ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Learning Compass: Distance Education State Almanac 2017. Montana
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,School Size,Institutional Characteristics,On Campus Students,Enrollment Trends,Geographic Location,Educational Technology,Technology Uses in Education

This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of Montana. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment - 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in Montana; and (9) Distance Enrollment in Montana. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, &quot;Digital Learning Compass: Distance Education State Almanac 2017,&quot; see ED580356.]
Digital Learning Compass: Distance Education State Almanac 2017. Wisconsin
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,School Size,Institutional Characteristics,On Campus Students,Enrollment Trends,Geographic Location,Educational Technology,Technology Uses in Education

This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of Wisconsin. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment - 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in Wisconsin; and (9) Distance Enrollment in Wisconsin. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, &quot;Digital Learning Compass: Distance Education State Almanac 2017,&quot; see ED580356.]
Digital Learning Compass: Distance Education State Almanac 2017. Minnesota
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,School Size,Institutional Characteristics,On Campus Students,Enrollment Trends,Geographic Location,Educational Technology,Technology Uses in Education

This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of Minnesota. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment - 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in Minnesota; and (9) Distance Enrollment in Minnesota. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, &quot;Digital Learning Compass: Distance Education State Almanac 2017,&quot; see ED580356.]
Digital Learning Compass: Distance Education State Almanac 2017. Missouri
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,School Size,Institutional Characteristics,On Campus Students,Enrollment Trends,Geographic Location,Educational Technology,Technology Uses in Education

This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of Missouri. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment - 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in Missouri; and (9) Distance Enrollment in Missouri. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, &quot;Digital Learning Compass: Distance Education State Almanac 2017,&quot; see ED580356.]
Digital Learning Compass: Distance Education State Almanac 2017. Virginia
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges,Two Year Colleges,School Size,Institutional Characteristics,On Campus Students,Enrollment Trends,Geographic Location,Educational Technology,Technology Uses in Education

This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of Virginia. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment - 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in Virginia; and (9) Distance Enrollment in Virginia. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, &quot;Digital Learning Compass: Distance Education State Almanac 2017,&quot; see ED580356.]
Digital Learning Compass: Distance Education State Almanac 2017. Nebraska
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,School Size,Institutional Characteristics,On Campus Students,Enrollment Trends,Geographic Location,Educational Technology,Technology Uses in Education

This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of Nebraska. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment - 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in Nebraska; and (9) Distance Enrollment in Nebraska. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, &quot;Digital Learning Compass: Distance Education State Almanac 2017,&quot; see ED580356.]
Digital Learning Compass: Distance Education State Almanac 2017. New Hampshire
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,School Size,Institutional Characteristics,On Campus Students,Enrollment Trends,Geographic Location,Educational Technology,Technology Uses in Education

This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of New Hampshire. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment - 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in New Hampshire; and (9) Distance Enrollment in New Hampshire. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, &quot;Digital Learning Compass: Distance Education State Almanac 2017,&quot; see ED580356.]
Moving toward Equity Data Review Tool: Getting Started with Equitable Access Data
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2014-12-00
Type: Guides - Non-Classroom
Subjects: Data,Access to Information,State Policy,Guidelines,Benchmarking,Measurement Techniques,Measurement Objectives,Data Analysis,Data Interpretation,Statistical Data,Information Utilization,Needs Assessment

This tool and its supporting resources are intended to help education leaders understand and assess equitable access data to support a root-cause analysis and, ultimately, draft a State Plan to Ensure Equitable Access to Excellent Educators. The activities in this tool introduce metrics, address staff capacity for analyzing equitable access data, and provide tools to communicate what the data suggest about the equitable access challenges in your state. The tool is intended to help states analyze the policy implications of data, and present the findings to a variety of audiences effectively.
Teaching LGBTQ-Themed Literature in English Language Arts Classrooms. Equity by Design
Author: Blackburn, Mollie
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Sexual Identity,Homosexuality,Equal Education,Inclusion,Barriers,Language Arts,Curriculum Development,Reading Material Selection,Teaching Methods,Civil Rights,Educational Environment,Social Justice

