ethanporcaro/eric-fulltext-meta huggingface dataset:
A Framework for Outcomes-Focused, Differentiated Accreditation. Policy Brief. Number 8
Author: Taylor, Terri
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Outcomes of Education,Models,Risk Assessment,Educational Policy,Higher Education,Federal Legislation,Federal Regulation

This &quot;Policy Brief&quot; provides an overview of a new proposed accreditation policy framework in the United States that would focus on student outcomes to differentiate accreditor engagement with institutions. It is designed to address the core federal interest in ensuring that billions of annual student loan and taxpayer dollars are spent on quality higher education programs that graduate most students with a valuable credential. In the United States, in order that higher education institutions be eligible for federal government funds, they must be accredited by independent accrediting organizations that have been successfully reviewed or &quot;recognized&quot; by the federal government. Building on long-standing elements of the higher education accreditation process, this framework would focus federal requirements for institutions and recognized accreditors to emphasize student outcomes and better deployment of time, resources and attention to those institutions that need it most. As a result, the framework could help with increasing transparency, reducing regulatory bloat and improving institutional quality and student outcomes over time.
International Higher Education: Complex Challenges for Turbulent Times. Policy Brief. Number 11
Author: Daniel, John
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Higher Education,Civil Rights,Equal Education,Access to Education,Democratic Values,Politics of Education,International Cooperation,Foreign Countries,Open Universities,Student Mobility,Accreditation (Institutions)

After World War II, a new world order emerged. Its most powerful symbol was the &quot;Universal Declaration of Human Rights,&quot; which celebrated the virtues of democracy, openness and internationalism. Some countries resisted these values for several decades, but by the end of the 20th century, with the Berlin Wall in ruins and apartheid a bad memory, they were more deeply embedded than ever. International higher education flourished. Today this consensus is breaking down. Not only are nationalist and populist movements gaining support, but the very foundations of higher education are being undermined in what is being called the &quot;post-truth&quot; and &quot;post-trust&quot; era. Expert knowledge is at a discount, &quot;elite&quot; is a pejorative term and trust in institutions is eroding. This &quot;Brief&quot; examines some of the challenges that these changing political attitudes pose for international education and accreditation, notably to the freedom of higher education institutions (HEIs) to operate across borders and their ability to recruit students and staff from across the world. We explore different manifestations of these challenges through three examples.
Improving the Lives of Young Children through Data
Author: Jordan, Elizabeth
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Young Children,Data Use,Integrated Services,Information Systems,State Programs,Social Services,Health Services,Early Childhood Education,Kindergarten,School Readiness,Child Welfare

Sharing and integrating data across the variety of public systems, including public health insurance, child care subsidies, and food assistance, accessed by children and families is crucial to providing decision-makers with complete and accurate information that they can use to shape and improve services. This brief highlights projects implemented in three states to integrate education, health, and/or social services data in order to inform policies that influence the lives of young children and their families. The Annie E. Casey Foundation (AECF) funded KIDS COUNT organizations in the states of Mississippi (MS), Minnesota (MN), and Rhode Island (RI), supporting each state in its use of integrated data to address one pressing early childhood policy question. The Early Childhood Data Collaborative (ECDC) had the privilege of contributing to the work of the three KIDS COUNT sites by providing technical assistance to support their completion of project goals and tracking their progress to document the benefits and challenges of this work. Each site used integrated data about children from birth to age 5 to learn more about the ways young children interact with different systems. By state, the integrated data were used to learn how public assistance (MN), health (MS) and the child welfare (RI) systems intersect with and connect to early care and education (ECE) services and programs. Specifics about the three state organizations' policy questions, key findings, and recommended strategies to support the continued use of integrated data are profiled at the end of this brief.
Letters to the Editor and Popular Discourses on Hazing in South African Schools and School Hostels
Author: de Wet, Corene
Date: 2014-00-00
Type: Information Analyses
Subjects: Foreign Countries,Letters (Correspondence),Newspapers,Public Opinion,Hazing,Discourse Analysis,School Role,Victims of Crime,School Responsibility

Despite hazing being illegal in South African education institutions since December 2002 and post 2002, newspapers and research reveal that it is still practised. It seems as if popular, rather than elitist opinion and debate or research findings perpetuate hazing practices. The aim of this article is to identify popular discourses on hazing in South Africa. This paper draws on the theories of cognitive dissonance and dominance. A content analysis of 26 letters to the editor on a specific hazing incident and its aftermath provides an empirical window into nonelite public debate on the topic. The study highlights the existence of conflicting popular discourses on hazing. These conflicting discourses centre on the individual and the newspaper which exposed the incident; the plight of hazers and their victims; the role of the school in addressing hazing; and hazing per se. It is concluded that hazing practices will continue as long as a non-elitist discourse in favour of hazing exists. [For the complete Volume 12 proceedings, see ED597979.]
Mentoring for Global Competence: Teachers Preparing Their Peers for International Service Learning
Author: O'Sullivan, Michael W.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mentors,Service Learning,Foreign Countries,Case Studies,Cultural Awareness,Correlation,Secondary School Teachers,Nongovernmental Organizations,Catholic Schools,School Districts,Program Descriptions,Study Abroad,Partnerships in Education,Prior Learning,Peer Relationship,Teacher Student Relationship,Catholic Educators,Social Justice,Teacher Attitudes,Cross Cultural Training

