ethanporcaro/eric-fulltext-meta huggingface dataset:
Bringing CUNY Accelerated Study in Associate Programs (ASAP) to Ohio: Early Findings from a Demonstration in Three Community Colleges. Policy Brief
Author: Sommo, Colleen
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Acceleration (Education),Associate Degrees,Two Year College Students,Low Income Students,Student Needs,Demonstration Programs,Program Evaluation,Enrollment Rate,College Credits,Academic Persistence,Outcomes of Education,Educational Attainment,Academic Degrees,Graduation Rate,Comparative Analysis,Cohort Analysis,Student Characteristics

Nationally, community college graduation rates remain stubbornly low, despite strides made in access--and they are particularly so for low-income students, nontraditional students, and students who need to take developmental (remedial) courses. In 2014, three schools in Ohio--Cincinnati State Technical and Community College, Cuyahoga Community College, and Lorain County Community College--set out to address their low-income students' needs thoughtfully and comprehensively, turning to a proven-effective program: CUNY ASAP, developed by the City University of New York. ASAP requires students to enroll full time and provides comprehensive financial, academic, and support services. This brief describes the ASAP demonstration in Ohio and the programs implemented by the three schools. Early findings from the random assignment evaluation show that the Ohio programs substantially increased full-time enrollment and credit accumulation during the first semester, as well as persistence and full-time enrollment in the second semester. The study will eventually report whether there are significant effects on degree attainment.
Social Media and Impression Management: Veterinary Medicine Students' and Faculty Members' Attitudes toward the Acceptability of Social Media Posts
Author: Kedrowicz, April A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Veterinary Medical Education,Medical Students,College Faculty,Likert Scales,Mass Media Use,Mass Media Effects,Web 2.0 Technologies,Electronic Publishing,Gender Differences,Cohort Analysis,Correlation,Positive Attitudes,Negative Attitudes,Student Attitudes,Teacher Attitudes,Online Surveys,Professionalism,Behavior Rating Scales

Introduction: While social media has the potential to be used to make professional and personal connections, it can also be used inappropriately, with detrimental ramifications for the individual in terms of their professional reputation and even hiring decisions. This research explored students' and faculty members' perceptions of the acceptability of various social media postings. Methods: This cross-sectional study was conducted in 2015. All students and faculty members at the College of Veterinary Medicine were invited to participate. The sample size included 140 students and 69 faculty members who completed the Social Media Scale (SMS), a 7-point semantic differential scale. The SMS consisted of 12 items that measured the extent to which a variety of behaviors, using social media, constituted acceptable and unacceptable behaviors. Items appearing on the SMS were an amalgamation of modified items previously presented by Coe, Weijs, Muise et al. (2012) and new items generated specifically for this study. The data were collected during the spring semester of 2015 using Qualtrics online survey software and analyzed using t-tests and ANOVA. Results: The results showed that statistically significant differences existed between the students' and faculty members' ratings of acceptable behavior, as well as gender differences and differences across class years. Conclusion: These findings have implications for the development of policy and educational initiatives around professional identity management in the social sphere.
Problems of Policing Plagiarism and Cheating in University Institutions Due to Incomplete or Inconsistent Definitions
Author: Soiferman, L. Karen
Date: 2016-00-00
Type: Reports - Research
Subjects: Cheating,Plagiarism,College Students,Literature Reviews,Web Sites,Definitions,Ethics,Colleges

The purpose of this article was to gain an understanding of the definitions of plagiarism, and cheating that are used in the literature, in institutions, and by students. The information was gathered from a literature review, from university and college websites, and from an informal sampling of students from five different first-year classes. The results indicate that there is no one clear definition for each term, and in fact, there is a wide variety of definitions that are used by researchers, institutions, and students. Due to the wide range of definitions, it is the author's contention that the literature on plagiarism and cheating, which indicates how wide-spread the problem is, cannot be trusted due to incomplete or inconsistent definitions. In addition, some measures that institutions can adopt to help students understand academic integrity policies is offered.
GED Test Changes and Attainment: Overview of 2014 GED Test Changes and Attainment in Washington State
Author: Larson, Kara
Date: 2016-08-00
Type: Reports - Research
Subjects: High School Equivalency Programs,Common Core State Standards,College Readiness,Career Readiness,Academic Standards,Adult Education,Test Construction,Trend Analysis,Barriers,Statistical Analysis,Student Characteristics