The purpose of this Brief is to gain a better understanding of the barriers experienced by students who identify as lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) and the need to ensure authentically represented within the curriculum, and to create a safe and inclusive learning environment. Data shows that students who identify as LGBTQ frequently experience verbal abuse, physical abuse, and unsafe learning environments. Educator's willingness to engage students in critical self-reflective practices and critically examine matters of equity in LGBTQ community can greatly affect LGBTQ student outcomes.
Children Learn Spurious Associations in Their Math Textbooks: Examples from Fraction Arithmetic
Author: Braithwaite, David W.
Date: 2018-11-00
Type: Reports - Research
Subjects: Correlation,Fractions,Arithmetic,Mathematics Instruction,Mathematical Concepts,Grade 6,Grade 8,Middle School Students,Foreign Countries,Textbooks,Prediction,Addition,Subtraction,Multiplication,Hypothesis Testing

Fraction arithmetic is among the most important and difficult topics children encounter in elementary and middle school mathematics. Braithwaite, Pyke, and Siegler (2017) hypothesized that difficulties learning fraction arithmetic often reflect reliance on associative knowledge--rather than understanding of mathematical concepts and procedures--to guide choices of solution strategies. They further proposed that this associative knowledge reflects distributional characteristics of the fraction arithmetic problems children encounter. To test these hypotheses, we examined textbooks and middle school children in the US (Experiments 1 and 2) and China (Experiment 3). We asked the children to predict which arithmetic operation would accompany a specified pair of operands, to generate operands to accompany a specified arithmetic operation, and to match operands and operations. In both countries, children's responses indicated that they associated operand pairs having equal denominators with addition and subtraction, and operand pairs having a whole number and a fraction with multiplication and division. The children's associations paralleled the textbook input in both countries, which was consistent with the hypothesis that children learned the associations from the practice problems. Differences in the effects of such associative knowledge on US and Chinese children's fraction arithmetic performance are discussed, as are implications of these differences for educational practice. [This paper was published in &quot;Journal of Experimental Psychology: Learning, Memory, and Cognition&quot; v44 n11 p1765-1777 Nov 2018.]
How Does the Neighborhood &quot;Come through the Door?&quot; Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers
Author: May, Emily M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Disadvantaged Youth,Neighborhoods,At Risk Students,School Readiness,Early Childhood Education,Family Environment,Preschool Children,Economically Disadvantaged,Structural Equation Models,Mothers,Attitude Measures,Depression (Psychology),Environmental Influences,Social Influences,Resilience (Psychology),Correlation,Housing,Minority Groups,Parent Attitudes,Measures (Individuals),Symptoms (Individual Disorders),Observation,Check Lists,Surveys,Statistical Analysis,Place of Residence

Living in a disadvantaged neighborhood is associated with heightened risk for poor school readiness and health outcomes in early childhood, and the home environment is thought to be a primary mechanism by which neighborhood context impacts preschoolers. This study examined the effects of neighborhood concentrated disadvantage and neighborhood residential instability on the home physical environment and home learning environment for preschoolers in economically disadvantaged families (N = 187). Using structural equation modeling, mothers' perceived neighborhood disorder and depressive symptoms were examined as mechanisms by which neighborhood context &quot;comes through the door.&quot; Mothers' neighborhood social embeddedness was also explored as a protective factor. Results showed that concentrated disadvantage was negatively associated with the quality of the home physical environment, and residential instability was negatively associated with the quality of the home learning environment. Concentrated disadvantage had an indirect effect on the home learning environment through mothers' perceived neighborhood disorder and depressive symptoms. The effects of concentrated disadvantage on the home environment were buffered by mothers' neighborhood social embeddedness. Study findings advance understanding of socioeconomic- and place-based disparities in developmental outcomes and identify potential targets for interventions aimed at lessening effects of neighborhood disadvantage on families with young children. [At time of submission to ERIC this article was in press with &quot;American Journal of Community Psychology&quot;.]
High School Longitudinal Study of 2009 (HSLS:09) Second Follow-Up: A First Look at Fall 2009 Ninth-Graders in 2016. NCES 2018-139
Author: Radford, Alexandria Walton
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Longitudinal Studies,Grade 9,Cohort Analysis,Outcomes of Education,Graduation Rate,Postsecondary Education,Enrollment,Academic Persistence,Educational Attainment,Labor Market,Family Structure,Parent Financial Contribution,Academic Aspiration,Occupational Aspiration,STEM Education,Career Development,Employment Patterns,Tables (Data),Student Characteristics,Institutional Characteristics,Statistical Distributions,Unemployment,Mathematics Achievement,Grade Point Average

