ethanporcaro/eric-fulltext-meta huggingface dataset:
Meeting the Challenges of Enterprise Risk Management in Higher Education
Author: Mattie, John
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Colleges,Risk Management,College Presidents,Administrator Role,Role,School Business Officials,Governing Boards,Trustees,Models

In the summer of 2007, the Association of Governing Boards of Universities and Colleges (AGB) and the National Association of College and University Business Officers (NACUBO) held a summit on enterprise risk management (ERM) in Washington DC with senior officers and trustees from several leading colleges and universities. Approximately 40 leaders--representing large and small as well as public and private institutions--attended the event. The summit opened with a presentation on implementing ERM in the for-profit financial services industry. The next morning the group heard four perspectives on risk management from a trustee, a chief risk officer (CRO), a president (CEO), and a chief business officer (CFO). After that, the group worked as a whole to develop a higher-education-specific model. The objectives of the summit were to begin to develop a robust, sustainable ERM model for colleges and universities, and to identify the appropriate ERM roles for presidents, CFOs and other senior managers, and trustees from large and small, public and private institutions. This paper presents the results of the summit. (Contains 1 chart and 7 footnotes.)
Filming for Professional Learning: Collaborations in Innovation
Author: Cloonan, Anne
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Innovation,Workshops,Educational Change,Professional Development,Cooperation,Film Production,Instruction,Interviews,Research Projects,Literacy,Literacy Education,Foreign Countries

It is not unusual for academics to bemoan the reticence of teachers in adopting innovative tools and pedagogies, never more so than in the area of new technologies and multimodal literacies in classrooms. Typically, educational bureaucracies seek to dictate change in new technologies through a diffusion-adoption model of professional learning where &quot;inservicing&quot; or &quot;professional development&quot; of teachers is used to influence them to implement curriculum innovations. Typically a set of resources are developed for this purpose and teachers engage with workshop leaders as passive recipients of knowledge rather than active knowledge constructors. This paper explores an alternative form of engagement in which teachers are co-opted as collaborators and documenters of educational change. Its innovation is to use filming of teacher interviews and classroom practice--in this case to extend the teachers' repertories. This article will discuss the film-infused model of professional learning which was developed within the context of a research project on literacy teachers&quot; engagement with multimodality, but has potential for wider application. The research context will be outlined and four elements of a film-infused professional learning model will be discussed in detail. The effects of this model on the resource development and professional learning will then be addressed. (Contains 2 tables.)
What Do Engineers Want? Examining Engineering Education through Bloom's Taxonomy
Author: Goel, Sanjay
Date: 2004-09-00
Type: Reports - Research
Subjects: Engineering Education,Educational Attitudes,Verbs,Thinking Skills,College Students,Engineering,Technical Occupations,Classification,Cognitive Processes,Surveys,Creativity,Active Learning

Using Bloom's taxonomy as the basis for an empirical investigation, this paper examines what engineering students and professionals want from engineering education. Fifty engineering students, from Computer Science and Information Technology courses, were asked to rank activity verbs in order of their impression about frequency of their occurrence in their assignments and examinations. Another group of sixteen students was asked to rank activity verbs as per their learning effectiveness. Thirteen professional Engineers were also asked to assign ranking to activity verbs in order of their perceived importance. A set of fifteen examination papers were then scrutinized for the usage of these activity verbs. Data analysis revealed that there is high correlation between students' impression and examination papers. It also demonstrated that there is high correlation between what engineering students and professionals want. However, a negative correlation was discovered between what students and professional engineers want and the activity verbs used in evaluative and non-evaluative tasks. Other established criterion for imparting good engineering education, such as the guidelines provided by ABET (Accreditation Board for Engineering and Technology) are discussed in light of the findings of this study. We conclude that, to foster creativity, critical thinking and innovative problem solving amongst engineering students we need to develop flexible curricula that aim to engage the students in higher-level cognitive activities. Changing the verb set used by engineering educators can be employed as a catalyst to facilitate this strategic transformation in engineering curriculum. (Contains 4 tables.)
Pre-Service Teachers' Impact on Student Learning: Three-Year Study of the Impact on Student Learning Project
Author: Meister, Denise G.
Date: 2011-02-15
Type: Reports - Research
Subjects: Preservice Teacher Education,Teacher Education Programs,Academic Achievement,Behavior Problems,Data Analysis,Preservice Teachers,Accountability,Summative Evaluation,Reflection,Test Results,Formative Evaluation,Standardized Tests,Pretests Posttests,Data Collection,Elementary Education

