ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Miami-Dade was 137. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Miami-Dade who performed at or above the NAEP &quot;Proficient&quot; level was 18 percent in 2009. This percentage was not significantly different from large cities (17 percent). The percentage of students in Miami-Dade who performed at or above the NAEP &quot;Basic&quot; level was 49 percent  in 2009. This percentage was greater than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Milwaukee was 122. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Milwaukee who performed at or above the NAEP &quot;Proficient&quot; level was 6 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Milwaukee who performed at or above the NAEP &quot;Basic&quot; level was 28 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Chicago was 125. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Chicago who performed at or above the NAEP &quot;Proficient&quot; level was 12 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Chicago who performed at or above the NAEP &quot;Basic&quot; level was 44 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. New York City Department of Education. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New York City was 129. This was lower than the average score of 134 for public school students in large cities. The percentage of students in New York City who performed at or above the NAEP &quot;Proficient&quot; level was 13 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in New York City who performed at or above the NAEP &quot;Basic&quot; level was 38 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP)  science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Cleveland was 114. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Cleveland who performed at or above the NAEP &quot;Proficient&quot; level was 4 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Cleveland who performed at or above the NAEP &quot;Basic&quot; level was 30 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP)  science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Philadelphia was 119. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Philadelphia who performed at or above the NAEP &quot;Proficient&quot; level was 6 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Philadelphia who performed at or above the NAEP &quot;Basic&quot; level was 25 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in San Diego was 138. This was not significantly different from the average score of 134 for public school students in large cities. The percentage of students in San Diego who performed at or above the NAEP &quot;Proficient&quot; level was 20 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in San Diego who performed at or above the NAEP &quot;Basic&quot; level was 49 percent in 2009. This percentage was not significantly different from large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP)  science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Detroit was 111. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Detroit who performed at or above the NAEP &quot;Proficient&quot; level was 4 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Detroit who performed at or above the NAEP &quot;Basic&quot; level was 26 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
Gender Effect on the Writing Quality of Pen-Paper and Computer Samples of EFL Learners
Author: Aydin, Selami
Date: 2007-00-00
Type: Journal Articles
Subjects: Gender Differences,Writing (Composition),English (Second Language),Second Language Learning,Undergraduate Students,Computer Attitudes,Anxiety,Computer Uses in Education,Writing Achievement,Foreign Countries

Problem Statement: While gender as a variable is a significant research and discussion area in foreign language learning, computers are not only common tools in EFL writing classes but also a research subject in foreign language learning. Previous research indicates that female learners have negative attitudes on writing on computers and there have not been certain findings and consensus on gender effect on computerized writing samples of EFL learners.  Purpose: This research aimed to investigate the gender effect on writing quality of pen-paper and computerized samples of EFL learners. Method: Writing samples of 20 pen-paper and 20 computer group students were scored analytically and analyzed statistically. Findings and Results: It was found that gender had a significant effect on vocabulary, accuracy, organization, originality and creativity, unity and coherence, relevance, fluency, content, and language control of the samples produced on computer while it had no effect on mechanics of the computerized samples. Recommendations: It is recommended that further research should focus on computer anxiety, interest, and attitudes of female EFL learners. (Contains 2 tables.)
Student Perceptions of an Online Medical Dosimetry Program
Author: Lenards, Nishele D.
Date: 2007-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Radiology,Cancer,Allied Health Occupations Education,College Programs,Distance Education,Electronic Learning,College Students,Student Attitudes,Peer Relationship,Teacher Student Relationship,Student Experience,Technological Literacy,Program Improvement,Student Motivation,Student Surveys

The University of Wisconsin--La Crosse offers the first web-based medical dosimetry program in the nation. There is no data to research a program of this type. This research consisted of the evaluation of other distance education programs including health profession programs in addition to face-to-face medical dosimetry programs. There was need to collect and analyze student perceptions of online learning in medical dosimetry. This research provided a guide for future implementation by other programs as well as validated the University of Wisconsin--La Crosse program. Methodology used consisted of an electronic survey sent to all previous and currently enrolled students in the University of Wisconsin--La Crosse medical dosimetry program. The survey was both quantitative and qualitative in demonstrating attitudinal perceptions of students in the program. Quantitative data was collected and analyzed utilizing a five point Likert scale. Qualitative data was gathered based on the open-ended responses and the identifying themes from the responses. The results demonstrated an overall satisfaction with this program, the instructor, and the online courses. Students felt a sense of belonging to the courses and the program. Considering that a majority of the students had never taken an online course previously, the students felt there were no technology issues. Future research should include evaluation of board exam statistics for students enrolled in the online and face-to-face medical dosimetry programs. Appended are: (1) Benchmarks for Success in Internet-based Distance Education; (2) Cover Letter for Survey; (3) Implied Consent Form; (4) Survey of UW-L Online Medical Dosimetry  Program; and (5) Data Collection and Analysis. (Contains 8 tables.)