ethanporcaro/eric-fulltext-meta huggingface dataset:
TOPS Report: Analysis of the TOPS Program from 2007-2016
Author: Louisiana Board of Regents
Date: 2017-10-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Secondary School Curriculum,High School Graduates,Eligibility,College Bound Students,Academic Persistence,Awards,Demography,Grade Point Average,State Legislation,Educational History,Student Participation,Statistical Distributions,Graduation Rate,Funding Formulas,State Programs,Program Evaluation,Research Reports

The Tuition Opportunity Program for Students (subsequently renamed the Taylor Opportunity Program for Students, or TOPS) was created via ACT 1375 during the 1997 Regular Legislative Session. The first college freshman class to receive TOPS awards entered postsecondary education in the fall of 1998. ACT 1202 of the 2001 Regular Legislative Session requires the Louisiana Board of Regents (BoR) to prepare a report to analyze various aspects of the TOPS program. In accordance with ACT 1202, this report includes: (1) An analysis of the relationship between the high school courses taken and the student's score on the American College Test (ACT); (2) The number of high school graduates who are eligible for TOPS and subsequently enroll in college; (3) Persistence (retention) rates of TOPS students; (4) The number of and reasons for students losing award eligibility; and (5) Graduation data. Act 587 of the 2014 Regular Legislative Session added several additional levels of analysis to the TOPS report, including: (1) Demographic information of program award recipients; (2) High school GPA and ACT scores of program award recipients grouped by mean, median, and mode; and (3) Average high school GPA and average ACT scores of those who lost the award. The information in the report includes current and historical data on TOPS students (students receiving an Opportunity, Performance, or Honors award) and non-TOPS students, to allow for comparison. Data indicate that the TOPS program has succeeded in keeping Louisiana's high school graduates in the State to pursue postsecondary education.
Opportunities Foreclosed, Equity Denied: New York&apos;s Youngest Learners Still Left Out! Make Quality Early Learning Top Priority in 2018 Budget
Author: Holcomb, Betty
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Budgeting,Early Childhood Education,Preschool Education,Investment,Educational Quality,Educational Opportunities,Change Strategies,Resource Allocation,Child Care,Funding Formulas,Enrollment Trends,Special Needs Students,State Action

Investments in quality child care and full-day pre-K more than pay for themselves, especially in tough economic times. They are proven strategies for reversing the growing income inequality in New York State, the most extreme in the nation by giving every child the resources to become successful wage earners. New York State leaders must build opportunity and stem inequality by expanding investments in quality child care and full-day pre-K. This report opens a window on the urgent need to invest in both pre-K and child care in the 2018 enacted budget. [The Ready for Kindergarten, Ready for College Campaign (Ready for K) is led by a partnership of the Center for Children's Initiatives, the Alliance for Quality Education, Citizen Action of New York and the Schuyler Center for Analysis and Advocacy. Additional support was provided by the Early Childhood Partners.]
Too Many Children Left Behind: Make Quality Early Learning a Top Priority
Author: Holcomb, Betty
Date: 2016-02-00
Type: Reports - Research
Subjects: Educational Quality,At Risk Students,Educationally Disadvantaged,Achievement Gap,Child Care,Preschool Education,Preschool Children,Academic Achievement,Kindergarten,Low Income Groups

This advocacy report documents the shortfall in state funding for child care and pre-K in 2016. In 2015-16, outside New York City, only 1,259 full-day pre-K spots--a gain of only 1%. There are still 89,587 four-year olds waiting for full-day pre-K outside New York City. In low-income communities outside of New York City, a whopping 63% of four-year-olds have no seat in full-day pre-K. New York City provides full day pre-K to 68,547, an increase of 50,000 over the past two years, through the &quot;Pre-K for All&quot; program. A disturbing 78% of children eligible for subsidized child care are being denied the subsidized child care for which they qualify. Local communities around the state are simply running out of child care funding and refusing to even take applications from working families. This report recommends: (1) An additional $150 million to expand access to quality pre-K focused on high-need three- and four-year-olds; and (2) An additional $190 million for child care services to support the costs of meeting new federal standards and protect services for tens of thousands of children. [The Ready for College, Ready for Kindergarten Campaign is led by the Alliance for Quality Education, Citizen Action of New York, the Public Policy and Education Fund and the Center for Children's Initiatives. Support for the policy analysis and research for the Ready for College, Ready for Kindergarten Campaign was provided by the Child Care and Early Education Fund.]
Data Visualization in Public Education: Longitudinal Student-, Intervention-, School-, and District-Level Performance Modeling
Author: Lacefield, Warren E.
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Public Education,Data,Visual Aids,Artificial Intelligence,Predictive Measurement,Academic Achievement,At Risk Students,Identification,Longitudinal Studies,Intervention,Cohort Analysis,Educational Environment,Elementary Secondary Education,Data Analysis,Schools,School Districts

