ethanporcaro/eric-fulltext-meta huggingface dataset:
The Higher Education Act (HEA): A Primer. CRS Report R43351, Version 18. Updated
Author: Fountain, Joselynn H.
Date: 2021-08-17
Type: Reports - Descriptive
Subjects: Higher Education,Educational Legislation,Federal Legislation,Federal Aid,Student Financial Aid,Costs,Grants,Teacher Education Programs,Minority Serving Institutions,Federal Programs,Work Study Programs,Student Loan Programs,Need Analysis (Student Financial Aid),Second Language Programs,International Education,Business Education,Graduate Study,Students with Disabilities

The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended), authorizes a broad array of federal student aid programs that assist students and their families with financing the cost of a postsecondary education, as well as programs that provide federal support to postsecondary institutions of higher education (IHEs). Programs authorized by the HEA provide support for higher education in several ways, including providing support to students in financing a postsecondary education, with additional support and services given to less-advantaged students; providing support to students pursing international education and certain graduate and professional degrees; and providing support to IHEs in improving their capacity and ability to offer postsecondary education programs. This report provides a brief overview of the major provisions of the HEA, organized by title and part. Appendix A of this report provides detailed appropriations figures for HEA programs, from FY2017 through FY2021. Appendix B gives a brief overview of the General Education Provisions Act, which applies to the majority of federal education programs administered by ED, including those programs authorized by the HEA. Finally, Appendix C provides information related to the eight comprehensive reauthorizations that the HEA has undergone. Other Congressional Research Service (CRS) reports provide more detailed discussions and analyses of the major HEA provisions.
Veterans&apos; Educational Assistance Programs and Benefits: A Primer. CRS Report R42785, Version 15. Updated
Author: Dortch, Cassandria
Date: 2021-12-03
Type: Reports - Descriptive
Subjects: Veterans,Veterans Education,Student Financial Aid,Federal Aid,Federal Legislation,Fringe Benefits,Grants,Eligibility

The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance benefits through the GI Bills and other programs since 1944. The benefits have been intended, at various times, to compensate for compulsory service, encourage voluntary service, avoid unemployment, provide equitable benefits to all who served, and promote military retention. In general, the GI Bills provide grant aid to eligible individuals enrolled in approved educational and training programs; while the other educational assistance programs either provide grant aid or help eligible individuals take advantage of the GI Bills. This report provides a brief description of the veterans educational assistance programs currently providing benefits and, in the Appendixes, describes the inactive GI Bills and their evolution. Eligibility requirements, eligible programs of education, benefit availability, and benefits are explained. The report also provides some summary statistics and comparisons between the GI Bills.
Equitable Services for Private School Students and Staff and the Elementary and Secondary Education Act. CRS Report R46907, Version 1
Author: Skinner, Rebecca R.
Date: 2021-09-13
Type: Reports - Descriptive
Subjects: Equal Education,Court Litigation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Private Schools,Disadvantaged,Educational History,Role of Education,Federal Aid,School Desegregation,Students with Disabilities,Federal Programs,Natural Disasters,COVID-19,Pandemics,Public Schools,Services,Expenditures,School Districts,Higher Education

Since the enactment of the Elementary and Secondary Education Act (ESEA, P.L. 89-10, as amended) in 1965, the major programs of aid to elementary and secondary education authorized under it have sought to provide for the equitable participation of eligible students enrolled in both public and private elementary and secondary schools. This is particularly true of the largest federal elementary and secondary aid program, Education for the Disadvantaged, authorized by ESEA Title I, Part A and commonly referred to as the Title I-A program. This report begins by examining the history of the ESEA equitable services provisions. It discusses the role of public and private elementary and secondary education in the mid-1960s and proposals for federal aid to elementary and secondary schools prior to 1965. It then discusses the initial enactment of the ESEA, with a focus on federal involvement in elementary and secondary education, school desegregation matters, and private schools. Next, the report considers the implementation of equitable services provisions from 1965 through 1997, which includes an overview of two Supreme Court decisions that affected the delivery of equitable services. The next section of the report examines current equitable services provisions included in the ESEA. The ESEA includes two major sets of equitable services provisions--one in Title I-A and one in Title VIII-F-1. The report discusses both sets of provisions and highlights the similarities and differences between them. It then discusses whether the provision of equitable services constitutes aid to private schools and other ESEA provisions that apply specifically to private schools. This is followed by a discussion of the inclusion of equitable services provisions in non-ESEA programs, specifically with respect to the Individuals with Disabilities Education Act (IDEA), in federal education programs enacted following the Gulf Coast hurricanes in 2005, and in response to the COVID-19 pandemic. The report concludes with consideration of selected issues related to the provision of equitable services. [Wayne Riddle co-authored this report.]
Strengthening the Teacher Workforce through Selection Processes. Brief
Author: Finster, Matthew
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Selection,Labor Force Development,Teacher Competencies,Teacher Effectiveness,Selection Criteria,Teacher Evaluation,Selection Tools,Job Applicants,Employment Interviews,Structured Interviews,Teacher Qualifications