With the demand for a demonstration of continuous progress as an accountability gauge in public schools, teachers are compelled to examine assessment data for each of their pupils. This data analysis, in turn, should help teachers gauge their instructional practices and differentiate instruction so that all can reach proficient levels of achievement. Teacher education programs, too, have been asked to provide performance-based programs that demonstrate pre-service teachers can positively affect individual student learning. One way for teacher education programs to demonstrate this measure of success is by having pre-service teachers show their understanding of differentiated instruction, test data collection and analysis, and reflection. To reach this goal our Teacher Education faculty implemented an assignment titled &quot;Impact on Student Learning Project&quot; during the Fall 2006 semester. The intent of this paper is to describe the project and summarize the results culled from pre-service teachers who have completed the project from Fall 2006 until Spring 2009. (Contains 3 footnotes.)
Environmental, Ethical and Safety Issues in Chemistry/Science Curricula in Papua New Guinea Provincial High Schools
Author: Palmer, W. P.
Date: 1986-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Developing Nations,High Schools,Secondary School Science,Science Education,Health Education,Environmental Education,Chemistry,Ethics,Laboratory Safety,Physical Environment,Smoking,Substance Abuse,Drinking,Drug Use,Pollution

Chemistry occupies only a small portion of the Papua New Guinea science curriculum in grades seven to ten. Science itself occupies only a small proportion of the total curriculum. Nevertheless the existing syllabus, and previous and planned future revisions of it, give considerable prominence to environmental, health and safety issues. There is a fundamental implicit ethical position within all Papua New Guinea curricula which comes from the philosophy of the &quot;blending of cultures&quot;, put forward initially by F. E. Williams in the 1930s. Some chemically related health issues in Papua New Guinea Science Syllabuses are alcohol and tobacco abuse, betel-nut chewing and pesticides, and this paper will place more emphasis on these issues as they relate to chemistry portions of the syllabus. Papua New Guinea is a developing country in which extractive industries occupy a prime place in the local economy and the syllabus gives emphasis to one of these industries (the mining of copper ores), though it hardly mentions the effect of this industry on the environment. Over the years the syllabuses have changed and improvements have been made in the experiments demonstrated to or performed by students and this care for the safety of students is in itself an ethical statement. Finally the paper will criticise the lack of a quantitative base in science/chemistry curricula in Papua New Guinea on the grounds that the absence of this denies aspiring young Papua New Guinea scientists the means of comprehending the intellectual and ethical foundations of &quot;Western&quot; scientific thought.
Content-Area Teachers Seeking ELL Preparation: What Motivates Them?
Author: Ardasheva, Yuliya
Date: 2011-07-30
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Motivation,Inclusion,Career Development,Qualitative Research,Elementary School Teachers,Course Content,Knowledge Base for Teaching,Inservice Teacher Education,Secondary School Teachers,Graduate Students,Second Language Instruction,Teacher Role,Learning Experience

This qualitative study explored the relationship between content-area teachers' attitudes, beliefs, and professional experiences and their decisions to seek preparation in working with English language learners (ELLs). Six in-service teachers, who were enrolled in a graduate-level Sheltered Instruction course at a large U.S. Midwestern university, were administered a survey and interviewed regarding their enrolment decisions. The initial assumption that pre-existing positive ELL attitudes guided the teachers' decisions was only partially supported by the findings. Although varied across individual teachers, motivational reasons for enrolment were primarily based on (a) the perceived value of ELL preparation for immediate and future professional goals, (b) consistency with teachers' self-concepts, and (c) expected success in the learning experience. Implications for teacher preparation programmes are discussed. Appended is &quot;An Example of Member Checking.&quot; (Contains 2 tables.)
Our Future, Our Teachers: The Obama Administration's Plan for Teacher Education Reform and Improvement
Author: Department of Education (ED)
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Academic Achievement,Educational Change,Educational Improvement,Teacher Education Programs,Change Strategies,Federal Programs,Improvement Programs,Educational Opportunities,Strategic Planning,Barriers,Performance Factors,Educational Quality,Knowledge Base for Teaching,Pedagogical Content Knowledge

Teacher preparation programs play an essential role in this nation's elementary and secondary education system, which relies on them to recruit, select, and prepare approximately 200,000 future teachers every year. Strong programs recruit, select, and prepare teachers who have or learn the skills and knowledge they need to be hired into teaching positions, be retained in them, and lead their students to strong learning gains. Weak programs set minimal standards for entry and graduation. They produce inadequately trained teachers whose students do not make sufficient academic progress. Unfortunately, while there are shining examples of strong programs throughout the country, too many teacher preparation programs fall short. As a whole, America is not following the lead of high-performing countries and recruiting the nation's best and brightest into teaching. This paper describes the Obama administration's plan for teacher education reform and improvement. (Contains 4 figures and 11 footnotes.)
Strategies to Produce New Nurses for a Changing Profession: A Policy Brief on Innovation in Nursing Education
Author: Klein-Collins, Rebecca
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Nursing Education,Hospitals,Nurses,Innovation,Nursing,Enrollment,Demand Occupations,Adult Learning,Experiential Learning,Simulation,Outcomes of Education,Academic Achievement,Health Services

