telephone survey with an in-depth analysis of ACE participants' educational and employment outcomes and comparison of those outcomes to a demographically similar group of students who did not enroll in ACE. Findings suggest that ACE has a positive effect on students' academic, career, and personal success. The extensive telephone interviews conducted indicate that ACE supports students' academic and social integration in higher education and delivers psychosomatic supports for underserved and underrepresented college students. Furthermore, for historically underrepresented, first-generation, and &quot;at-risk&quot; students, ACE promotes postsecondary education as a tool for personal and economic success and facilitates participants' effective navigation of and success in the college/professional environment. Finally, findings indicate that participation in ACE builds students' ability to complete transfer-level coursework, achieve educational awards, and increase earnings over time.
Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM
Author: Kowalski, Susan
Date: 2017-00-00
Type: Reports - Research
Subjects: Faculty Development,Online Courses,Preschool Education,Elementary Secondary Education,STEM Education,Blended Learning,Educational Technology,Technology Uses in Education,Learner Engagement,Motivation,Teacher Collaboration,Cooperative Learning,Barriers,Reflection

Online modes of teacher professional development (PD) have gained prominence in recent years for their potential to transform and expand access to high-quality resources and experiences that positively impact teachers' knowledge, beliefs, instructional practices, and ultimately, student learning. However, with the increasing demand for and availability of online offerings, there is still much to be learned about the effectiveness of these programs and the factors that contribute to their success. The National Science Foundation's (NSF) Discovery Research PreK-12 (DRK-12) program, which &quot;seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches,&quot; is poised to contribute in this area (NSF, 2017, p. 1). In fall 2016, Community for Advancing Discovery Research in Education (CADRE) (the resource network for NSF's DRK-12 program) identified 26 active projects in the DRK-12 portfolio that were researching and/or developing online or blended teacher PD programs. Between February and September 2017, awardees representing 11 projects participated in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs in K-12 STEM education. The resulting principles are organized and presented around three themes: (1) Motivating and Sustaining Engagement that Builds Knowledge and Advances Professional Goals; (2) Creating Opportunities for Teachers to Collaborate as Learners; and (3) Supporting Reflection on Content and Practice. Participating awardees also described opportunities and challenges associated with each theme in online and blended settings. They highlighted opportunities for further research that could enhance the design principles presented in this report, inform the development of new principles, and address challenges that are common across projects. As these projects and other research efforts continue to generate empirical evidence around design approaches -- including the contexts in which and the audiences for whom they are effective, and their impacts on instruction and student learning -- the design principles presented in this report are intended to serve as guidance for the ongoing and future work of (1) researchers and developers of teacher PD programs and (2) administrators and teacher leaders who plan, implement, and facilitate online offerings for PD programming in their schools and districts. The emerging principles in this report were generated based on experience and initial evidence from across DRK-12 projects.
Literacy for Deaf Immigrant Adults: A Symposium for Collaboration and Learning. Final Report
Author: Eaton, Sarah Elaine
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Literacy Education,Deafness,Misconceptions,Financial Support,Knowledge Level,Advocacy,Hearing Impairments,Immigrants,Adults,Foreign Countries,Teaching Methods,Partnerships in Education,Adult Education,Adult Literacy

Purpose: This report summarizes the Literacy for Deaf Immigrant Adults: A Symposium for Collaboration and Learning was a unique event, the first of its kind in Western Canada. Methods: An archival narrative approach was used to summarize and synthesize key outcomes from the symposium. Results: Participants identified key challenges as: (1) myths about Deafness; (2) lack of awareness; (3) lack of funding; (4) the need for more advocacy. Implications: An action plan with clearly articulated next steps was developed. This report will be of particular interest to audiences with an interest in working with members of the Deaf and Hard of Hearing community, and in particular, immigrants and refugees. [This report was published in collaboration with the ASL for Deaf and Hard of Hearing Program, the Academic Preparation program and Academic Foundations.]
Updates on Factors That Motivate Students to Achieve High Academic Performance
Author: Pelayo, Jose Maria G., III.
Date: 2018-12-12
Type: Reports - Descriptive
Subjects: Student Motivation,High Achievement,Academic Achievement,Youth,Parent Participation,Parent Student Relationship,Grades (Scholastic),Parent Influence

The youth of today live in a world wherein numerous stimuli exist. These stimuli may either supplement or hinder their intellectual growth. The youth are surrounded by all these stimuli and divide their attention from their studies, resulting to low academic performance in school, an outcome undesired by their parents. An ideal student should be productive in all school activities, contributing to social development problems and primarily attaining high academic performance represented by high grades. The education of the youth is an important mission that should be continuously updated with supplementary programs that could improve and develop intellectual growth.
A Report on Social and Emotional Dynamics of Individuals with Musical Intelligence and Musical Training
Author: Pelayo, Jose Maria G., III
Date: 2018-12-12
Type: Reports - Research
Subjects: Music,Music Education,Multiple Intelligences,Student Characteristics,Social Influences,Emotional Response,College Students,Self Esteem,Interpersonal Communication,Music Appreciation,Student Interests