Accountability seems forever engrained into the K-12 environment, as has been the expectation of delivering quality education to school aged children and adolescents. Yet, repeated failure of this expectation has focused the public's and policy maker's attention on the limitations of major accountability systems. This paper explores applications of machine learning, predictive analytics, and data visualization to student information available to educational decision makers. In particular, we demonstrate how to use individual academic performance histories to identify &quot;at-risk&quot; students in real time for advising, academic coaching, and other support services and how to aggregate longitudinal data at the school or district level for system modeling, profiling, comparison, and intervention evaluation.
Glass Doors to the Corner Office: Women and Leadership. White Paper
Author: Zhao, Sophia
Date: 2017-00-00
Type: Reports - Research
Subjects: Women Administrators,Females,Equal Opportunities (Jobs),Gender Bias,Leadership,Experience,Organizational Culture,Policy,Administrator Surveys,Foreign Countries,Work Environment,Interviews,Individual Characteristics,Networks,Social Support Groups,Administrator Characteristics,Recognition (Achievement)

While more women than ever now participate in the paid workforce, it still can be hard to find women in top leadership positions. To understand why so few women are in top leadership positions, particularly in the Asia-Pacific region, the Center for Creative Leadership (CCL) set out to understand what factors help women achieve leadership positions, what factors prevent it, and how organizations could add more women to their leadership ranks. In this paper, the authors raise five key questions that women should reflect on as they consider their ambitions. They summarize five key lessons that came up repeatedly in conversations with women leaders who had worked their way into leadership positions. The authors also discuss some of the changes organizations can make to increase the number of women leaders. These include policies and changes in organizational culture. Research was conducted two phases. First, the authors surveyed 204 women leaders from Singapore, Australia, India, and Korea. The authors gave them a list of reasons that might contribute to the lack of women in leadership positions and asked them to select up to five items they most agreed with and five they most disagreed with. In phase two, the authors conducted 27 face-to-face interviews with women leaders working in Singapore. Women told their personal leadership stories, shared their perspective on women leaders' career enablers and blockers, and also completed the phase 1 survey. The authors learned that there is no single reason or simple solution. Increasing the number of women in leadership positions will require aspiring women leaders to develop themselves professionally and, in some cases, adopt new behaviors. But the organizational context that women work within is also important.
Leveled Literacy Intervention for Secondary Students: Results from a Randomized Controlled Trial in Oakland Schools. Issue Brief
Author: Gonzalez, Naihobe
Date: 2018-02-00
Type: Reports - Research
Subjects: Intervention,Randomized Controlled Trials,Secondary Education,Reading Instruction,Program Implementation,Reading Comprehension,Reading Achievement,Student Experience,Student Participation,Scheduling,Fidelity,Teacher Improvement,Literacy

The purpose of this study was to understand the implementation and impacts of Leveled Literacy Intervention (LLI) in secondary grades. LLI is a short-term, intensive intervention system designed to help teachers provide small-group instruction to struggling readers. Many school districts across the country have used LLI, which has shown promise in improving outcomes for students in early elementary grades. This study used a randomized control trial in ten secondary schools in Oakland, California to study the program's implementation and assess its impacts on reading comprehension and general literacy achievement outcomes during one school year. Schools faced various challenges implementing LLI, leading students to experience different levels of LLI duration, intensity, and fidelity. In addition, LLI had no impact on students' reading comprehension and a negative impact on their mastery of English language arts/literacy standards. Students who received more LLI or were pulled out of other classes to receive LLI were particularly negatively affected, possibly as a result of missing grade-level content. This study's findings highlight the importance of assessing whether the success of intervention programs in one context can be replicated with different populations and conditions.
3 Crucial Behaviors for Successfully Leading Innovation. White Paper
Author: Mitchell, Michael T.
Date: 2017-00-00
Type: Reports - Research
Subjects: Innovation,Interviews,Employers,Behavior,Industry,Leadership Qualities,Leadership Responsibility,Administrator Role,Trust (Psychology),Teamwork,Goal Orientation