For several years leading up to 2008, workforce data painted a picture of an imminent crisis in the healthcare workforce, with demand for registered nurses far exceeding supply. The economic recession has provided a temporary reprieve, as older nurses postponed retirement and hospitals instituted hiring freezes. However, economists believe that as states emerge from this recession, the nursing shortage will again be present, and promises to become very large. The question for states needing to address this challenge will be the same as before the recession: How can they produce sufficient numbers of highly-competent nurses? This policy brief provides some data on the projected nursing shortage, discusses the larger issues facing nursing education today, and describes pockets of innovation in nursing education that provide models for the kind of innovation policy-makers should embrace in order to meet the growing demand for a highly-educated nursing workforce. (Contains 30 endnotes.)
Crossing Boundaries: Developing Effective Interprofessional Relationships between Teachers and Paediatricians
Author: Goepel, Jannie
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Constructivism (Learning),Educational Needs,Interpersonal Communication,Focus Groups,Foreign Countries,Empathy,Teaching Methods,Teacher Educators,Physicians,Special Education

This presentation is concerned with the professional relationships between teachers and paediatricians in supporting children with special educational needs to reach their full potential. In England, both professions are subject to government legislation and guidance with regard to their own professional practice, including Every Child Matters (DfES 2003) which impacts on both professions. Additionally, the nature of each profession is shaped by their respective professional bodies. While multiple policies have advocated closer collaborative professional relationships, I contend that changes to structures, organisation and processes alone cannot guarantee effective interprofessional working. It is the mutually expressed professional qualities such as respect, advocacy, understanding and empathy that paediatricians and teachers exhibit, leading to improved interprofessional working which are outlined in this study. Three themes are identified through the literature as having an impact on the teacher/paediatrician relationship; they are policy into practice, professional hierarchy and professional outcomes. In taking a social constructivist approach, the perspectives of teachers and paediatricians are sought with regard to interprofessional working. Phase One of the enquiry comprised of single profession focus groups, where each profession outlined the professional qualities they considered important in bringing about effective collaboration. It is the findings from this Phase that are outlined in this presentation and are presented through the framework of the previously mentioned themes. Additionally, a conceptual framework is developed whereby paediatricians and teachers can be brought together into a new community of shared practice through the exercising of professional qualities. Such a community recognises complementary competences and owes its cohesiveness to mutual engagement, joint enterprise and a shared repertoire (Wenger 1998). I contend that such communities are characterised by shared goals, shared language and shared identity and are maintained by the recognition of difference, the mutuality of attentiveness and respectful encounters (Veite and Peeler 2007). (Contains 1 table and 3 figures.)
Moving the Starting Line through Prior Learning Assessment (PLA). Research Brief
Author: Council for Adult and Experiential Learning
Date: 2011-08-00
Type: Reports - Research
Subjects: Prior Learning,Experiential Learning,Adult Learning,Performance Based Assessment,Educational Environment,Postsecondary Education

Prior learning assessment (PLA) methods can help adult students earn college credit for what they already know. PLA can be an important offering by postsecondary degree programs because it can save students time and money. In addition, the Council for Adult and Experiential Learning's (CAEL's) &quot;Fueling the Race to Postsecondary Success&quot; study found that adult students who receive PLA credit are two and a half times more likely to persist to graduation--and complete their degrees--than students who do not receive PLA credit. Institutions interested in expanding their PLA offerings as part of a larger degree completion strategy for adult learners will want to have a sense of what the scope of their program is likely to be. The authors know from &quot;Fueling the Race to Postsecondary Success&quot; that about 25% of adult students in their sample earned credit through PLA. Therefore, institutions with no history of offering or promoting PLA could initially estimate that as many as one-quarter of its adult students would take advantage of PLA when such opportunities are offered and promoted. It may also be helpful for institutions to be able to estimate how much credit the average adult student earns through PLA. This research brief provides information on the average number of PLA credits earned by a subgroup of 4,905 students in their sample, looking at how the average number of credits differs by institution type and by students of various demographic groups. (Contains 5 figures.)
&quot;He Talks to You, Not at You&quot;: Attending to Learners' Perspectives to Enhance Understanding of Accomplished Teaching
Author: Kriewaldt, Jeana
Date: 2009-07-00
Type: Reports - Research
Subjects: Video Technology,Student Attitudes,Teaching Methods,Foreign Countries,Interviews,Standards,Teacher Education,Learning,Instructional Effectiveness,Feedback (Response)