In January 2014, the GED Testing Service significantly redesigned the GED test to incorporate the Common Core State Standards and the College and Career Readiness Standards for Adult Education. The purpose of this study was to examine the significant changes made to the test in 2014, examine the impact of the changes on Washingtonians, and make recommendations to achieve the state's two educational attainment goals. The report presents available summary data from the GED Testing Service's annual statistical reports, years 2008-2013. At the time of the study, the GED Testing Service had not published state or national data for years 2014 and 2015; therefore, the study analyzed 2014 and 2015 state summary data from Washington's State Board of Community and Technical Colleges and preliminary 2014 national summary data published by the National Council of State Directors of Adult Education. Results show that, coinciding with the changes to the GED test, the number of test takers, completers, and passers plummeted. Test participation decreased by 62.8 percent: in 2013, over 22,000 Washingtonians took the test compared to fewer than 9,000 in 2014. The test completion rate decreased by 33.7 percent: in 2013, over 18,000 test candidates completed all four subject areas of the test compared to just over 4,000 in 2014. In 2013, over 15,000 completers passed the test compared to just over 3,000 in 2014. From 2008 to 2013, more than 4 percent of Washington adults without a high school credential took the test compared to 1.5 percent in 2014, which has consequences for the Washington's educational attainment goals. Possible reasons for the decline in numbers are explored. Further research is recommended. The following are appended: (1) Comparison of 2002 GED test series to 2014 GED test series; (2) Alternative pathways to high school completion; and (3) Data Tables. Contains endnotes.
Principals' Time, Tasks, and Professional Development: An Analysis of Schools and Staffing Survey Data. REL 2017-201
Author: Lavigne, Heather J.
Date: 2016-10-00
Type: Reports - Research
Subjects: Principals,Elementary Secondary Education,National Surveys,Professional Development,Working Hours,School Administration,Educational Indicators,Federal Programs,Academic Achievement,Poverty,Public Schools

This study describes how principals reported spending their time and what professional development they reported participating in, based on data collected through the Schools and Staffing Survey by the National Center for Education Statistics during the 2011/12 school year. The study analyzes schools by grade level, poverty level, and within poverty level by whether schools made adequate yearly progress on student performance the previous year. Overall, principals reported spending an average of 59 hours a week on the job, with most of their time spent on internal administrative tasks. Principals of high-poverty schools that did not make adequate yearly progress reported spending more time on the job per week than did principals of high-poverty schools that made adequate yearly progress. Regardless of school poverty level, principals of schools that made adequate yearly progress reported spending more time on administrative tasks, curriculum- and teaching-related tasks, and parent interactions than did principals of schools that did not make adequate yearly progress. Though almost all principals reported participating in professional development, the most frequently reported type was workshop or conference attendance, and the least frequently reported type was university courses. An appendix describes the methodology used in this report.
Guide to Using the Teacher Data Use Survey. REL 2017-166
Author: Wayman, Jeffrey C.
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Teacher Collaboration,Comparative Analysis,Teacher Surveys,Data,Information Utilization,Teacher Attitudes,Teacher Effectiveness,Teacher Evaluation,Faculty Development,Teacher Competencies,Teacher Improvement,Paraprofessional School Personnel,Student Records,Schools,School Districts,Measures (Individuals)

The Teacher Data Use Survey can be used to query teachers, administrators, and instructional support staff about how teachers use data to support instruction, their attitudes toward data, and the supports that help teachers use data. This guide provides step-by-step instructions to help district and school planners implement the survey. The Teacher Data Use Survey offers schools and districts a way to rigorously gauge what data teachers use, how they use these data, and how they feel about their data use. It also enables assessment of the network of supports that surround teacher data use. The questions on the Teacher Data Use Survey are derived from a conceptual framework that views teacher data use as part of a larger system. This framework views the actions teachers take with data as influenced by their competence in using data, their attitudes toward data, their collaboration with other teachers, and the organizational supports available to them. By administering the Teacher Data Use Survey, school or district leaders will have evidence on which to base a number of decisions, such as appropriation of resources to support teacher data use, supports school leaders might provide, and district policy around data use. The following are appended: (1) Survey-Teacher version; (2) Survey-Administrator version; (3) Survey-Instructional support staff version; (4) Survey scales, questions, and items; and (5) Survey emails.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2013-14 (Fiscal Year 2014). First Look. NCES 2016-301
Author: Cornman, Stephen Q.
Date: 2016-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,Expenditures,Income,Annual Reports,School Statistics,Expenditure per Student,National Surveys,Statistical Distributions,Educational Resources,Funding Formulas,Economic Climate,Ancillary School Services,Professional Services,Compensation (Remuneration),School District Wealth,State Surveys,School District Spending