The COVID-19 pandemic has created disruptions in the teacher workforce, including reductions-in-force due to budget cuts, hesitation from teachers to return in-person to the classroom, and relaxed standards for entering the profession. Even before the current pandemic, teacher hiring decisions were often late, rushed, and information-poor. Districts may be able to refine selection processes and add relevant tools to more reliably identify the most promising teacher candidates. This brief, aimed at district and school staff involved in the teacher selection process, provides literature-based recommendations to improve the teacher selection process as a cost-effective means of strengthening the teacher workforce.
Math Predictors of Numeric Health and Non-Health Decision-Making Problems
Author: Thompson, Clarissa A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Numbers,Accuracy,Health,Adults,Schemata (Cognition),Task Analysis,Mathematics Skills,Arithmetic,Numeracy,Self Evaluation (Individuals),Mathematics Anxiety,Correlation,Predictor Variables,Futures (of Society),Intervention

People frequently encounter numeric information in medical and health contexts. In this paper, we investigated the math factors that are associated with decision-making accuracy in health and non-health contexts. This is an important endeavor given that there is relatively little cross-talk between math cognition researchers and those studying health decision making. Ninety adults (M = 37 years; 86% White; 51% male) answered hypothetical health decision-making problems, and 93 adults (M = 36 years; 75% White; 42% males) answered a non-health decision-making problem. All participants were recruited from an online panel. Each participant completed a battery of tasks involving objective math skills (e.g., whole number and fraction estimation, comparison, arithmetic fluency, objective numeracy, etc.) and subjective ratings of their math attitudes, anxiety, and subjective numeracy. In separate regression models, we identified which objective and subjective math measures were associated with health and non-health decision-making accuracy. Magnitude comparison accuracy, multi-step arithmetic accuracy, and math anxiety accounted for significant variance in health decision-making accuracy, whereas attention to math, as illustrated in open-ended strategy reports, was the only significant predictor of non-health decision-making accuracy. Importantly, reliable and valid measures from the math cognition literature were more strongly related to health decision-making accuracy than were commonly used subjective and objective measures of numeracy. These results have a practical implication: Understanding the math factors that are associated with health decision-making performance could inform future interventions to enhance comprehension of numeric health information.
Gender Differences in Confidence during Number-Line Estimation
Author: Rivers, Michelle L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Spatial Ability,Number Concepts,Computation,Self Concept,Predictor Variables,Mathematics Skills,Mathematics Achievement,Elementary School Students,Adults

Prior research has found gender differences in spatial tasks in which men perform better, and are more confident, than women. Do gender differences also occur in people's confidence as they perform number-line estimation, a common spatial-numeric task predictive of math achievement? To investigate this question, we analyzed outcomes from six studies (N = 758 girls/women and boys/men with over 20,000 observations; grades 1-5 and adults) that involved a similar method: Participants estimated where a provided number (e.g., ¾, 37) was located on a bounded number line (e.g., 0-1; 0-100), then judged their confidence in that estimate. Boys/men were more precise (g = 0.52) and more confident (g = 0.30) in their estimates than were girls/women. Linear mixed model analyses of the trial-level data revealed that girls'/women's estimates had about 31% more error than did boys'/men's estimates, and even when controlling for precision, girls/women were about 7% less confident in their estimates than were boys/men. These outcomes should encourage researchers to consider gender differences for studies on math cognition and provide pathways for future research to address potential mechanisms underlying the present gender gaps. [This article was published in &quot;Metacognition and Learning&quot; (EJ1289459).]
Confident or Familiar? The Role of Familiarity Ratings in Adults&apos; Confidence Judgments When Estimating Fraction Magnitudes
Author: Fitzsimmons, Charles J.
Date: 2020-05-15
Type: Reports - Research
Subjects: Fractions,Cues,Metacognition,Familiarity,Decision Making,Abstract Reasoning,Knowledge Level,Role,Adults

