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Curated

ABC News/Washington Post Poll of Public Opinion on Current Social and Political Issues, January 1983 (ICPSR 8172)

Released/updated on: 1992-02-16
Geographic coverage: United States
This poll is part of a continuing series of monthly surveys that solicit public opinion on the presidency and on a range of other political and social issues. In this poll, respondents were asked about President Ronald Reagan's performance in office, unemployment trends, and national spending. Respondents were also asked about their experience with computers. Demographic information on respondents includes age, sex, race, educational level, employment status, and marital status.
Self-published

AI-Supported Inquiry, AI Literacy, and Authentic Performance Among Preservice Teachers in Central China, 2024 (ICPSR 306435)

Released/updated on: 2026-06-03
Geographic coverage: Jiangxi, China
Time period: 2024-09-01--2024-12-01

This study examined the effects of QUEST+AI, an AI-supported inquiry model, on AI literacy and authentic performance among preservice teachers in Central China. The study used a nonequivalent-groups, quasi-experimental pretest–posttest design with two intact sections of an undergraduate Educational Research Methods course at a public university. Ninety-five preservice teachers participated, including 52 students in the experimental group and 43 students in the comparison group. Both groups received the same face-to-face course instruction over a 10-week period. The experimental group completed two QUEST+AI inquiry cycles with coached use of generative artificial intelligence, while the comparison group completed conventional homework assignments.

The data include participant demographic variables, pretest and posttest responses to a multidimensional AI literacy questionnaire, AI literacy total and subscale scores, final research proposal scores, and group assignment indicators. AI literacy measures cover use and application of AI, knowledge and understanding of AI, AI detection, AI ethics, AI creation, AI-supported problem solving, AI persuasion literacy, and AI emotion regulation. Authentic performance is represented by scores on a final educational research proposal, evaluated with a common rubric by two independent raters. The dataset also includes variables used in the study’s comparative analyses, including group condition, pretest scores, gender, grade level, age, and major.

Curated

Current Population Survey, August 2000: Internet and Computer Use Supplement (ICPSR 3171)

Released/updated on: 2011-09-19
Geographic coverage: United States

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topic of Internet and Computer Use in the United States, which was administered as a supplement to the August 2000 CPS.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self- employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The August 2000 supplement survey queried respondents on whether there was a personal computer and/or laptop in the household, how many computers or laptops were in the household, if anyone in the household used the Internet, who was the Internet service provider, how the Internet was accessed (i.e., dial-up, DSL, or cable modem), and where the Internet was regularly accessed (e.g, from home, work, community center, library, or religious facility). Other Internet specific questions included concerns about providing personal information over the Internet, if household members used the Internet to access e-mail, news, weather, play games, take on-line courses, shop, pay bills, look for a job, or search for information about products and services (like health, government, or financial services).

Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

Curated

Current Population Survey, September 2001: Computer and Internet Use Supplement (ICPSR 3669)

Released/updated on: 2011-09-19
Geographic coverage: United States

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topic of Internet and Computer Use in the United States, which was administered as a supplement to the September 2001 CPS.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The September 2001 supplement survey queried respondents on whether there was a computer and/or laptop in the household, how many computers or laptops were in the household, if anyone in the household used the Internet, and how the Internet was accessed (i.e., dial-up, DSL, or cable modem). Other Internet specific questions included concerns about providing personal information over the Internet, if household members used the Internet to access e-mail, news, weather, LISTSERVs, play games, take on-line courses, view TV or movies, make telephone calls, or search for information about products and services (like health, government, or financial services). Questions pertaining to computer usage included types of software used by household members (e.g., word processing or desktop publishing, spreadsheet or database, e-mail, or graphic design software) and if the software was used on their home and/or work computer to complete school assignments, manage finances, play games, schedule events, or for other uses.

Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

Curated

Eurobarometer 56.0: Information and Communication Technologies, Financial Services, and Cultural Activities, August-September 2001 (ICPSR 3363)

Released/updated on: 2010-06-30
Geographic coverage: Europe, United Kingdom, Portugal, Global, Spain, Greece, Netherlands, Sweden, Austria, Belgium, Luxembourg, Ireland, Finland, Denmark, Italy, France, Germany
Time period: 2001-08-22--2001-09-27
This round of Eurobarometer surveys diverged from standard trend questions, instead focusing on information and communication technologies, financial services, and cultural activities. Respondents were questioned about how important it was to use a computer in their daily lives, whether and where they used a computer, for which uses a computer or the Internet was important, and which other communication products they used, such as cable TV and mobile phones. They were asked what type of computer training they had received, whether they worked remotely (telecommuted), whether communication technologies had been introduced at their workplace, if so, what the outcome had been, and how using a computer, e-mail, or the Internet had changed the way they worked. Respondents were further queried on financial services, governmental legislation of financial services, whether consumer protection standards should be harmonized within the European Union (EU), and what obstacles were preventing consumers from using financial services in the EU. They were asked about their preferred method of paying for significant purchases and the reasons for that preference, whether they used cards with a confidential code, and the types of financial accounts or loans they had. A final section focused on cultural activities and asked respondents which type of television programs they watched, whether they watched videos or DVDs, listened to the radio, or owned a computer, how often they used the Internet and for what purpose, how many books they had read in the past year, whether they read newspapers or magazines, and what types of music they listened to. They were asked to describe cultural activities they engaged in, types of media they had access to at home (such as a television set, records, CDs, video game player, books), and how many television sets, encyclopedias, and books they owned. Demographic and other background information provided includes respondent's age, gender, nationality, marital status, left-right political self-placement, occupation, age at completion of education, household income, region of residence, and subjective size of community.
Curated

Evaluation of a Local Jail Training Program in Sacramento County, California, 1994-1995 (ICPSR 2582)

Released/updated on: 2006-01-18
Geographic coverage: United States, California
Time period: 1994-07-01--1995-07-01
This data collection represents a process and outcome evaluation of the Office Technology Training program at the Rio Consumnes Correctional Center (RCCC) in Sacramento County. RCCC is a county jail for prisoners sentenced up to one year in custody. The Office Technology Training program, one of several training programs for inmates at RCCC, was designed to familiarize students with the use of computers in an office or business setting and to provide specific instruction in several types of common office software, including word processing and desktop publishing. The purpose of the evaluation research was (1) to refine the process of determining what types of training should be funded and (2) to establish research-based evaluation protocols for local jail inmate training programs. Data were collected on participants in the Office Technology Training class, on a control group that matched the participants in terms of demographic characteristics, and on a smaller group of nonparticipants who had signed up for the training program but did not participate. Part 1, Treatment and Control Group Data, contains administrative and survey data on both the trainees and the control group, while Part 2, Nonparticipant Data, includes administrative and survey data on the inmates who registered for the training but did not participate in the program. The survey consisted of an evaluation form filled out by inmates who participated in the training at RCCC, indicating their prior experience with computers and software, evaluating the training they received, and assessing whether the new skills would be helpful in securing employment upon their release. Administrative records on all respondents (trainees, control, and nonparticipants) were collected from four sources: a supplemental form on inmates' employment, a probation report that provided personal and criminal histories, a risk assessment form, and a follow-up form completed by the probation officer within one week of the six-month anniversary of the inmate's release from RCCC. Variables from the supplemental form included employment type and wages. The probation report covered employment, education, military history, marital status, substance abuse, domestic violence, gang behavior, psychiatric history, child abuse history, and criminal histories as juveniles and adults. Data on attitude, alcohol and drug problems, number of felony convictions, probation periods and violations, types of offenses, and history of institutionalization were taken from the risk assessment form. The follow-up form gathered information on release, disciplinary actions at RCCC, opinions about the Office Technology Training program, substance abuse, new arrests and convictions, gang behavior, job training, employment type, hourly wage, job satisfaction, and use of computers on the job. Additional administrative records data on trainees and nonparticipants were gathered from the class registration form, including gender, education, birth date, ethnicity, language spoken, occupation, Test of Adult Basic Education (TABE) scores, and class assignments. Other data on trainees came from an evaluation form filled out by the students' instructor upon their completion of the Office Technology class. It provided information on the behavior, attitude, and skills of the students.
Curated

High School and Beyond, 1980: Sophomore and Senior Cohort Second Follow-up (1984) (ICPSR 8443)