The voices of students can make a significant contribution to understanding what constitutes accomplished teaching (Flutter, 2007). Young people give cogent and significant views about their learning, providing important insights for improving teaching (Rudduck, McIntyre, &amp; ESRC Teaching and Learning Programme., 2007). Using a qualitative approach, the perspectives of consequential stakeholders, that is the students, (Groundwater-Smith, 2005) are analysed to canvas their views of accomplished teaching. Thirty-four students ranging from year 7 to year 12 in eight schools in three Australian states were interviewed using post lesson video-stimulated recall. Interview data were open coded allowing the categories to emerge. This research arises from the Strengthening Standards of Teaching project (in progress) in which standards for the teaching of geography will be developed. The focus of this paper is on learners' perspectives of seventeen classroom learning experiences. It describes the major themes, patterns and ideas that have emerged and draws out implications for teacher education. This study found that several features emerged which positively influence student learning. These were including interactive teaching, contextualising learning, inclusion of collaborative learning approaches, timely individual assistance and explanatory clarity.
Developing Intercultural Teachers: The Mumbai Global Experience Project
Author: Johnson, Richard
Date: 2009-07-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Research Assistants,Practicums,Education Courses,Program Effectiveness,Foreign Countries,Teaching Experience,Cultural Awareness,Interviews,Student Attitudes,Terrorism,International Educational Exchange,Multicultural Education,Teacher Education

Interculturalism is a major theme that needs to inform the teaching and learning of all subjects in teacher education courses. Moreover, the practicum is an area where there needs to be more attention given to developing the attributes of an intercultural teacher. In 2008 I took a group of thirteen teacher education students on a three-week practicum to Mumbai, India. This paper reports on that project with a research focus on the impact the international teaching experience had on developing understandings of and practice in the teaching attributes of an intercultural teacher. The research question for the project was: In what ways has the Mumbai Global Experience enabled the development of attributes of an intercultural teacher? Students were interviewed by a research assistant before, during and after the practicum. About halfway through the practicum the terrorist attack on Mumbai occurred. This had a significant impact on the practicum and is reported in the paper.
Roster of Astronomy Departments with Enrollment and Degree Data, 2010: Results from the 2010 Survey of Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2011-08-00
Type: Numerical/Quantitative Data
Subjects: Astronomy,Physics,Academic Degrees,National Surveys,Enrollment Rate,Graduation Rate,School Surveys,Educational Trends,School Statistics

Academic year 2009-10 produced more astronomy bachelor's than in any other time in US history. The 382 astronomy physics bachelor's degrees earned in the class of 2010 represent a 19% increase from the previous class and an increase of 89% from a decade earlier. The number of astronomy PhDs conferred has remained at around 150 for the last 3 years. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of the 2010-11 academic year and includes all degree-granting astronomy departments in the United States.
Roster of Physics Departments with Enrollment and Degree Data, 2010: Results from the 2010 Survey of Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2011-08-00
Type: Numerical/Quantitative Data
Subjects: Physics,Academic Degrees,National Surveys,Enrollment Rate,Graduation Rate,School Surveys,Educational Trends,Foreign Students,Astronomy,School Statistics

Academic year 2009-10 produced more physics bachelor's and more physics PhDs than in any other year in US history. The 6,017 physics bachelor's degrees earned in the class of 2010 represent a 65% increase from the class of 1999 eleven years earlier. The 1,558 PhDs in the class of 2010 is up 43% from a recent low 6 years earlier. Non-US citizens comprise 53% of the physics PhDs in the class of 2010. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of the 2010-11 academic year and covers all degree-granting physics departments in the United States.
A Consumer's Guide to Going to School
Author: Council for Adult and Experiential Learning
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Paying for College,Institutional Characteristics,College Programs,Reentry Students,Program Guides,Information Sources,School Choice,Basic Vocabulary,User Needs (Information),Admission Criteria,Catalogs

Higher education or going back to school is a big decision that has the potential to change a person's life. A bachelor's degree will cost somewhere between $15,000 and $40,000 and take a working adult from 3 to 12 years to complete. One should do some research and ask questions. This is a tool to help individuals make good decisions as they consider attending a college or other educational program. It's organized by: (1) Questions to ask themselves; (2) How to pay for this?; (3) What school?; (4) What program?; and (5) A "returning to school" dictionary.