ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them
Author: Alzahrani, Ibraheem
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Asynchronous Communication,Synchronous Communication,Educational Environment,Constructivism (Learning),Web 2.0 Technologies,Learning Theories,Cooperative Learning,Group Activities,Teacher Role,Cognitive Style,Facilitators (Individuals),Computer Assisted Instruction,Teaching Methods

This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the relationship between these two terms. However, evidence will be presented in this paper to support the idea of why the wiki may be the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication: synchronous and asynchronous. (Contains 4 figures.)
A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council: Hospitality and Tourism
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-10-01
Type: Reports - Evaluative
Subjects: Stakeholders,Foreign Countries,Food Service,Travel,Tourism,Employment,Program Evaluation,Colleges,Hospitality Occupations,Educational Quality,Teaching Methods

The HM Inspectorate of Education publication, &quot;External quality arrangements for Scotland's colleges, September 2008,&quot; specifies that HMIE will produce a number of subject aspect reports over the four years 2008-12. These reports complement in a subject specific context the generic evaluations of learning and teaching in HMIE's reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges, and will wish to discuss issues arising from subject aspect reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published reviews of colleges, and examined other relevant publications and reports. They have consulted with key stakeholders, including the Scottish Qualifications Authority (SQA), employers and other professional bodies. This report evaluates college programmes delivered in the Hospitality and Travel and Tourism departments in Scotland's colleges. For the purposes of this report, this covers programmes in food preparation and food service, hospitality management and travel and tourism. Programmes covered by this report are offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). Appended are: (1) Colleges involved in fieldwork for this report; (2) Table 1; and (3) Glossary of terms. (Contains 1 table and 10 footnotes.)
Trends in College Spending: Where Does the Money Come from? Where Does It Go? A Report of the Delta Cost Project
Author: Wellman, Jane V.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Politics of Education,Cost Indexes,Trend Analysis,Tuition,State Aid,Budgets,Budgeting,Operating Expenses,Income,Expenditures,Enrollment Trends,Institutional Characteristics,Student Characteristics,Financial Support,Grants,Federal Aid,Public Colleges,Private Colleges,Graduation Rate

How do colleges and universities spend their money? To most, it's a black box. The public looks at tuitions, states look at appropriations, trustees look at the endowment, and department managers look at their budgets. How colleges actually spend their money is barely understood by the general public and even many policy makers. In the current economic environment, opacity about college spending has to give way to greater transparency about spending, and an understanding of the relationship between spending and performance. "Trends in College Spending: Where Does the Money Come From? Where Does It Go?" provides a look inside the black box of higher education finance, highlighting financial trends in operating budgets at public and private nonprofit higher education institutions. Using data that all higher education institutions report annually to the U.S. Department of Education, this report updates earlier work by the Delta Cost Project, focusing on the period from 2002 to 2006, the latest year in which spending information is available. The fiscal data presented in this report include operating revenues and expenditures per full-time equivalent (FTE) student and adjusted for inflation using the Consumer Price Index (CPI); all data are presented in 2006 dollars. Understanding spending requires knowledge of the interaction between enrollment patterns, revenues, spending, and results. This report moves sequentially through each of these, to show: (1) Enrollment patterns; (2) Revenue trends; (3) Spending for education; and (4) Spending increases. Data appendix is included. (Contains 19 figures and 6 footnotes.) [Funding for this paper was provided by Making Opportunity Affordable, an initiative of Lumina Foundation for Education. For "Trends in College Spending: Where Does the Money Come from? Where Does It Go? Executive Summary," see ED539419.]
Trends in College Spending: Where Does the Money Come from? Where Does It Go? Executive Summary
Author: Delta Project on Postsecondary Education Costs, Productivity and Accountability
Date: 2009-01-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,Expenditures,Income,Public Colleges,Private Colleges,Institutional Characteristics,Trend Analysis,Operating Expenses,Paying for College,Tuition,Enrollment Trends

"Trends in College Spending: Where Does the Money Come from? Where Does It Go?", the second study from the Delta Project on Postsecondary Costs, Productivity, and Accountability, examines revenue and expenditure data for nearly 2,000 public and private non-profit colleges and universities (representing more than 75 percent of higher education enrollment) and analyzes recent trends, focusing on the period from 2002 to 2006. It is the most up-to-date and comprehensive assessment of higher education finance in the nation. This executive summary provides the highlights from the study. [For the full report, "Trends in College Spending: Where Does the Money Come from? Where Does It Go?," see ED539418.]
Trends in College Spending 1999-2009. Where Does the Money Come from? Where Does It Go? What Does It Buy? A Report of the Delta Cost Project
Author: Desrochers, Donna M.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,Economic Progress,Higher Education,Educational Finance,Expenditures,Income,Public Colleges,Private Colleges,Institutional Characteristics,Trend Analysis,Operating Expenses,Paying for College,Tuition,Enrollment Trends,Budgets,Federal Aid,Financial Support,Salaries,School Policy,School Personnel,College Credits,Graduation,Resource Allocation,Graduate Study