Released/updated on: 1992-02-16
Geographic coverage: United States
This data collection constitutes the third wave of data in the High School and Beyond series. The base-year data (ICPSR 7896) were collected in 1980, and the first follow-up (ICPSR 8297) was conducted in 1982. The series is a longitudinal study of students who were high school sophomores and seniors in 1980. As with the first follow-up, the structure and documentation of High School and Beyond Second Follow-Up data files represent a departure from base-year (1980) practices. While the base-year student file contains data from both the senior and sophomore cohorts, the two follow-up surveys provide separate student files for the two cohorts. Each of the cohort files for this collection merges the base year and first follow-up data with second follow-up data. Data collected for the sophomore cohort second follow-up differ substantially from data collected for the first follow-up since by 1984 the majority of respondents were out of high school and enrolled in postsecondary school, working, or looking for work. File 1, the Sophomore Cohort Second Follow-up Sample File, includes detailed questionnaire responses on background information, education, other training, military experience, work experience, periods unemployed, family information, income, experiences, and opinions. Information is also presented on the kind of school attended, hours per week spent in class, degree, certificate or diploma being sought, and requirements completed. Financial information in this file includes items on tuition and fees, scholarships, and financial aid from parents to the respondent and to any siblings. Work history data, including occupation, industry, gross starting salary, gross income, hours per week worked, and job satisfaction, are available along with data on the family, including the spouse's occupation and education, date of marriage(s), and number of children. File 5, the Senior Cohort Second Follow-up Sample File, repeats many of the same variables that are present in the first follow-up for this cohort. Respondents were asked to update background information, to provide information about postsecondary education, work experience, military service, family, income, and life goals. New items include a limited series on computer literacy (e.g., use of computers and software, knowledge of computer language), detailed information on financial assistance received from parents for pursuing postsecondary education, education and training outside of regular school, college or military programs (on-the-job and other employer-provided training), and periods of unemployment. Files 9,11,12, and 13 contain transcript data from each postsecondary institution reported by sample members of the High School and Beyond elder cohort (1980 senior cohort) in their responses to the High School and Beyond First Follow-up (1982) and Second Follow-up (1984) surveys. Data are available for several types of postsecondary institutions, ranging from short-term vocational or occupational programs through major universities with graduate programs and professional schools. Data in these four rectangular files--Student, Transcript, Term, and Course Files--are organized to be used in combination hierarchically. Information is available on terms of attendance, fields of study, specific courses taken, and grades and credits earned. A supplementary survey, the Administrator and Teacher Survey (ATS), was conducted in 1984 in approximately half of the schools sampled in the original High School and Beyond study. The ATS was designed to explore findings from research on effective schools, which were defined as those schools in which students perform at higher levels than would be expected from their backgrounds and other factors. The ATS provides measures of staff goals, school climates, and other processes identified in the effective schools literature as being important for achieving educational excellence. Separate questionnaires were administered to teachers, administrators, vocational education coordinators, and heads of guidance. Items in the questionnaires were selected to complement information already in the High School and Beyond database. Included were questions on staff goals, pedagogic practices, interpersonal relations of staff, work load of teachers, staff attitudes, availability and use of guidance services, planning processes, hiring practices, special programs, and linkages to local employers, parents, and the community.
Self-published

Project STAR, STudents As Researchers: Participatory Research with Children During the COVID-19 Pandemic, 2020 (ICPSR 155701)

Released/updated on: 2021-11-30
Geographic coverage: United States
Time period: 2020-05-01--2020-06-01
This research is part of a larger qualitative study that took place during the 2019-2020 school year focusing on children’s literacies of research, which are conceptualized as the social practices children employ to investigate issues that matter to them. The research site was a public elementary school in a small city in northeastern United States. The child co-researchers and I met as a research group once a week during the school day. In the wake of the COVID-19 pandemic and the emergency closure of the school, the research group transitioned to a virtual space, utilizing the school district’s digital platform. This study presents data collected during the six virtual research group sessions, conducted early in the COVID-19 pandemic during mandated social distancing and emergency remote learning. Child co-researchers detailed their experiences with social isolation and remote learning as well as how they innovated with digital technologies to meet their needs. The focus of the research group shifted in response to the needs and interests of the children and the sociocultural context of the pandemic.
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