Does innovation matter? In a 2015 survey, the authors asked the Center for Creative Leadership (CCL®) clients about innovation. Not surprisingly, nearly all of them--94%--said that innovation is important. People are living in a time when technology is advancing at a blistering pace, creating new possibilities for individuals and organizations that could hardly have been imagined a generation ago. The global political and economic environment is also shifting faster than ever, often moving in unpredictable directions. It seems clear that innovation will be a defining trait--perhaps the defining trait--of those organizations that thrive over the next few decades. In this white paper, the authors lay out the essential leadership behaviors that are required to successfully lead innovation. To better understand those behaviors, the authors interviewed people on the front lines of innovation work and interviewed their bosses. The authors looked closely at the interactions between bosses and those responsible for driving innovation, investigating which boss behaviors encouraged their direct reports and which discouraged them. The interview subjects came from various industries, and all had been involved in multiple, successful initiative projects. From those interviews, the authors identified the critical leadership behaviors exhibited during successful innovation efforts, as well as behaviors that worked against innovation. The lessons from these interviews are broadly applicable to managers at multiple levels. But the authors are especially focused on the leaders charged with overseeing innovation projects--often in addition to other responsibilities--and those working on and directing innovation projects on a day-to-day basis. The actual job titles these individuals hold vary widely from one organization to the next, so for simplicity the authors are calling leaders who oversee innovation projects &quot;leaders.&quot; Those working in and directing that innovation work on a day-to-day basis and reporting to those leaders are labeled as &quot;innovation managers.&quot;
What Women Want--And Why You Want Women--In the Workplace. Research Report
Author: Clerkin, Cathleen
Date: 2017-00-00
Type: Reports - Research
Subjects: Females,Employed Women,Online Surveys,Women Administrators,Employees,Job Satisfaction,Persistence,Burnout,Participation,Gender Differences,Work Environment,Organizational Climate,Leadership,Leadership Responsibility

&quot;What Women Want&quot; is a scientific study conducted in partnership with the Center for Creative Leadership (CCL®) and Watermark. The aim of this study is to help organizational decision makers better understand how--and why--to recruit, retain, and promote women in the workplace. This study included 745 leaders and aspiring leaders. On average, participants worked full time, and had a great deal of experience in the workplace. Overall, men and women worked about the same amount of hours per week, and had comparable levels of workplace satisfaction and dedication to their organizations. The authors conducted an online survey, asking women and men leaders around the globe about their experiences in the workplace, as well as what they want out of an ideal workplace environment. Key findings on why organizations should want women include: (1) Participants from organizations with a higher percentage of women rated their organizations more favorably on 7 items related to job satisfaction, organizational dedication, burnout, and employee engagement; and (2) Participants with female bosses felt more supported (especially female participants) and experienced less job-related burnout. Key findings on what women want from organizations include: (1) Women want to work for organizations that help them find their calling; (2) Women want flexibility in where, when, and how they work; and (3) Women want leadership opportunities--but they also want the resources and support required to make these opportunities successful. This report also includes action steps for organizations and leaders who want to help women get what they want out of work, and recruit, retain, and promote women.
Capacity Building in Educational Leadership: A Path towards Decolonizing and Indigenizing Public Schools in British Columbia
Author: Schaub, Fred
Date: 2018-05-05
Type: Reports - Research
Subjects: Foreign Countries,Capacity Building,Instructional Leadership,Public Schools,Educational Change,Canada Natives,Indigenous Knowledge,Change Strategies,Systems Approach

After the tragic and well documented era of Residential Schools is Canada, leaders in education are faced with the enormous challenge of educational reparation of those past wrongs. With a focus on British Columbia, I will use current educational leadership models, such as Hargreaves's and Shirley's (2012) model of the &quot;four ways of educational change&quot; and the concept of &quot;complex adaptive systems&quot; to define a leadership path that will allow educators at all levels to establish a foundational framework towards indigenizing and decolonizing schools beyond the simple addition of Indigenous content.
A Study of Achievement and Intelligence Level of Students in Secondary Education in Nepal with Regard to Education Stream
Author: Deupa, Madan Singh
Date: 2018-02-23
Type: Reports - Research
Subjects: Foreign Countries,Academic Achievement,Intelligence,Secondary School Students,Science Education,Administrator Education,Grade Point Average,Student Records,Intelligence Tests,Scores,Intellectual Disciplines,Teacher Education,Career Choice,Statistical Analysis,Comparative Analysis