"Trends in College Spending, 1999-2009: Where does the money come from? Where does it go? What does it buy?" is the fourth in a series of reports on college and university spending from the Delta Cost Project on Postsecondary Education Costs, Productivity, and Accountability. The mission of the Delta Cost Project is to improve public accountability for spending in higher education through the presentation of measures that put financial information into context, showing how money is spent and how that spending relates to institutional performance. The findings presented in this report concentrate on the 1999 to 2009 academic years; 2009 is the last year for which spending data are available and the first year of the "Great Recession," whose effects are still reverberating through higher education. Readers should be cautioned against viewing 2009 spending levels as emblematic of the fiscal situation facing institutions today. Consequences of this deep recession are only beginning to show up in the data in this report. Although the recession technically was declared over in mid-2009, sustained economic growth has yet to return, and the negative consequences on state budgets in particular won't play out until 2012 or 2013 when the state fiscal troughs will be at their lowest levels, and the federal stimulus funds will have been spent. Additional data details are appended. (Contains 28 figures and 10 footnotes.) [For previous report, "Trends in College Spending 1998-2008: Where Does the Money Come from? Where Does It Go? What Does It Buy? A Report of the Delta Cost Project," see ED539421.]
Trends in College Spending 1998-2008: Where Does the Money Come from? Where Does It Go? What Does It Buy? A Report of the Delta Cost Project
Author: Desrochers, Donna M.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Public Sector,Income,Trend Analysis,Expenditures,Colleges,Financial Support,Operating Expenses,Budgeting,Economic Factors,Resource Allocation,Enrollment Trends,Educational Attainment,Tuition,Academic Degrees,Educational Policy,Research Universities,Institutional Characteristics,Graduate Study,Cost Effectiveness

"Trends in College Spending, 1998-2008: Where does the money come from? Where does it go? What does it buy?" is the third in a series of reports on college and university spending from the Delta Cost Project. The findings presented in this report concentrate on the 1998 to 2008 time period--the last academic year for which spending data are available, and what in retrospect may turn out to be a high point in funding for higher education. The Great Recession that began in the middle of the 2008 academic year falls outside of the time period covered in this report. We know that funding has fallen since then, leading to budget cuts that are reported to be heaviest in the public sector and in those private institutions that had come to be dependent on investment earnings for operating funds. Unlike earlier recessions, when revenues were expected to rebound within a few years, the consensus now is that the "new normal" means that higher education has seen a permanent reduction of roughly 10 percent of its revenue base--more in some areas of the country, less in others--money that won't be coming back, and can't realistically be made up in tuition increases. The data in this report also help to remind us that the funding cuts that came in 2009 and 2010 occurred on a base that, in many institutions, were at historic highs. As we collectively try to find our way to the "new normal," we need to recognize that a return to the pre-recession levels of spending is neither realistic, nor for the most part necessary to ensure adequate funding. The question ahead is how to best allocate available resources to accomplish public goals for higher education. That will require more attention from policy makers and institutional leaders to spending, and to the regular use of data to guide decisions about where funds are spent. The authors hope that the metrics presented in this report are useful tools to help support this necessary new focus. Definitions of variables included in aggregate spending measures and additional data details are appended. (Contains 22 figures and 4 footnotes.)
Proceedings of the Annual Sloan Consortium International Conference on Online Learning (18th, Lake Buena Vista, Florida, October 10-12, 2012)
Author: Sloan Consortium
Date: 2012-10-00
Type: Collected Works - Proceedings
Subjects: Distance Education,Electronic Learning,Online Courses,Educational Improvement,Mathematics Instruction,Elementary School Mathematics,Synchronous Communication,Teaching Models,Academic Standards,Alignment (Education),Formative Evaluation,Textbook Preparation,Electronic Publishing,Elementary Secondary Education,Private Schools,Virtual Classrooms,Core Curriculum,Disadvantaged,Ethics,Computer Assisted Instruction,Feedback (Response),Technology Integration

