ethanporcaro/eric-fulltext-meta huggingface dataset:
Can Socioeconomic Status Substitute for Race in Affirmative Action College Admissions Policies? Evidence from a Simulation Model. CEPA Working Paper No. 15-04
Author: Reardon, Sean F.
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Affirmative Action,Socioeconomic Status,Race,College Admission,Admission Criteria,Student Diversity,Selective Admission,College Students,Student Recruitment,African American Students,Hispanic American Students

This paper simulates a system of socioeconomic status (SES)-based affirmative action in college admissions and examines the extent to which it can produce racial diversity in selective colleges. Using simulation models, we investigate the potential relative effects of race- and/or SES-based affirmative action policies, alongside targeted, race-based recruitment, on the racial and socioeconomic distribution of students in colleges. These simulations suggest three important patterns: (1) neither SES-based affirmative action nor race recruiting policies on their own can reproduce levels of racial diversity achieved by race-based affirmative action; however, SES-based affirmative action in combination with targeted recruitment, although likely expensive, shows the potential to yield racial diversity levels comparable to race-based affirmative action; (b) the use of affirmative action policies by some colleges reduces the diversity of similar-quality colleges that do not have such policies; (c) overall, the combination of SES-based affirmative action and race recruiting results in slightly fewer Black and Hispanic students that are academically overmatched than under race-based affirmative action, but the schools that use the combination policy also see an overall reduction in the academic achievement of the students they enroll.
Democratization and Massification of Higher Education in Turkey and Challenges Ahead. Research &amp; Occasional Paper Series: CSHE.3.16
Author: Gür, Bekir S.
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Development,Enrollment Trends,Barriers,Educational Practices,Educational Policy,Access to Education,Educational Quality

The imbalance between supply and demand of higher education has always been the greatest challenge for Turkey. To overcome this challenge, Turkey beginning in 2006 established new public universities, mostly in less developed provinces. Now one in two fresh high school graduates is being admitted to a higher education program. Yet, the rapid growth of higher education triggered debates about the quality of education. Based on an analysis of available statistics and reports, this essay analyzes this process of massification in Turkey, including a brief synopsis of its higher education system at the beginning of the new millennium, and then the rapid expansion after 2006. It then discusses four major challenges waiting to be addressed in this nation of some 80 million. First, there is still significant unmet demand for higher education in Turkey and there is no clear strategy on how to meet with the increasing demand in the coming years. Second, there is a substantial shortage as well as regional imbalance of quality faculty. Third, the governance structure of higher education system has been poor; the system is considered as too centralized, highly rigid, and out-of-date. Fourth, as Turkey abolished tuition fees at public universities since 2013, it needs to develop a sustainable financial model.
China: A Follower or Leader in Global Higher Education? Research &amp; Occasional Paper Series: CSHE.1.16
Author: van der Wende, Marijk
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Global Approach,Higher Education,Educational Practices,Educational Development,Educational Change,Public Policy,Economic Factors,Economic Development,Asian Culture,Developing Nations

This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country's policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class universities, and cooperation with Europe and the West? What is China's role in the globalization of higher education, its global agency in higher education, and the impact of its diaspora, soft power, and its new Silk Routes policies? What is its capacity to become a global leader in higher education, i.e. in creating global public goods, such as knowledge and educational opportunity? It seems that China's higher education focus is shifting, widening, and diversifying. It is seeking a leading role along its New Silk Roads, primarily in its neighboring region, but potentially reaching out into Europe. This is in line with its renewed economic policy, aimed at innovating its large-scale manufacturing sector and reducing regional inequalities. A more diversified higher education system should come along to support this. At the same time, China is still an important basis for talent recruitment by the US and Europe. China's higher education sector is thus becoming more complex and will require a next level of strategic management, facilitated by new governance models which allow institutions to seize their opportunities, while guiding the country as a whole towards a &quot;World-Class System.&quot;
School-Based Healthcare and Academic Performance: Implications of Physical Health Services for Educational Outcomes and Inequality. CEPA Working Paper No. 15-07
Author: Rochmes, Jane E.
Date: 2016-08-00
Type: Reports - Research
Subjects: School Health Services,Physical Health,Health Promotion,Prevention,Correlation,Grade Point Average,Graduation Rate,Program Effectiveness,Student Characteristics,Adolescents,Longitudinal Studies,Child Health,Interviews,High School Students,Statistical Analysis,Predictor Variables