Understanding fraction magnitudes is especially important in daily life, but fraction reasoning is quite difficult. To accurately reason about fraction magnitudes, adults need to monitor what they know and what they do not know. However, little is known about which cues adults use to monitor fraction performance. Across two studies, we examined adults' trial-by-trial fraction estimates, confidence judgments, and ratings of fraction familiarity. Adults were more confident when their estimates were more precise as well as when estimating fractions they rated as more familiar. However, adults judged their confidence in estimating fraction magnitudes, in part, based on their familiarity with each fraction. The role familiarity cues play in judgments of confidence with fractions suggests that people may be less likely to check for errors when reasoning about highly-familiar fractions. [This is the online version of an article published in &quot;Metacognition and Learning.&quot; For the final published version of this article, see EJ1259739.]
Federal Student Aid: Need Analysis Formulas and Expected Family Contribution. CRS Report R44503, Version 10. Updated
Author: Collins, Benjamin
Date: 2021-12-21
Type: Reports - Descriptive
Subjects: Federal Aid,Student Financial Aid,Need Analysis (Student Financial Aid),Parent Financial Contribution,Paying for College,Financial Aid Applicants,Funding Formulas,Eligibility,Computation,Educational Legislation,Federal Legislation,Higher Education,Dependents

This report describes the need analysis formulas used to calculate the Expected Family Contribution (EFC) for federal student aid applicants. The formulas are codified in Title IV of the Higher Education Act (HEA), as amended. The Free Application for Federal Student Aid (FAFSA) is the data collection instrument through which students submit the information that is used to calculate the EFC. The FAFSA Simplification Act of 2021 (FSA; part of P.L. 116-260) makes significant changes to the formulas used to determine need for the purposes of student aid and is scheduled to take effect July 1, 2023, coinciding with the beginning of the 2023-2024 award year. This report describes the EFC formulas prior to the FSA taking effect. The first section of the report will discuss how Department of Education (ED) collects and processes information from prospective students using the Free Application for Federal Student Aid (FAFSA). The following section discusses how the information from the FAFSA is used to determine the student's dependency status and applicable EFC formula. The subsequent sections describe how each of these formulas translates the financial characteristics of a student's family into an EFC.
Student Perception Regarding the Utilization of Media Literacy to Prevent Online Threats, Thailand
Author: Thairoongrojana, Smitthinun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Media Literacy,College Students,Safety,Values,Ethics,Program Effectiveness,Social Media

The objective of this research was to study students' perception of using media literacy (ML) to prevent online threats of the students majoring in Communication Arts, Faculty of Management Science, Suan Sunandha Rajabhat University (SSRU). Selected by Purposive Sampling, the samples (n = 60) of this research were the students majoring in Communication Arts, Faculty of Management Science, SSRU. The research tool was the student perception questionnaire with 4 sections: 1) personal data, 2) perception on ML (60 questions), 3) benefits of ML for students (10 questions), 4) implementation of ML (11 questions), and (5) open-ended questions (2 questions). The finding suggested that most students have paid attention to awareness on using OSM with carefulness as effects from posting messages, images, or video clips on oneself, others, and family members. The most agreed benefit of ML is that students can develop values, morality, and ethics as a result of their ML education. The application of ML in their life is based on their ML skills.
Buddhism and Thai Educational System: Historical Perspectives
Author: Srinok, Somchai
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Buddhism,Cultural Influences,Religious Education,Moral Values,Values Education,Ethics,Educational History

In Thailand, Buddhism has played an important role in terms cultivating morality and ethics for people in the society. Later, it has become an important part of the educational system of the country. This paper has its aims to clarify some backgrounds of Buddhist studies in Thai educational system from the early period to the present day. First, it discusses (1) some of the Buddha's principles of teaching first, and thereafter (2) importance of Buddhist studies in Thai society, (3) management of Buddhist Studies, and (4) History of Buddhist Studies in Thailand and (5) Buddhist Studies Curriculum will be discussed. The conclusion of this study reveals that training morality and ethics to youth is the key factor making Buddhist studies exist in the educational system of Thailand.
CLM English Teaching and Learning Guidelines for Undergraduate Students in Social Studies at Phutthachinnarat Sangha College, MCU
Author: Marasri, Sarinya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Instruction,Cooperative Learning,Teaching Methods,Teacher Role,Teamwork,Learning Activities,Group Activities

At Phutthachinnarat Sangha College (PSC), Thailand, there is a diversity of students from monastic and secular educational backgrounds, causing learning management, particularly teaching English, more difficult compared with other institutions. To understand and improve this educational context, in this paper, we provide the guidelines for English teaching and learning by means of Cooperative Learning Management (CLM) for undergraduate students majoring in Bachelor Program in Social Studies, Mahachulalongkornrajavidyalaya University, (MCU), PSC. In so doing, the overview of English teaching and learning in the studied site will be provided and thereafter CLM together with Learning Together Technique (LTT) will be discussed.
Losing My Code: An Autoethnography on Language Attrition
Author: Núñez, Jayrome Lleva
Date: 2021-10-00
Type: Journal Articles
Subjects: Sociolinguistics,Autobiographies,Ethnography,Language Skill Attrition,Migration,Second Language Learning,Native Language,Code Switching (Language),English,Tagalog

