ethanporcaro/eric-fulltext-meta huggingface dataset:
Latino College Completion: Texas
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Texas' fact sheet include: (1) Texas had the 2nd largest Latino population in the U.S.; (2) Half of the K-12 population in Texas was Latino; (3) In Texas, 38% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Texas was 27, compared to 35 for White non-Hispanics; and (5) In Texas, 17% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 34% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Latino College Completion: Oregon
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Oregon's fact sheet include: (1) Oregon had the 19th largest Latino population in the U.S.; (2) In Oregon, 20% of the K-12 population was Latino; (3) In Oregon, 12% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Oregon was 24, compared to 40 for White non-Hispanics; and (5) In Oregon, 16% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 39% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Latino College Completion: Vermont
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Vermont's fact sheet include: (1) Vermont had the smallest Latino population in the U.S.; (2) In Vermont, 1% of the K-12 population was Latino; (3) In Vermont, 2% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Vermont was 26, compared to 42 for White non-Hispanics; and (5) In Vermont, 41% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 44% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Latino College Completion: Montana
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Montana's fact sheet include: (1) Montana had the 45th largest Latino population in the U.S.; (2) In Montana, 3% of the K-12 population was Latino; (3) In Montana, 3% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Montana was 23, compared to 42 for White non-Hispanics; and (5) In Montana, 24% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 40% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Latino College Completion: South Dakota
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from South Dakota's fact sheet include: (1) South Dakota had the 47th largest Latino population in the U.S.; (2) In South Dakota, 3% of the K-12 population was Latino; (3) In South Dakota, 3% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in South Dakota was 22, compared to 40 for White non-Hispanics; and (5) In South Dakota, 26% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 41% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Latino College Completion: Virginia
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Virginia's fact sheet include: (1) Virginia had the 15th largest Latino population in the U.S.; (2) In Virginia, 9% of the K-12 population was Latino; (3) In Virginia, 8% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Virginia was 27, compared to 40 for White non-Hispanics; and (5) In Virginia, 28% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 44% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Latino College Completion: Pennsylvania
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Pennsylvania's fact sheet include: (1) Pennsylvania had the 13th largest Latino population in the U.S.; (2) In Pennsylvania, 8% of the K-12 population was Latino; (3) In Pennsylvania, 6% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Pennsylvania was 25, compared to 42 for White non-Hispanics; and (5) In Pennsylvania, 20% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 39% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Factors Influencing Career Experiences of Selected Chinese Faculty Employed at an American Research Extensive University
Author: Cooksey, Yan Zhang
Date: 2012-00-00
Type: Journal Articles
Subjects: Asians,College Faculty,Research Universities,Work Experience,Influences,Career Choice,Barriers,Tenure,Faculty Promotion,Recognition (Achievement),Persistence,Women Faculty,Gender Differences,Asian Culture,Cultural Influences,Racial Discrimination,Interviews

Whereas research related to the experience of faculty of color is increasing, few attentions have been focused on Chinese faculty's career experience in the US. This study examined career experiences of 16 Chinese faculty members across different disciplines, ranks and genders at a studied research extensive university in Texas, US. The study used a qualitative research design with in-depth interviews, observations and document reviews as the major tools for data collection and adopted constant comparative methods for data analysis. Drawing the research data directly from Chinese faculty members, the study identifies factors which influence Chinese faculty decisions to apply for, accept and remain in faculty positions, challenges as well as support when seeking promotion, tenure and recognition. Major findings concluded that factors, such as traditional Chinese culture, family influence and the ability to access American academic freedom, advanced research environments, flexibility and job security have significant influences in determining Chinese faculty's decisions to work within academia in the US. Additionally, Chinese faculty tended to regard individual barriers (e.g., challenges in mastery of English language, a lack of teaching experience, no undergraduate educational background in the US, an unfamiliarity with the American culture and insufficient communications skills in general) rather than institutionalized barriers (e.g., occupational discrimination, stereotypes and prejudice) as primary factors that impeded their professional development. Furthermore, Chinese women faculty's experienced racial and gender issues in their lives and faced more challenges than their male counterparts in developing their careers in the US. (Contains 1 table.)
Using Argumentation as a Strategy of Promotion of Talking Science in a Physics Classroom: What Are Some of the Challenges?
Author: Qhobela, Makomosela
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Persuasive Discourse,Secondary School Science,Science Instruction,Learning Theories,Teaching Methods,Student Centered Curriculum,High School Students,Classroom Communication,Instructional Effectiveness

This paper discusses lessons learnt from a bigger study which investigates teaching approaches that could be employed to address the problem of classrooms that are dominated by teacher-centered approaches with minimal students' talk. The purpose of this paper is to establish the feasibility of success when argumentation is introduced as a part of learning physics in Lesotho. This study draws its theoretical framework from socio-cultural theory of learning. A three-staged teaching sequence whose main purpose was to promote talking was implemented at a government-controlled high school in Maseru. An important finding is that introduction of argumentation as a strategy of introducing learner-centered approaches in science classrooms proved to be beneficial. The paper highlights that the greatest challenge to the introduction of argumentation in Lesotho is related to changing the tradition that science teachers have adopted. (Contains 3 figures.)
Rhythm Masters: Developing a Master Program in Popular Music and Folk Music in Provincial Areas in Finland
Author: Vakeva, Lauri
Date: 2012-00-00
Type: Journal Articles
Subjects: Expertise,Feedback (Response),Music,Musicians,Educational Change,Foreign Countries,Surveys,Music Education,Curriculum Design,College Entrance Examinations