This &quot;First Look&quot; contains national and state totals of revenues and expenditures for public elementary and secondary education for school year 2013-14. This &quot;First Look&quot; includes revenues by source and expenditures by function and object, including current expenditures per pupil and instructional expenditures per pupil. This report presents data submitted annually to the National Center for Education Statistics (NCES) by state education agencies in the 50 states and the District of Columbia. Three appendices are included: (1) Methodology and Technical Notes; (2) Glossary; and (3) Final Fiscal Year 2013 Tables.
Emerging Trends on the Topic of Information Technology in the Field of Educational Sciences: A Bibliometric Exploration
Author: González-Valiente, Carlos Luis
Date: 2015-09-00
Type: Journal Articles
Subjects: Trend Analysis,Information Technology,Bibliometrics,Electronic Libraries,Literature Reviews,Productivity,Journal Articles,Search Strategies

The paper presents a bibliometric analysis on the topic of Information Technology (IT) in the field of Educational Sciences, aimed at envisioning the research emerging trends. The ERIC database is used as a consultation source; the results were subjected to productivity by authors, journals, and term co-occurrence analysis indicators for the period 2009-2013. The productivity of &quot;Computers &amp; Education,&quot; and &quot;Turkish Online Journal of Educational Technology-TOJET,&quot; as well as the preceding authors from Canada, has been emphasized. The more used terms are the following: Information technology, Foreign countries, Educational technology, Technology integration, and Student attitudes. Researches performed here seem to have a largely qualitative character, highlighting computers and Internet as the mostly explored technological objects. The largest subject matter trend refers to the integration of IT in the higher education learning context, and its incidence over the teaching methods.
Examinations Wash Back Effects: Challenges to the Criterion Referenced Assessment Model
Author: Mogapi, M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Criterion Referenced Tests,Test Results,Exit Examinations,Instruction,Teacher Attitudes,Elementary School Teachers,Questionnaires,Statistical Analysis,Qualitative Research,Teaching Methods,Class Activities,Influences,Likert Scales

Examinations play a central role in the educational system due to the fact that information generated from examinations is used for a variety of purposes. Critical decisions such as selection, placement and determining the instructional effectives of a programme of study all depend on data generated from examinations. Numerous research studies have shown that examinations have an influence on the learning and teaching process and that such influence could be either positive or negative. It is imperative that washback effect is evaluated to determine its impact on the quality of learning and teaching that goes on in the schools. This paper presents evidence that point towards presence of examination washback effect on the teaching process as a result of the format and content of the Primary School Leaving Examinations in Botswana. A questionnaire containing quantitative and qualitative items was used to capture opinions of teachers relating to the extent to which final examinations influences topic select , content coverage, teaching methods, and classroom activities. Generally, opinions presented by the teachers point towards presence of a negative washback effect. This apparent negative washback effect on the curriculum presents a challenge to a successful implementation of criterion reference testing system in Botswana.
Reader Response to Literature in Early, Middle, and Senior High Classrooms
Author: Soiferman, L. Karen
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Reader Response,Literature Appreciation,Teacher Attitudes,Elementary Secondary Education,Semi Structured Interviews,Instructional Program Divisions,Teaching Methods,Educational Practices,Reading Instruction,Reader Text Relationship,Reading Strategies,Classroom Communication,Reading Aloud to Others,Discussion (Teaching Technique),Teacher Role,Scaffolding (Teaching Technique),Qualitative Research

The purpose of this study was to investigate what teachers in a Western Canadian province were doing when engaging their students with literature. Forty two teachers from Kindergarten through to Grade 12 were interviewed, which allowed us to get a broad perspective on the types of reader response activities that are being taught in the classroom through the different grade levels. We were interested in discovering whether the teachers treated literature as communication or as transaction/construction. We also wanted to see if they were creating situations that led to aesthetic readings of texts rather than efferent. In addition, we wanted to discover in which of the five categories/orientations (textual, experiential, psychological, social, or cultural) proposed by Beach (1993) teachers used to engage students in reading and studying literature. Finally, we were interested in the goals, activities, and materials used by the teachers and how those were chosen. This study provided answers to questions about what teachers are doing with reader-response in the classrooms. The results, for the most part, were very similar across grade level which was a surprising discovery considering the age range of the students. Interview Protocol is appended.
Truth and Courage: Implementing a Coaching Culture. White Paper
Author: Riddle, Douglas
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Organizational Culture,Administration,Mentors,Leadership Role,Organizational Change,Program Implementation

Many leaders recognize that coaching is more than a collection of effective techniques. This recognition has led them to strive for a corporate culture that reflects a coaching mindset and the kind of relationships that coachees find liberating. As many more leaders have experienced the benefits of coaching (by professional coaches or mentors) the appeal has expanded dramatically and so has the demand for interventions that can deliver this kind of culture. Leaders whose organizations have learned to adapt to rapid, turbulent change have developed an obsession with getting the culture and cultures within their organizations right. Culture and its expressions shape the practical and emotional environment in which we work, and influences the ways organizations accomplish their goals. Expanding on this conversation, this paper defines coaching culture, provides practical expressions of as well as unhelpful assumptions about coaching culture, and offers tips on what works and where to begin.
Making Sense of Education Research: Reporter Guides
Author: Viadero, Debra
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Educational Research,Research Reports,Information Sources,Effect Size,Questioning Techniques,Statistical Significance,Research Design,Research Utilization

