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1تقرير
المؤلفون: B. Berg, J. Causey, J. Cohen, M. Ibrahim, M. Holsapple, D. Shapiro, National Student Clearinghouse Research Center
المصدر: National Student Clearinghouse. 2024.
تمت مراجعته من قبل الزملاء: N
Page Count: 18
Sponsoring Agency: Lumina Foundation
الواصفات: Undergraduate Students, Educational Attainment, Stopouts, COVID-19, Pandemics, Outcome Measures, Reentry Students, Credentials, Declining Enrollment, Gender Differences, Enrollment Trends
مستخلص: The fall 2023 and spring 2024 undergraduate enrollment increases, marking the first growth since the COVID-19 pandemic, show signs of a post-pandemic turnaround for higher education. However, a significant share of current undergraduates will eventually disengage from college before earning a degree or other credential. They will join tens of millions of other adult Americans who are Some College, No Credential (SCNC). The SCNC population has been consistently rising over time. Re-engaging those who stop out remains a persistent challenge and a priority for the forty states that have set ambitious postsecondary attainment goals. This report aims to provide timely insights into the SCNC population, offering state leaders and policymakers accurate data on its current status, along with tracking progress and outcome measures for SCNC students. The first section of this report describes who makes up the SCNC population and how it has changed since the last report. In this section, the authors pay particular attention to Recent Stopouts, who joined the SCNC population after being stopped out between January 2021 and July 2022. In the second section, the authors report on SCNC re-enrollment in the 2022-23 academic year as well as first-year credential earning for re-enrollees. The authors also provide new updates on continued enrollment and second-year credential earning for SCNC re-enrollees in the 2021-22 academic year, whom were first reported on last year.
Abstractor: ERIC
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2دورية أكاديمية
المؤلفون: Tam, CS, Opat, S, D'Sa, S, Jurczak, W, Lee, HP, Cull, G, Owen, RG, Marlton, P, Wahlin, BE, Garcia-Sanz, R, McCarthy, H, Mulligan, S, Tedeschi, A, Castillo, JJ, Czyz, JL, De Larrea, CF, Belada, D, Libby, E, Matous, J, Motta, M, Siddiqi, T, Tani, M, Trneny, M, Minnema, MC, Buske, C, Leblond, V, Treon, SP, Trotman, J, Wu, BH, Yu, YL, Shen, ZR, Chan, WY, Schneider, J, Allewelt, H, Cohen, A, Dimopoulos, MA
المصدر: Blood advances. 8(7):1639-1650
مصطلحات موضوعية: Medicin och hälsovetenskap
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3دورية أكاديمية
المؤلفون: Chan, AYL, Gao, L, Hsieh, MHC, Kjerpeseth, LJ, Avelar, R, Banaschewski, T, Chan, AHY, Coghill, D, Cohen, JM, Gissler, M, Harrison, J, Ip, P, Karlstad, O, Lau, WCY, Leinonen, MK, Leung, WC, Liao, TC, Reutfors, J, Shao, SC, Simonoff, E, Tan, KCB, Taxis, K, Tomlin, A, Cesta, CE, Lai, ECC, Zoega, H, Man, KKC, Wong, ICK
المصدر: Nature medicine. 30(5):1416-1423
مصطلحات موضوعية: Medicin och hälsovetenskap
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4دورية أكاديمية
المؤلفون: Madsen, KB, Bliddal, M, Skoglund, CB, Larsson, H, Munk-Olsen, T, Madsen, MG, Thomsen, PH, Bergink, V, Srinivas, C, Cohen, JM, Brikell, I, Liu, XQ
المصدر: CNS drugs. 38(4):267-279
مصطلحات موضوعية: Medicin och hälsovetenskap
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5دورية أكاديمية
المؤلفون: Brown, JR, Eichhorst, B, Hillmen, P, Jurczak, W, Kazmierczak, M, Lamanna, N, O'Brien, SM, Tam, CS, Qiu, LG, Zhou, KS, Simkovic, M, Mayer, J, Gillespie-Twardy, A, Ferrajoli, A, Ganly, PS, Weinkove, R, Grosicki, S, Mital, A, Robak, T, Osterborg, A, Yimer, HA, Salmi, T, Wang, MDY, Fu, LN, Li, J, Wu, KN, Cohen, A, Shadman, M
المصدر: FUTURE ONCOLOGY. 20(12):717-726
مصطلحات موضوعية: Medicin och hälsovetenskap
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6دورية أكاديمية
المؤلفون: Cesta, CE, Rotem, R, Bateman, BT, Chodick, G, Cohen, JM, Furu, K, Gissler, M, Huybrechts, KF, Kjerpeseth, LJ, Leinonen, MK, Pazzagli, L, Zoega, H, Seely, EW, Patorno, E, Hernandez-Diaz, S
المصدر: JAMA internal medicine. 184(2):144-152
مصطلحات موضوعية: Medicin och hälsovetenskap
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7دورية أكاديمية
المؤلفون: Del Bianco, T, Estrin, GL, Tillmann, J, Oakley, BF, Crawley, D, Caceres, AS, Hayward, H, Potter, M, Mackay, W, Smit, P, du Plessis, C, Brink, L, Springer, P, Odendaal, H, Charman, T, Banaschewski, T, Baron-Cohen, S, Bolte, S, Johnson, M, Murphy, D, Buitelaar, J, Loth, E, Jones, EJH, U-AIMS LEAP Team
المصدر: Autism : the international journal of research and practice. 28(5):1280-1296
مصطلحات موضوعية: Medicin och hälsovetenskap
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8تقرير
المؤلفون: Paiheng Xu, Jing Liu, Nathan Jones, Julie Cohen, Wei Ai, Annenberg Institute for School Reform at Brown University
المصدر: Annenberg Institute for School Reform at Brown University. 2024.