This paper reports a project organized by Sibelius-Academy Department of Folk Music and Tampere University, Department of Music Anthropology in 2008-2010. The goal of the project was to develop and implement a master program for &quot;rytmimusiikki&quot; (lit. &quot;rhythm music&quot; in Seinajoki, Finland--a musically active provincial area previously without music-related higher education programs. In the program, research and professional musicianship were combined in the frame of a student-centered curriculum that also emphasized active work-life connections and flexible study options. Aiming at developing a new kind of expertise in Finnish work market for non-classical musicians, the project sets out to explore the combined ideals of &quot;researching musician&quot; and &quot;musicing researcher&quot;. We will discuss the points of departure of this premise, map the developmental phases and outcomes of the project, as well as highlight some of the problems that arouse during the process. The findings of this developmental research are based on student and teacher interviews, feedback surveys and personal experiences of the planners. Two appendixes present: (1) Course Syllabus; and (2) Student's Evaluation of the Statements of the Program (n = 8). (Contains 1 table, 1 figure, and 9 footnotes.)
Exploration Linking Self-Reported Disordered Eating and Wellness in Undergraduate Health Students
Author: Owens, Pamela K.
Date: 2009-00-00
Type: Reports - Research
Subjects: Eating Disorders,Wellness,Undergraduate Students,Student Attitudes,Correlation,Measurement Techniques

University campus environments are conducive to the development of disordered eating in students. Busy schedules, easy access to fast food, and the transition from high school to college contribute to the development of disordered eating in university students. This researcher explored whether a relationship exists between self-reported disordered eating and wellness among Morehead State University undergraduate health students. During fall 2008, two hundred fifty-five students from the Department of Health, PE and Sports Sciences at MSU completed Eating Attitudes Test (EAT-26) and Five Factor Wellness Evaluation of Lifestyle, Adult Version (5F-Wel-A). After screening unusable data, results from 249 students were correlated. The alternative hypothesis stated that there will be a negative correlation between college students' overall wellness scores and disordered eating. The null hypothesis stated that the correlation between disordered eating and wellness would be equal to or greater than zero. Results supported the null hypothesis revealing no correlation between overall wellness and disordered eating. Four appendixes present: (1) Eating Attitudes Test; (2) Eating Attitudes Test Self-Scoring Instructions; (3) Informed Consent Statement; and (4) Debriefing Statement-Research Project--Disordered Eating and Wellness. (Contains 9 tables.)
The Model of the Rectilinear Propagation of Light and the Study of the Variation of the Size of a Shadow
Author: Metioui, Abdeljalil
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Scientific Concepts,Light,Misconceptions,Questionnaires,Science Instruction

The international community of the researchers in science education unanimously agrees on the necessity to take into account, in the elaboration of educational strategies, to specify that all development of educational strategies, the conceptual complexity of the scientific models as well as the various conceptions of the learners. In the present research, we are going to identify the conceptions of future teachers of the primary school with respect to the rectilinear propagation of light as well as the survey of the formation of a shadow and the variation of its size. The analysis of the data of a written questionnaire showed that the majority has erroneous conceptions compared to the scientific conceptions. We are going to see also that one can make evolve their conceptions while developing a didactic strategy centered on the conceptual conflict. Two appendixes present: (1) Questionnaire on Light Prior to Formal Teaching; and (2) Questionnaire on Light After Formal Teaching. (Contains 16 figures.)
Secondary Students' Accounts of Carbon-Transforming Processes before and after Instruction
Author: Onyancha, Kennedy M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary School Students,Science Instruction,Secondary School Science,Energy,Scientific Concepts,Secondary School Teachers,Pretests Posttests,Instructional Effectiveness,Comparative Analysis

The purpose of this study is to examine the extent to which more targeted instruction is helpful in eliciting students' scientific explanations of six selected carbon-transforming processes of combustion, cross processes, decomposition, growth, photosynthesis and respiration. We also examined these students' accounts regarding the corresponding principles of energy and matter. Students' accounts came from four secondary school teachers, two of whom used designed instructional materials and two did not. We first used grounded theory to analyze students' responses to pre-posttests regarding the six carbon-transforming processes. Then, we used matched-pair t-test to analyze these responses. We found overall significant pre-post gains in students' accounts in processes and principles among teachers who used more targeted instruction than those who did not. This was true even among teachers whose students' pretests were roughly similar. We also found no significant pre-post gains in high school students' accounts in the process of growth irrespective of form of instruction. Implications for research, science teaching and learning are discussed. (Contains 4 figures and 7 tables.) [Additional support for this research was provided by the Great Lakes Bioenergy Research Center.]
The Contradiction between &quot;Being and Seeming&quot; Reinforces Low Academic Performance
Author: Aparecida, Tsutsumi Angela
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Student Behavior,Foreign Students,Latin Americans,Asians,Elementary School Students,Junior High School Students,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers

This research deals with educational provision for Brazilian students in Japan and the trend towards educational interaction among students. The cases of Japan are considered as the development of treatment for the Brazilian students is not different from the treatment given to the Japanese students, although there are obvious differences in the implementation and acceptance of integration among them. The current research presents an analysis of a survey of opinions about Brazilian students' behavior enrolled in public Japanese schools in Hamamatsu City, Japan. It was conducted through written questionnaires distributed to Japanese teachers of Brazilian students with both sexes, who are attending public Japanese elementary and junior high schools. The information collected offers data to outline an experimental project for a mental health support program which could help those students to improve their mental health, attitudes, and consequently, their educational skills. In addition, it provides the implementation of strategies to promote home-school cooperation, helping teachers and parents in the current education. (Contains 2 tables and 2 figures.)