Health and education are reciprocally related, and research indicates that unhealthy students are poorly positioned to learn. Providing services that prevent health problems or help students cope with existing health concerns is one way that schools intervene in the relationship between student background and educational outcomes. Providing health services on campus is theorized to promote educational goals by increasing access to services, improving health, and enhancing opportunities to learn. However, existing empirical tests of this relationship are rare and have important limitations. This paper uses data from Add Health, which identifies numerous services provided by schools across the U.S. Multilevel models test how availability of preventive or physical health services relates to adolescents' academic performance as well as implications for racial and socioeconomic educational inequality. Analyses consistently demonstrate that school provision of preventive/physical health services is positively related to youths' educational outcomes--including a higher GPA, lower odds of failing courses, and higher odds of graduating from high school--but also little evidence of differing associations across student subgroups. Additional results mitigate concerns that these relationships are biased by selection and offer evidence that increased opportunities to learn are one mechanism for the positive role of health services.
The Examination of Teacher Burnout in Turkey: A Meta-Analysis
Author: Yorulmaz, Yilmaz Ilker
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Meta Analysis,Teacher Burnout,Gender Differences,Marital Status,Institutional Characteristics,Tenure,Effect Size,Intellectual Disciplines,Educational Attainment,Stress Variables,Statistical Analysis

The purpose of this study is to determine the effect of gender, marital status, subject matter, school type, educational status and seniority variables on teacher burnout. In this regard, a meta-analysis was conducted for the studies on teacher burnout in Turkey. The effect size analyses were performed with 100 studies for gender, 73 for marital status, 17 for subject matter, 15 for school type, 34 for educational status, and 54 for seniority variables. In the study, the possibility of a publication bias was examined. The results of the study conducted with a random effects model revealed that gender, marital status, subject matter, and educational status had a very low effect on teacher burnout, whereas this effect was very low or low for seniority, and low or medium for school type variables. Besides, the variance among the studies for study-type, grade-level, and region moderators did not differ significantly apart from gender variable.
A Review on Reading-Supported Values Education of 7th Grade Students (Case of Kars Province, Turkey)
Author: Karahan, Berna Ürün
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 7,Secondary School Students,Control Groups,Experimental Groups,Values Education,Foreign Countries,Writing Assignments,Reading,Comparative Analysis,Teaching Methods,Quasiexperimental Design,Grammar,Program Effectiveness

As is known, reading is a skill the individual faces throughout his/her life. Reading, which is also one of the four basic language skills, allows an individual to establish a connection with life. So that, self-improvement of the individual, the process of understanding and interpreting what is happening around him/her, expressing himself/herself and communicating with others, achieving success in education process, and living-conveying the culture earn success with correct acquisition and continuity of this skill. Individuals, who read and define themselves and their environment correctly, succeed also in understanding and transferring process of cultural structures. Each individual adopts the culture and value structure of the society where he/she lives. For this reason, it is important for individuals to understand some local and universal values correctly and to exhibit correct behaviors in this process. To do this, education about some value concepts are given to the secondary school students by the National Education. The population of the study consisted of 7th-grade students studying in two secondary schools affiliated with the Ministry of National Education. While one group was the experimental group, the other one was the control group. While a values education supported with reading materials was given in one of these schools, a values education without any intervention of the teacher in the process was given at the other school. At the end of the specified period, the students in both groups were asked to write a story containing the values they learned. The first three successful students were rewarded. The data were assessed by making document analysis. Students' skills to apply story-writing rules correctly and express the values they learn as well as their skills to understand and interpret correctly were examined here. As a result of the study, it was observed that the students who were given the values education wrote more successful stories than the other group.
The Role of Independent Activities in Development of Strategic Learning Competences and Increase of School Performance Level, within the Study of High School Pedagogy
Author: Anca, Monica-Iuliana
Date: 2017-00-00
Type: Journal Articles
Subjects: Independent Study,High School Students,Learning Strategies,Academic Achievement,Grade 11,Student Improvement,Teaching Methods,Pretests Posttests,Experimental Groups,Control Groups,Instructional Effectiveness,Reflection,Statistical Analysis,Qualitative Research,Questionnaires,Observation

The experimental research performed by us with the purpose of exploring the possibilities of development of strategic learning competences and improvement of school performance of 11th grade students, pedagogical profile, specialisation in primary school-kindergarten teacher, falls in the category of researches aiming to make efficient certain didactical strategies by testing new action methods. In this proposed subject, which is of great interest, we tried to offer the teaching staff support in performing student-focused activities, which would stimulate them and raise awareness, as well as shape them as self-sufficient persons, capable of setting goals and of reflecting, individually, as well as collectively, upon strategies chosen to reach those aims. The data achieved and processed with the SPSS programme have revealed that the educational programme created by us, systemic and focused on independent activities, which valorise the individual, collective, cognitive and meta-cognitive reflection, inputs to shaping the strategic learning competence and facilitates the improvement of their school performance.
Factors Which Influence the Involvement of the Family in Their Children&apos;s Education at the Beginning of the Romanian Primary Education
Author: Marin, Diana-Crina
Date: 2017-00-00
Type: Journal Articles
Subjects: Family Involvement,Elementary Education,Foreign Countries,Family Influence,Family Environment,Environmental Influences,Geographic Location,Rural Areas,Urban Areas,Family School Relationship,Questionnaires,Statistical Analysis