Music has been in its formal existence for so many years now and it has also been utilized to enhance, relax and help man's meditation. This study focused on how music can or may influence an individual. The researchers investigated and described the influence of Howard Gardner's theory on Multiple Intelligence (specifically, musical intelligence). The study is a qualitative investigation on the respondent's social and emotional dynamics in relation to musical intelligence and music training.
A Review on Depression in Graduate School Students
Author: Pelayo, Jose Maria G., III
Date: 2018-12-12
Type: Information Analyses
Subjects: Graduate Students,Depression (Psychology),Stress Variables,Anxiety,Intervention,Gender Differences,Mentors,Teacher Role,Student Attitudes,Mental Health,Academic Advising,At Risk Students

This review is a compilation of studies and literature that focuses on the existence of depression among graduate students. It has been an alarming predicament that needs to be addressed by institutions, universities and educational management. Depression brought by stress and anxiety from studying graduate school is a case that research should monitor. Necessary and effective contingency and intervention programs that would address depression in graduate school students should be properly implemented.
Multitasking of Teachers in the Contemporary Settings: Boon or Bane?
Author: Alquizar, Janice Serenio
Date: 2018-10-00
Type: Reports - Research
Subjects: Time Management,Teacher Responsibility,Productivity,Teacher Motivation,Teacher Attitudes,Teacher Behavior,Public School Teachers,Foreign Countries,Cognitive Processes,Attention,Time on Task,Difficulty Level,Coping,Needs Assessment,Persistence,Self Efficacy,Religious Factors

The purpose of this undertaking was to describe the multitasking of teachers in the workplace. Employing phenomenological approach with 15 teachers, in-depth interviews and focus group discussion were conducted which revealed that multitasking of teachers in the workplace is prevalent. Three major themes of multitasking of teachers as experienced emerged, such as self-sacrifice, personal and career challenge and personal growth and development. Multitasking of teachers in the workplace affected all facets of the teachers' lives, their time management, prioritizing task and multitasking being the emergent themes as consequences of teachers multitasking in the workplace. The participants of the study had different approaches in coping with the experience, through strengths and perseverance, industry, faith in oneself and faith in God. Based on the results of the study, it came out that most of the teachers doing multitasking in the workplace enjoyed and continued the work flow that comes from switching one tasks to another and considered it as the most productive way when stimulated with a variety of task. In view of the above, school heads hold a unique position in our society and have a special obligation to foster cognitive and non-cognitive activities which inspire the multitasking teachers to continue to refuel their experiences to become more productive and successful in their fields of endeavours, and to widen their insights on how to conquer the task and responsibilities assigned to them as they go along the journey of their professional careers.
An Evaluation of the Oral Reading Fluency of 4th Graders with Respect to Prosodic Characteristic
Author: Yildiz, Mustafa
Date: 2009-00-00
Type: Journal Articles
Subjects: Oral Reading,Reading Fluency,Grade 4,Elementary School Students,Error Patterns,Reading Skills,Suprasegmentals,Correlation,Foreign Countries

This study examined the oral reading fluency of 4th graders with respect to prosodic characteristics. Seventy 4th graders participated in the study. They were initially asked to read a grade-level passage and their reading was video recorded. Their reading errors were identified and their word correct per minute (WCPM) was determined. Their oral reading skills were also evaluated with respect to prosodic characteristics by using the Multidimensional Fluency Scale criteria. The results showed that their WCPM was close to the norms of the 4th grade. However, a significant part of students (40%) were noted to have problems with prosodic reading skills. Further, a positive and meaningful relationship was observed between WCPM and prosodic reading skills. It was concluded that activities and studies promoting prosodic reading skills should be given more emphasis in primary schools.
Attention! School Bus
Author: Temiz, Zeynep
Date: 2018-00-00
Type: Journal Articles
Subjects: School Buses,Preschool Children,Preschool Education,Preservice Teachers,Child Safety,Social Environment,Physical Environment,Interpersonal Communication,Restraints (Vehicle Safety),Employees

This study aimed to investigate the conditions of pre-school children's school buses. Six pre-service senior pre-school teachers interviewed twelve school bus drivers, and then took four bus rides with children from school to home and made observations while on the bus. The researchers identified three themes based on the literature: safety, social and physical environment, and communication with drivers. A content analysis approach was used to analyze the data. The findings of this study revealed that three safety rules--unfastened seat belts, use of the front seat, and use of cell phones while driving the school bus--were broken by the school bus drivers. The general social environment of the buses was positive; no conflict was observed among children during their social interactions with each other. Nevertheless, the physical condition was not as pleasing as the social environment. The buses were dirty, dusty, and had a bad smell due to the lack of fresh air. The communication between children and the drivers was fairly good. Children were eager to talk about their school day to the drivers, and the drivers were willing to listen to them. However, the drivers were not so kind during their private phone calls during the ride.