تمت مراجعته من قبل الزملاء: N
Page Count: 16
Sponsoring Agency: National Science Foundation (NSF)
الواصفات: Educational Quality, Educational Assessment, Teacher Effectiveness, Natural Language Processing, Instructional Effectiveness, Elementary Secondary Education, Student Centered Learning, Metacognition, Models
مستخلص: Assessing instruction quality is a fundamental component of any improvement efforts in the education system. However, traditional manual assessments are expensive, subjective, and heavily dependent on observers' expertise and idiosyncratic factors, preventing teachers from getting timely and frequent feedback. Different from prior research that focuses on low-inference instructional practices, this paper presents the first study that leverages Natural Language Processing (NLP) techniques to assess multiple high-inference instructional practices in two distinct educational settings: in-person K-12 classrooms and simulated performance tasks for pre-service teachers. This is also the first study that applies NLP to measure a teaching practice that has been demonstrated to be particularly effective for students with special needs. We confront two challenges inherent in NLP-based instructional analysis, including noisy and long input data and highly skewed distributions of human ratings. Our results suggest that pretrained Language Models (PLMs) demonstrate performances comparable to the agreement level of human raters for variables that are more discrete and require lower inference, but their efficacy diminishes with more complex teaching practices. Interestingly, using only teachers' utterances as input yields strong results for student-centered variables, alleviating common concerns over the difficulty of collecting and transcribing high-quality student speech data in in-person teaching settings. Our findings highlight both the potential and the limitations of current NLP techniques in the education domain, opening avenues for further exploration.
Abstractor: As Provided
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9مورد إلكتروني
المؤلفون: Emma Cohen, Huade Huo, Katherine Guyot, Colleen Gaffney, National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR)
المصدر: National Center for Education Statistics. 2024.
تمت مراجعته من قبل الزملاء: Y
Page Count: 47
الواصفات: Enrollment Trends, Postsecondary Education, Student Financial Aid, Graduation Rate, Grade 9, Longitudinal Studies, Post High School Guidance, Transitional Programs, STEM Education, Career Choice, High School Students
مستخلص: This First Look report provides selected findings from the High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Administrative Records Collection (PEAR). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into postsecondary education and the workforce. The PEAR data collection was conducted in 2021, approximately 8 years after high school graduation for most of the cohort. These data provide information on whether fall 2009 ninth-graders enrolled in postsecondary education by June 2021, and allow researchers to examine enrollment characteristics, degree completion, and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education.
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024022Test
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10تقرير
المؤلفون: Jennifer Cohen Kabaker, Laurie Gagnon, Aurora Institute
المصدر: Aurora Institute. 2024.
تمت مراجعته من قبل الزملاء: N
Page Count: 20
Sponsoring Agency: Department of Education (ED)
الواصفات: Microcredentials, Professional Development, Multilingualism, Instructional Effectiveness, Grouping (Instructional Purposes), Teacher Education, English Language Learners, English (Second Language), Second Language Instruction, Asynchronous Communication, Electronic Learning
مصطلحات جغرافية: Rhode Island
مستخلص: Despite calls to modernize education preparation, the way we train, support, and grow educators has remained largely unchanged for decades. But some educator training and professional development organizations are taking a different approach by offering educators flexible and job-embedded learning opportunities that recognize and validate learning through demonstrations of competence. Educators earn "micro-credentials" in the form of digital badges, which capture both the skill the educator demonstrated and the evidence they used to prove their mastery of that skill. This case study offers a look at one micro-credential program, developed by UCLA's ExcEL Leadership Academy that has been approved for ESOL teacher certification in Rhode Island. The program offers a progression of 12 micro-credentials focused on the skills and competencies educators need to serve multilingual learners (MLLs) effectively. Additionally, the case study offers recommendations for other states that hope to offer their educators high-quality competency-based pathways to certification and/or professional growth.
Abstractor: As Provided
النص الكامل