We aim to find the main factors that influence the family level of involvement regarding the children's education and in school life at the beginning of the Romanian primary education. The results of this investigation are useful for educators, counselors and school principals interested in applying the effective strategies in order to increase the family level of involvement regarding the children's education. We were interested in finding out if there are significant differences regarding the family involvement at school or at home, given the living environment of the participants. The geographic area where the participants live and their professional status were the main factors considered during the investigation. We have found that most of the participants are moderately involved in their children's education. The results obtained both in the rural and urban areas, help us to conclude that the common efforts of the school and family are necessary in order to consolidate the school-family partnership and increase the family participation in school activities.
Speech-Processing Fatigue in Children: Auditory Event-Related Potential and Behavioral Measures
Author: Key, Alexandra P.
Date: 2017-07-00
Type: Journal Articles
Subjects: Fatigue (Biology),Children,Speech,Listening Comprehension,Attention,Auditory Stimuli,Listening

Purpose: Fatigue related to speech processing is an understudied area that may have significant negative effects, especially in children who spend the majority of their school days listening to classroom instruction. Method: This study examined the feasibility of using auditory P300 responses and behavioral indices (lapses of attention and self-report) to measure fatigue resulting from sustained listening demands in 27 children (M = 9.28 years). Results: Consistent with predictions, increased lapses of attention, longer reaction times, reduced P300 amplitudes to infrequent target stimuli, and self-report of greater fatigue were observed after the completion of a series of demanding listening tasks compared with the baseline values. The event-related potential responses correlated with the behavioral measures of performance. Conclusion: These findings suggest that neural and behavioral responses indexing attention and processing resources show promise as effective markers of fatigue in children. [This paper was published in &quot;Journal of Speech, Language, and Hearing Research&quot; (EJ1151220).]
How to Enhance Awareness on Bullying for Special Needs Students Using &quot;Edpuzzle&quot; a Web 2.0 Tool
Author: Abou Afach, Sara
Date: 2018-01-00
Type: Journal Articles
Subjects: Bullying,Disabilities,Web 2.0 Technologies,Video Technology,Technology Uses in Education,Consciousness Raising,Educational Technology,Teaching Methods,Program Effectiveness,Grade 2,Elementary School Students,Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Interviews,Observation

The purpose for this study is to be able to deliver messages and life tips for special needs students in an easy way. For that, we used a web 2.0 visual tool &quot;EdPuzzle&quot; to show a video about bullying, having in it some questions to know if the message is delivered and understood by these students. The outcome of the study was positive and showed that the special needs students were motivated and understood the meaning of bullying from the video they saw. In addition, the students felt more comfortable and understood the lesson without asking the teacher.
A Taxonomy of Fatigue Concepts and Their Relation to Hearing Loss
Author: Hornsby, Benjamin W. Y.
Date: 2016-07-00
Type: Journal Articles
Subjects: Taxonomy,Fatigue (Biology),Hearing Impairments,Risk,Adults,Listening,Assistive Technology,Cognitive Processes,Definitions,Affective Measures,Quality of Life,Work Environment,Productivity,Safety,Physiology

Fatigue is common in individuals with a variety of chronic health conditions and can have significant negative effects on quality of life. Although limited in scope, recent work suggests persons with hearing loss may be at increased risk for fatigue, in part due to effortful listening that is exacerbated by their hearing impairment. However, the mechanisms responsible for hearing loss-related fatigue, and the efficacy of audiologic interventions for reducing fatigue, remain unclear. To improve our understanding of hearing loss-related fatigue, as a field it is important to develop a common conceptual understanding of this construct. In this paper the broader fatigue literature is reviewed to identify and describe core constructs, consequences and methods for assessing fatigue and related constructs. Finally, our current knowledge linking hearing loss and fatigue is described and may be summarised as follows: (1) Hearing impairment increases the risk of subjective fatigue and vigor deficits; (2) Adults with hearing loss require more time to recover from fatigue after work, and have more work absences; (3) Sustained, effortful, listening can be fatiguing; (4) Optimal methods for eliciting and measuring fatigue in persons with hearing loss remain unclear and may vary with listening condition; and (5) Amplification may minimize decrements in cognitive processing speed during sustained effortful listening. Future research is needed to develop reliable measurement methods to quantify hearing lossrelated fatigue; explore factors responsible for modulating fatigue in people with hearing loss; and identify and evaluate potential interventions for reducing hearing loss-related fatigue.
Joint Engineering Leadership Development Program: Developing a Diverse Regional Engineering Talent Ecosystem. A BHEF Case Study
Author: Business-Higher Education Forum
Date: 2017-00-00
Type: Reports - Research
Subjects: Engineering Education,Leadership Training,Talent Development,Regional Planning,Higher Education,Partnerships in Education,School Business Relationship,Bachelors Degrees,Profiles,Student Characteristics,Internship Programs,Case Studies

