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The School District of Osceola County, Florida, invests heavily in the Advancement Via Individual Determination (AVID) program, and as such, an evaluation of effects was conducted with a sample of 10 middle schools (12,325 students) and 7 high schools (18,886 students). Propensity matching was used to determine practical effects. Providing schoolwide AVID was correlated with higher school grades in the Florida accountability system, and students in the elective were found to have statistically significantly higher GPAs, higher learning gains scores, greater enrollment in acceleration, and a higher likelihood of receiving college scholarships. [ABSTRACT FROM AUTHOR]

The aim of this paper is to disclose part of the results of History's Field Institutional Program of Scholarship in Teaching Initiation (PIBID). The Project is being developed in four public schools from Regional Education Nucleo of Ivaiporã/PR, a town that has an State University of Maringá (UEM) campus. The study is another effort to analyze Pibid's contribution in formation of History grade's undergraduates, also brings the possibility to comprehend theoretical, politics and ideological grounding that is underlying in the legislation and in programmatic subjects in schools curriculum. [ABSTRACT FROM AUTHOR]

The amount of merit-based scholarship support for graduate students in the United States has increased dramatically. Given this increased investment, does increasing the size of scholarships awarded to the most academically able admitted students substantially increase their probability of enrollment? We found no support for a positive answer to the question. Our study is unique in the literature in two important ways. First, the design randomly assigned admitted students to size of scholarship. Second, the size of scholarship varied from substantial ($10,000) to substantially larger ($18,500). The applicants in the study were the most academically able applicants to master's programs in a graduate school of education at an elite university. It may be that the difference between no scholarship support and some scholarship support (e.g., $10,000) might have a positive effect on yield. Natural variation data from the same site supported this conclusion. It may be that dramatically larger amounts of scholarship support would have a positive effect on yield as well (e.g., the full cost of tuition). [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author focuses on the increase in the number of Asian international students in Australian universities. The author explains that international students have been studying in Australian universities to improve technical knowledge and skills, and contribute to economic development in their mother country. The author also discusses his investigation in the areas of higher education, immigration and scholarships provided by the Australian Government.

This special issue is the fifth devoted to Open Educational Resources (OER) and the fourth to be drawn from papers presented at the annual UK-based OER conference. For this special issue, the editors selected papers from the OER14 conference, held in Newcastle in April 2014. The main conference theme was 'Building communities of open practice' with further themes on MOOCs and open courses; academic practice, development and pedagogy; open policy, research, scholarship and access; and students as users and co-creators. As open education matures it will be the communities we develop that make a difference to the success (or failure) of transforming education through openness. The five chosen papers in this special issue exemplify one facet of building communities of open practice - how people may, in theory and in practice, be included in or excluded from such communities despite the potential of the openness on offer. [ABSTRACT FROM AUTHOR]

The article offers information on applying for various study and fellowship programs in the U.S. including 2017-2018, Einstein Distinguished Educator Fellowship Program due November 17, 2016, opportunities for Virginia Space Grant Consortium 2017-“2018 Scholarship and Fellowship with a deadline till March 13, 2017, and applications for 21st Century Leadership Academy.

The article announces that the European Stroke Organisation (ESO) is offering two scholarships for the European Master in Stroke Medicine Programme held at the Danube University in Krems, Austria. A program of study, cost of the course, entrance requirements, and information on how to apply for the scholarships is provided.

The article offers information on the college scholarship program for students who are studying ornamental horticulture plant genetics or botany offered by nonprofit organization African Violet Society of America.