Learning a new language is one of the privileges that a person can get when moving from one place to another and staying there for a longer time. In this paper, I will discuss my journey that resulted to gradual decline of my L1 (First language), Polillohing Tagalog, which is a variety of the Tagalog language, in the Philippines. The result of migration, acquisition of other languages, and exposure to different speaking environment had led me to continuously decline my first language. Using the auto-ethnographic type of writing a research, I reflected on my experiences which lead me to language attrition. Auto ethnographic research is when the researcher is the participant of the story narrating his experience on the culture and phenomenon of the researched topic.
Investigation of Problematic Internet Use and Healthy Lifestyle Behaviors among High School Students
Author: Yayci, Levent
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Internet,Computer Use,Health Behavior,Life Style,Behavior Problems,Gender Differences,Foreign Countries,Grade 9,Grade 10,Grade 11,Grade 12,Academic Achievement,Institutional Characteristics,High Schools,Family Characteristics

This study aimed to determine whether problematic internet use and healthy lifestyle behaviors among high school students varied by gender, grade level, academic average, and school type variables and to investigate the relationship between problematic internet use and healthy lifestyle behaviors. The sample of the study consisted of a total of 310 students enrolled in three different high schools in Giresun province in Turkey, including 159 females and 151 males. The study employed the relational screening model. The data collection tools used in the study were the Problematic Internet Use Scale (PIUS), the Healthy Lifestyle Behaviors Scale (HLBS) and a Personal Information Form. Independent group t-test, one-way variance analysis, and Pearson product-moment correlation coefficient were utilized in the analysis of the data. The results of the study indicated that problematic internet use varied by grade level, academic average, and school type variable, it did not show a difference according to gender and whether parents live together or apart variables, and that healthy lifestyle behaviors did not show any difference according to any variables at all. In the study, a low negative correlation was found between problematic internet use and healthy lifestyle behaviors. The findings of the study were interpreted and discussed in light of related literature.
Attracting Adult Learners with Credit for Prior Learning. A CAEL/Strada Research Brief
Author: Klein-Collins, Rebecca
Date: 2022-01-00
Type: Reports - Research
Subjects: Adult Students,Prior Learning,College Credits,Recognition (Achievement),Student Recruitment,College Applicants,College Choice,Familiarity,Low Income Students,Minority Group Students

Previous research has shown that when adult students receive credit for their prior learning (CPL), they are more likely to complete credentials while saving time and money doing so. In addition, colleges and universities can also benefit from CPL: adult students who earn credit through CPL are more likely to persist toward completion, and so they end up taking an average of 17 more course credits from their college compared to students without it (Klein-Collins, et al., 2020). Because of the strong evidence of the benefits from CPL for students, many institutions already use CPL in their efforts to recruit adult learners. New survey research from Council for Adult and Experiential Learning (CAEL), Strada, and Hanover Research indicates that adult learners are likely to be receptive to such recruiting messages. Survey results included responses from more than 1,000 American adults aged 25-64 who said they were likely/very likely to enroll in a 2-year or 4-year degree postsecondary program in the next six months (&quot;likely enrollees&quot;). The key findings from the study are: (1) the concept of CPL is familiar and clear; (2) most have already applied or plan to apply for CPL; and (3) CPL may influence choice of college. Institutions interested in ensuring equitable access to CPL will need to develop strategies to raise awareness of CPL for prospective students in the lowest income brackets and perhaps also for students of color -- arguably those who have the most to gain from its benefits.
Dynamics versus Development in Numerosity Estimation: A Computational Model Accurately Predicts a Developmental Reversal
Author: Kim, Dan
Date: 2021-00-00
Type: Reports - Research
Subjects: Numbers,Computation,Children,Adults,Age Differences,Cognitive Processes,Individual Development,Models,Predictive Validity

Perceptual judgments result from a dynamic process, but little is known about the dynamics of number-line estimation. A recent study proposed a computational model that combined a model of trial-to-trial changes with a model for the internal scaling of discrete numbers. Here, we tested a surprising prediction of the model--a situation in which children's estimates of numerosity would be better than those of adults. Consistent with the model simulations, task contexts led to a clear developmental reversal: children made more adult-like, linear estimates when to-be-estimated numbers were descending over trials (i.e., backward condition), whereas adults became more like children with logarithmic estimates when numbers were ascending (i.e., forward condition). In addition, adults' estimates were subject to inter-trial differences regardless of stimulus order. In contrast, children were not able to use the trial-to-trial dynamics unless stimuli varied systematically, indicating the limited cognitive capacity for dynamic updates. Together, the model adequately predicts both developmental and trial-to-trial changes in number line tasks. [This paper was published in &quot;Cognitive Science&quot; v45 n10 e13049 2021 (EJ1315022).]