Through the collaboration of its business and academic partners, the Business-Higher Education Forum (BHEF) launched the National Higher Education and Workforce Initiative (HEWI) to support business-higher education partnerships that co-design innovative community college and university pathways to careers, as well as maximize work-based learning for students to increase transfers, degree attainment, and connections to living-wage jobs. This case study examines how BHEF members, Washington University in St. Louis (Washington University) and The Boeing Company (Boeing), are collaborating with St. Louis Community College (STLCC) and the University of Missouri in St. Louis (UMSL) to develop a diverse regional engineering talent ecosystem.
Beyond the Skills Gap: How the Lack of Systemic Supports for Teaching and Learning Undermines Employer, Student, and Societal Interests. WCER Working Paper No. 2016-9
Author: Hora, Matthew T.
Date: 2016-12-00
Type: Reports - Research
Subjects: School Support,Achievement Gap,Education Work Relationship,Cultural Capital,Teacher Attitudes,Employer Attitudes,Higher Education,Content Analysis,Semi Structured Interviews,Institutional Characteristics,Teaching Methods,Workplace Learning,School Business Relationship,Job Skills,Alignment (Education),Skill Obsolescence,Skill Analysis,Experiential Learning,Minimum Competencies,Government Role,Institutional Role,Labor Market

The idea of a skills gap suggests that employers have jobs available but cannot find skilled applicants because higher education is poorly aligned with workforce needs. This idea is shaping higher education and workforce development policy at the national and state levels, yet limited research exists on the experiences of employers and educators with skills needs, teaching and training, and cross-sector relations. Using field theory to conceptualize the complex relations among specific industrial and educational contexts, the skills valued by actors within them (i.e., cultural capital), and how college-to-workforce transitions involve moving from one field to the next, we analyze interview data from 145 educators and employers. Results indicate a shared view that skills are not simply &quot;skills&quot; nor are they reducible to occupational categories, but instead involve complex habits of mind that encompass cognitive, inter-, and intra-personal competencies. Analyses also highlight the importance of active learning to cultivate these competencies, the paucity of workplace training, widespread use of screening for &quot;culture fit&quot; as part of hiring, and the existence of multiple forms of cross-sector partnerships that cultivate students' social and cultural capital. We conclude that the skills gap, and the current focus on structural solutions such as career pathway programs and apprenticeships, is an incomplete response to a complex, cultural, and pedagogical problem. Instead, policymakers should focus on supporting the &quot;skills infrastructure&quot; in a systemic fashion by investing in teacher professional development, career services, and a variety of cross-field partnerships. Ultimately, we conclude that by narrowing ideas about the purpose of higher education to a sole focus on vocational preparation, the skills gap idea is fueling policies and practices that undermine the interests of employers, students, and society.
The Role of Place: Labor Market Dynamics in Rural and Non-Rural School Districts. WCER Working Paper No. 2017-4
Author: Goff, Peter T.
Date: 2017-09-00
Type: Reports - Research
Subjects: Labor Market,School Districts,Teacher Supply and Demand,Rural Schools,Educational Attainment,Teaching Experience,Preferences,Geographic Location,Teacher Education Programs,Proximity,Teacher Shortage,Job Applicants,Urban Schools,Suburban Schools,Teacher Characteristics,Elementary Secondary Education,Least Squares Statistics,Regression (Statistics),Statistical Analysis

A considerable body of work has addressed teacher labor markets and the sorting of teachers within and among school districts. Many studies have focused on urban schools within teacher labor markets, but far less research has examined teacher supply and demand among rural school districts. This study examines the pool of applicants vying for teaching vacancies in 311 Wisconsin districts to determine how applicants differ across geographic categories, particularly with regard to education, experience, and geographic preferences. We find no evidence to support claims of a rural teacher shortage; however, applicants do appear to be averse to rural contexts. Some factors, such as enrollment in particular universities and rural student teaching experiences, increase applicants' interest in rural vacancies. Similarly, districts' proximity to educator preparation programs increases applicant pools for all locales, yet rural districts tend to be further from universities and have fewer programs within a 40-mile radius.