Most education reporters from time to time will tread into the world of education research, whether to gauge charter school achievement, the impact of teacher quality, or the effects of a reading program, among myriad possibilities. But making sense of the research, with its often-impenetrable prose, dizzying figures, and mathematical formulas, can be daunting. Despite the challenge, gaining some basic skills and knowledge in navigating research makes for stronger journalism. Research in education serves a wide variety of functions. It can be used to assess the likelihood that a new policy or practice will be effective, raise questions about possible unintended side effects of such changes, or shed light on students' and teachers' behaviors. Research can also muddle debates--and sometimes unfairly cast aspersions--on well-intended strategies for improvement. The trick for education reporters is to understand when research findings are trustworthy and when they are not. Reporters need to know how to assess research findings, where to find credible research, and what the limitations and red flags are in the studies they encounter.
Make Learning Stick: Best Practices to Get the Most Out of Leadership Development
Author: Reinhold, Diane
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Best Practices,Leadership Training,Learning Processes,Reinforcement,Retention (Psychology),Learning Strategies,Transfer of Training,Models

In this white paper, Diane Reinhold, Tracy Patterson, and Peter Hegel assert that there is no magic bullet to ensure people apply what they learn. There are, however, steps that can be taken to create leadership programs, experiences, and supports that improve the likelihood that lessons will be learned and applied. Over time, new skills, perspectives, or behaviors can be reinforced, until they become unconsciously and competently put to use. Learning is a process, and works best when it is viewed as more than merely a program. The authors present their &quot;3 x 3 x 3 Model for Learning Transfer,&quot; a framework of leadership development that can be applied to development programs or initiatives within an organization.
A Report on the Status of Hispanics in Education: Overcoming a History of Neglect
Author: Verdugo, Richard
Date: 2006-00-00
Type: Speeches/Meeting Papers
Subjects: Hispanic Americans,Hispanic American Students,Equal Education,Educational Innovation,Financial Support,Faculty Development,Early Childhood Education,Postsecondary Education,Access to Education,Immigrants,Migrant Education,English Language Learners,Educational Policy,Mexican Americans,Puerto Ricans,Cubans,Refugees,United States History,Educational Attainment,Academic Achievement,National Competency Tests

On March 10, 2006, the National Education Association (NEA) and the League of United Latin American Citizens (LULAC) joined forces and convened an Education Summit in Denver, Colorado. The purpose of the Summit was to have participants (mainly community activists) discuss and provide information and strategies as to how educators and policy makers might improve the educational status of Hispanic students. In order to facilitate the discussion over the two-day Summit, NEA and LULAC staff identified five areas for discussion: (1) Innovative classroom strategies for Hispanic students; (2) School funding and educators' professional development; (3) Early childhood education and postsecondary education; (4) Immigration, migrant education, and English language learner politics; and (5) Early childhood education and higher education The purpose of this report is to examine the status of Hispanic education by integrating the results from the Denver Summit with the information provided by the available research about each of the above five topics. The following are appended: (1) Methodology; (2) State Distribution of Hispanic Population 1980 to 2004; and (3) Definitions of Proficiency Levels for Math, Reading, and Science NAEP Scores.
Educator's Barriers to Using Technology
Author: Brown, April S.
Date: 2012-10-18
Type: Dissertations/Theses - Masters Theses
Subjects: Barriers,Technology Uses in Education,Action Research,Participant Observation,Interviews,Likert Scales,Teacher Surveys,Technological Literacy,Usability,Operations Research,Educational Practices,Teacher Attitudes

The study is an action research project focused on learning more about the barriers to using technology at one site in Southern California. Learning about the barriers for one school may assist this researcher in learning how to improve the changes of teachers and staff using technology in the field of education. The methodology of this study was to understand the site and day-to-day operations of one site through participant observation, survey, and inventory methods as well as informal interviews of staff. A survey was provided to staff using the Likert Scale as well as open ended questions for the staff to fill in with their comments. The study revealed staff perceived several barriers to using technology in the classroom. The majority of the staff perceived themselves as being proficient in the use of technology inside and outside of the classroom. The barriers that staff perceived are related to equipment failure and malfunction. Another assumption that was made from this study is that further training on school site software programs Scantron and Oasis should be delivered to the staff. Open ended survey responses supported the overall survey findings as well as observations made on campus. The following are appended: (1) Survey; (2) Inventory of Equipment; and (3) Site Permission Letter.