This report presents selected findings from the second follow-up of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. Key research topics for HSLS:09 include secondary to postsecondary transition plans and the evolution of those plans; paths into and out of science, technology, engineering, and mathematics (STEM) studies and careers; and the relationships between students' school experiences (educational and social) and their academic, work, and life plans and paths. The second follow-up data collection was conducted from March 14, 2016, through January 31, 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support. This report highlights selected findings from the HSLS:09 second follow-up data with the goal of encouraging interested researchers to explore the data for their own analytic purposes.
Determination of the Relationship between Teacher Problems and School Success
Author: Durmusçelebi, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Elementary School Teachers,Secondary School Teachers,Questionnaires,Likert Scales,Factor Analysis,Academic Achievement,Problems,Factor Structure,Test Validity,Test Reliability,Economic Factors,Civil Rights,Mental Health,Educational Practices,Foreign Countries,Teacher Surveys,Statistical Analysis

The aim of this study is to determine what the teacher problems are in different dimensions and to find out if there is a relationship between teacher problems and school achievement. For this purpose, it has been tried to determine how the teacher problems differ according to the variables such as gender, seniority, title, school level, branch and type of school. The research includes teachers who work in primary, secondary and high schools. The scale used as the data collection tool of the survey contains 35 items in total under five main headings. In the questionnaire, short answer questions were added under five headings prepared in the form of lLkert with a total of 106 items, which were expressed in the press, councils and scientific studies, and it was distributed to the 28 teachers. By analyzing the information gathered from the 28 teachers, the researcher tried to develop a scale of 50 items by combining similar subjects covered under different headings. The developed scale was reapplied in a school with 22 teachers and then factor analysis was performed on these 50 items. Expressions with low item scores were removed and it was finalized as a 35-item scale. The Cronbach Alpha reliability coefficient for the 50-item scale was found to be 0.82, and the reliability studies weren't conducted for the new scale. The scale continues to be applied at the moment. The obtained information will be analyzed in the light of research sub-problems after the implementation process.
Adaptation of the Teacher Emotion Scale into Turkish Culture
Author: Alpaslan, Muhammet Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Affective Measures,Behavior Rating Scales,Elementary Secondary Education,Factor Analysis,Test Reliability,Test Validity,Psychometrics,Program Validation,Media Adaptation,Goodness of Fit,Inservice Teacher Education,Teacher Surveys,Foreign Countries,Statistical Analysis

Recent years, emotions emerge as important affective constructs that contribute to individuals' behaviors at educational settings. In this study, it was aimed to adapt the Teacher Emotion Scale (TES) developed by Frenzel et al. (2016) into the Turkish culture and to examine its validity and reliability. A total of two hundred and eighty two elementary and secondary school teachers working in the Mentese district of Mugla Province participated in the study. Exploratory and confirmatory factor analysis were performed to test the validity of the TES. For the reliability of the TES, Cronbach alpha values were calculated. Results of exploratory factor analysis showed that the three factors explained 56.96% of the total variance. The results of confirmatory factor analyses showed a good fit of the data and confirmed the three-factor structure of the TES. The Cronbach alpha values for the dimensions of the TES were between 0.70 and 0.75, and 0.82 for the whole TES. Overall, results of analyses indicated that the factor structure of the TES was in good fit and the internal reliability was in an acceptable range. In the light of the findings, it is assumed that the TES will contribute to studies addressing classroom practices of teachers and the effectiveness of in-service training activities in Turkey.