The purpose of the Sloan Consortium (Sloan-C) is to help learning organizations continually improve the quality, scale, and breadth of online programs according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines. This publication presents the papers presented at the Annual Sloan Consortium International Conference on Online Learning held at Lake Buena Vista, Florida, last October 10-12, 2012. The papers presented at the proceedings are divided into the following sections: (1) Open, Global, Mobile; (2) K-12; (3) Leadership, Values and Society; (4) Student Services and Learner Support; (5) Technology and Emerging Learning Environments; (6) Faculty and Professional Development &amp; Support; (7) Learning Effectiveness; and (8) Vendor Showcase Presentation. Individual papers contain figures and appendices.
Annual Report: Discipline, Crime, and Violence, School Year 2008-2009
Author: Virginia Department of Education
Date: 2011-01-18
Type: Numerical/Quantitative Data
Subjects: Disabilities,Crime,Weapons,Discipline,Law Enforcement,Violence,Data Collection,Antisocial Behavior,State Legislation,Federal Legislation,Suspension,Expulsion,School Policy,Drug Use,Superintendents,Geographic Regions,Incidence,Standards,Comparative Analysis,School Safety

The &quot;Code of Virginia&quot; requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2008-2009, with selected comparisons to prior years. DCV data are used also to complete federal reports required by the &quot;Gun-Free Schools Act of 1994&quot; (&quot;GFSA&quot;, Sec. 14061) and the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;). &quot;GFSA&quot; requires annual reporting of the number of students suspended or expelled statewide for possessing or bringing firearms on school property; &quot;IDEA&quot; contains requirements for reporting disciplinary actions involving students with disabilities. Section 22.1-279.3:1, &quot;Code of Virginia,&quot; and the &quot;Gun-Free Schools Act,&quot; Sec. 14061 are included in Appendix A of this report. Virginia uses incident-based reporting consistent with federal standards. The reporting process employs a well-defined set of nearly 130 offense codes and data elements that are consistent with those recommended by the National Center for Education Statistics and the National Forum on Education Statistics. &quot;Incidents&quot; range in seriousness from criminal acts that result in law enforcement action to minor acts of misbehavior. A single incident may involve more than one offense; an incident may also involve multiple students and result in multiple disciplinary actions. This report focuses on numbers of incidents and numbers of disciplinary outcomes. Appended are: (1) State and Federal Laws; (2) Offenses Required to be Reported; (3) Offense Codes Used to Identify Persistently Dangerous Schools; (4) Superintendent's Memos: Commonwealth of Virginia; (5) All Incidents for All Regions by Offense Codes, 2008-2009; and (6) Related Documents and Information Resources. (Contains 1 chart, 29 tables and 35 footnotes.) [For &quot;Annual Report: Discipline, Crime, and Violence, School Year 2007-2008,&quot; see ED539425.]
Annual Report: Discipline, Crime, and Violence, School Year 2009-2010
Author: Virginia Department of Education
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Violence,Crime,Weapons,Discipline,Law Enforcement,Data Collection,Antisocial Behavior,State Legislation,Federal Legislation,Suspension,Expulsion,School Policy,Drug Use,Superintendents,Geographic Regions,Incidence,Standards,Comparative Analysis,School Safety

The &quot;Code of Virginia&quot; requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2009-2010, with selected comparisons to prior years. DCV data are used also to complete federal reports required by the &quot;Gun-Free Schools Act of 1994&quot; (&quot;GFSA&quot;, Sec. 14061) and the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;). &quot;GFSA&quot; requires annual reporting of the number of students suspended or expelled statewide for possessing or bringing firearms on school property; &quot;IDEA&quot; contains requirements for reporting disciplinary actions involving students with disabilities. Section 22.1-279.3:1, &quot;Code of Virginia,&quot; and the &quot;Gun-Free Schools Act,&quot; Sec. 14061 are included in Appendix A of this report. Virginia uses incident-based reporting consistent with federal standards. The reporting process employs a well-defined set of nearly 130 offense codes and data elements that are consistent with those recommended by the National Center for Education Statistics and the National Forum on Education Statistics. &quot;Incidents&quot; range in seriousness from criminal acts that result in law enforcement action to minor acts of misbehavior. A single incident may involve more than one offense; an incident may also involve multiple students and result in multiple disciplinary actions. This report focuses on numbers of incidents based on offenses and numbers of disciplinary outcomes. Appended are: (1) Applicable State and Federal Laws; (2) Offenses Required to be Reported 2009-2010; (3) Offense Codes Used to Identify Persistently Dangerous Schools, 2009-2010; (4) Superintendent's Memos: Commonwealth of Virginia; (5) All Incidents for All Regions by Offense Codes; and (6) Related Documents and Information Resources. (Contains 1 chart, 29 tables and 16 footnotes.) [For &quot;Annual Report: Discipline, Crime, and Violence, School Year 2008-2009,&quot; see ED539423.]
Annual Report: Discipline, Crime, and Violence, School Year 2007-2008
Author: Virginia Department of Education
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Crime,Weapons,Discipline,Law Enforcement,Data Collection,Antisocial Behavior,State Legislation,Federal Legislation,Suspension,Expulsion,School Policy,Drug Use,Superintendents,Geographic Regions,Incidence,Standards,Comparative Analysis,School Safety