(Purpose) The purpose of this study was to compare the academic achievement and intelligence level of Secondary School students of science, management, and education streams to identify the enrollment trend of students in teacher education in Nepal. (Methods) In this study, 150 secondary school students belonging to eight schools were selected including 50 from each science, management and education stream. For academic achievement, grade point averages of Secondary Education Examination were collected from school records and a standardized intelligence test was used to identify intelligence level. (Results) Mean score of grade point averages and intelligence test of science stream students was greater than management stream students and average scores of management stream students were greater than education stream students. Analysis of variance revealed that there was significant difference among the mean scores of science, management, and education stream students at significance level a = 0.01. Results show that the students with higher academic achievement and intelligence level are enrolling in science stream, average are in management stream and with low academic achievement and intelligence are in education stream, that is, teacher education. Review of previous studies and reports revealed that intelligent person are not attracting towards teaching profession and the condition is same till now. (Implications) Educational policy makers and stakeholders of Nepal should pay proper attention to make teaching profession attractive so that high achievers and intelligent persons may enroll in teacher education and quality of education could be raised. (Additional Materials) G. C. Ahuja Group Test of Intelligence (GGTI-A) used in this study to compare the intelligence of students studying in science, management, and education streams was developed by Dr. G. C. Ahuja, Former Research Officer, Central Institute of Indian Languages Mysore and published by National Psychological Corporation, Agra (India). Mean, variance and ANOVA were used as quantitative techniques; Scheffe's formula was used as post hoc analysis to calculate the pair wise F-ratio. Grade point averages and intelligence scores were enlisted in appendices.
Computer, Electrical &amp; Electronic Engineering Students&apos; Attitude towards Cooperative Learning
Author: Altun, Halis
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Attitude Measures,Engineering Education,Undergraduate Students,Student Attitudes,Educational Attitudes,Test Validity,Test Reliability,Factor Analysis,Test Items,Instructional Program Divisions,Likert Scales,Scores

The aim of this study is to adapt the Cooperative Learning Attitude Scale into Turkish and determine engineering students' attitudes towards the cooperative learning. The study is based on the descriptive scanning model. The study group consists of 466 engineering students. The validity of the scale is confirmed through exploration factor analysis and item discriminative power methods. On these data descriptive statistics and t, ANOVA and Scheffe tests have been employed (p&lt;0,05). The findings show that the adapted scale is valid and reliable in determining the level of cooperative learning attitudes of the engineering students in Turkish cultural environment. Moreover, the level of the attitude towards the cooperative learning for engineering students is found to be high and does not show any meaningful difference across the gender and engineering disciplines. On the other hand, the level of the attitudes shows a meaningful difference across the grade levels in engineering education.
First Bahamas Mixed-Methods Game-Based Learning Research Reveals Teachers &quot;Support&quot; Use of Games in STEM Instruction. In Brief Preliminary Findings
Author: Pinder, Patrice Juliet
Date: 2018-05-01
Type: Reports - Research
Subjects: Foreign Countries,Educational Games,Teaching Methods,Mixed Methods Research,STEM Education,Elementary Secondary Education,Teacher Attitudes,Questionnaires,Interviews,Likert Scales,Computer Games,Educational Technology,Technology Uses in Education,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Gender Differences,Teaching Experience

Very few studies on game-based learning (GBL) have been conducted within the Caribbean; particularly, studies of a mixed-methods nature examining in-service K-12 STEM teachers' perspectives. This paper, which presents preliminary, in brief data results (full study forthcoming), addresses the aforementioned gap and explores the benefits of employing GBL as a teaching strategy in primary and secondary schools within the Bahamas where no research has been conducted in the area of GBL. This study utilizes a mixed-methods approach and is made of a quantitative questionnaire for teachers and interviews with teachers. Thirty-nine teachers completed the quantitative questionnaire and 29 teachers participated in the interview session. Teachers were drawn from the Bahamas' first National Science, Technology, Engineering, the Arts, and Mathematics (STEAM) GBL conference. Data findings from the teachers' completed questionnaire and interviews should begin to fill in the research gap as it relates to GBL in the Bahamas and the Caribbean.
Improving NOS Understanding through History of Science Instruction: Contextualized Explicit and Reflective Approach
Author: Cansiz, Mustafa
Date: 2016-06-00
Type: Journal Articles
Subjects: Scientific Principles,Science History,Science Instruction,History Instruction,Integrated Curriculum,Elementary School Students,Grade 6,Experimental Groups,Control Groups,Instructional Effectiveness,Outcomes of Education,Pretests Posttests,National Curriculum,Science Curriculum,Student Improvement,Science Achievement

The research objective of this study was to compare the relative effectiveness of history of science (HOS) integrated instruction and curriculum-oriented instruction on sixth grade students' understanding of nature of science (NOS). Accordingly, two classes were assigned to experimental group and other two were assigned to comparison group randomly. Experimental group was instructed by contextualized explicit and reflective approach in lessons that utilized history of science instruction on circulatory system while comparison group followed regular curricular activities suggested in national science curriculum. Both groups' NOS views were compared with pre, post and follow up measurements using VNOS-E. The result showed that, experimental group students' NOS views regarding targeted aspects improved in varying degrees after HOS instruction. The improvement in students' NOS views was discussed by attributing to contextualized, explicit and reflective NOS instruction.