The &quot;Code of Virginia&quot; requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2007-2008, with selected comparisons to prior years. DCV data are used also to complete federal reports required by the &quot;Gun-Free Schools Act of 1994&quot; (&quot;GFSA&quot;, Sec. 14061) and the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;). &quot;GFSA&quot; requires annual reporting of the number of students suspended or expelled statewide for possessing or bringing firearms on school property; &quot;IDEA&quot; contains requirements for reporting disciplinary actions involving students with disabilities. Section 22.1-279.3:1, &quot;Code of Virginia,&quot; and the &quot;Gun-Free Schools Act,&quot; Sec. 14061 are included in Appendix A of this report. Virginia uses incident-based reporting consistent with federal standards. The reporting process employs a well-defined set of nearly 130 offense codes and data elements that are consistent with those recommended by the National Center for Education Statistics and the National Forum on Education Statistics. &quot;Incidents&quot; range in seriousness from criminal acts that result in law enforcement action to minor acts of misbehavior. A single incident may involve more than one offense; an incident may also involve multiple students and result in multiple disciplinary actions. This report focuses on numbers of incidents and numbers of disciplinary outcomes. Appended are: (1) State and Federal Laws; (2) Offenses Required to be Reported; (3) Offense Codes Used to Identify Persistently Dangerous Schools; (4) Superintendent's Memos; (5) All Incidents for All Regions by Offense Codes, 2007-2008; and (6) Related Documents and Information Resources. (Contains 1 chart, 29 tables and 40 footnotes.) [For &quot;Annual Report: Discipline, Crime, and Violence, School Year 2006-2007,&quot; see ED539426.]
Annual Report: Discipline, Crime, and Violence, School Year 2006-2007
Author: Virginia Department of Education
Date: 2008-05-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Violence,Crime,Discipline,Law Enforcement,Data Collection,Antisocial Behavior,State Legislation,Federal Legislation,Suspension,Expulsion,School Policy,Drug Use,Weapons,Superintendents,Geographic Regions,Incidence,Standards,Comparative Analysis,School Safety

The &quot;Code of Virginia&quot; requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2006-2007, with selected comparisons to prior years. DCV data are used also to complete federal reports required by the &quot;Gun-Free Schools Act of 1994&quot; (&quot;GFSA&quot;, Sec. 14061) and the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;). &quot;GFSA&quot; requires annual reporting of the number of students suspended or expelled statewide for possessing or bringing firearms on school property; &quot;IDEA&quot; contains requirements for reporting disciplinary actions involving students with disabilities. Virginia uses incident-based reporting consistent with federal standards. The reporting process employs a well-defined set of nearly 130 offense codes and data elements that are consistent with those recommended by the National Center for Education Statistics and the National Forum on Education Statistics. &quot;Incidents&quot; range in seriousness from criminal acts that result in law enforcement action to minor acts of misbehavior. A single incident may involve more than one offense; an incident may also involve multiple students and result in multiple disciplinary actions. This report focuses on numbers of incidents and numbers of disciplinary outcomes. Appended are: (1) Applicable State and Federal Laws; (2) Offenses Required to be Reported Regardless of Sanction, 2006-2007; (3) Offenses Required to be Reported if They Result in Suspension or Expulsion of a Student, 2006-2007; (4) Offense Codes Used to Identify Persistently Dangerous Schools, 2006-2007; (5) Superintendent's Memos; (6) DCV Offense Reporting Changes, 2002-2003 to 2006-2007; and (8) Related Documents and Information Resources. (Contains 38 tables, 15 charts and 2 footnotes.) [For &quot;Annual Report: Discipline, Crime, and Violence, School Year 2004-2005,&quot; see ED493506.]