This case study examines the understudied phenomenon of teacher mentoring for global competence and brings attention to the relationship between the self-identified secondary school teachers who participate in an international service-learning (ISL) project in Nicaragua and a Non-Government Organization (NGO) which facilitates these short, but intensive, ISL experiences. All of the participating schools are part of a publically-funded Catholic school district in the Canadian province of Ontario. The NGO, Canadian Youth Abroad (CYA), establishes the programmatic framework for the experience as they have staff and local partner agencies in Nicaragua. The teachers who travel with the students are mentored and accompanied on the trip by their more experienced peers -- teachers who have prior experience in Nicaragua with the program. The &quot;veteran&quot; teachers have developed the administrative skills associated with organizing such trips and they reserve these duties to themselves. The mentoring process concentrates on imparting to the new teacher-participants the particular values of the program. These values challenge the dominant charitable &quot;help the poor&quot; model of north-south engagement. The teacher-mentors, following the CYA solidarity model, stress the values of reciprocity and solidarity between the Canadian and the Nicaraguan participants. [For the complete Volume 12 proceedings, see ED597979.]
Managerial Skills of Teachers in Schools of Latvia in the Context of Lifelong Learning
Author: Ozola, Sandra
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Teacher Role,Teacher Attitudes,Teaching Methods,Learning Processes,Foreign Countries,Educational Administration,Communication Skills,Cooperation,Critical Thinking,Feedback (Response),Emotional Intelligence,Teacher Characteristics,Educational Change

The aim of this paper is to discuss the changing roles and skills of a teacher in context of lifelong learning. This has been accomplished by the review of the literature on management, managerial skills in business field as well as education. The results of this practical research outline teachers' understanding of managerial qualities and readiness to act as managers of teaching/learning process. [For the complete Volume 12 proceedings, see ED597979.]
Life after High School: Economic Opportunities and Postsecondary Education among New Orleans Youth. Executive Summary
Author: Tulane University, Cowen Institute for Public Education Initiatives
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Young Adults,High School Graduates,Postsecondary Education,Economic Opportunities,Urban Youth,Youth Employment

The first few years after high school are often viewed as crucial, laying the groundwork for the rest of a young person's life. Decisions made between the ages of 18-24 often guide further steps in a young person's life and can influence their ability to establish a satisfying and financially sustaining career. With that in mind, our new site, cowendata.org, and the accompanying executive summary, aims to answer the question of what young people in New Orleans are doing after high school by looking at their educational and employment pathways. Specifically, cowendata.org and the executive summary work to answer some key questions we often hear with regards to young people's post-high-school lives: How many of New Orleans high school graduates continue their educational journeys and go to college, and when they do, for how long, and where? How many enter the workforce and find jobs? If they're working, in what industries are they employed and are they making a true living wage? What are the best economic opportunities available in New Orleans and nationally right now, and what may be the best opportunities five or ten years in the future? What skills do they need to take advantage of those possibilities?
State of Published Research on the Teaching of Comparative Education
Author: Wolhuter, Charl
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,Scholarship,Journal Articles,Books,Student Experience,Universities,Foreign Countries,Expectation,College Students,Periodicals,Teacher Education

The original self-declared brief of this conference, at its inception in 2002, was to be an International Conference on Comparative Education in Teacher Training. This remained the title of the conference, even after the creation of related thematic sections since 2005. The first thematic section, the direct descendant of the conference in its original form, has since evolved to assume the general name of Comparative Education and History of Education, but the author, as the chairperson of that thematic section since its founding, still thinks of this section and the conference as stemming from the mission of &quot;Comparative Education in Teacher Training&quot;, as a central component of that, the teaching of Comparative Education at universities. The aim of this paper is to take stock of and to reflect on the current state of published literature on the teaching of Comparative Education, as part of the run-up to the planned book volume on the teaching of Comparative Education. [For the complete Volume 12 proceedings, see ED597979.]
Promoting Quality of Early Childhood Education through Assessment for Learning: Preparing Future Globally Competent Citizens
Author: Pang, Nicholas Sun-keung
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Early Childhood Education,College School Cooperation,Preschool Teachers,Kindergarten,Universities,Foreign Countries,Learning Processes,Educational Change,Seminars,Teacher Workshops,Meetings,Teacher Competencies,Student Evaluation,Teaching Methods,Teacher Attitudes,Educational Objectives,Evaluation Criteria,Feedback (Response),Self Evaluation (Individuals),Peer Evaluation,Intervention,Faculty Development,Validity,Guidelines,Evaluation Methods,Educational Improvement

The concept of &quot;Assessment-of-Learning&quot; (AoL) has long been the tradition in most school assessment practices in Hong Kong. In view of the deficiencies in the assessment mechanism, the Education Commission (2000) recommended &quot;Assessment-for-Learning&quot; (AfL) as one of the major areas of action in the current education reform. This paper reports the outcomes of a research study designed to investigate the practice of assessment for learning by Hong Kong teachers. The project was a collaborative one, involving the School Development and Evaluation Team (SDET) of the Chinese University of Hong Kong and teachers from 20 kindergartens. In the project, central seminars, workshops and meetings were provided to the participating schools for the purpose of enhancing teachers' Assessment for Learning (AfL) competency in their daily teaching. A questionnaire of 60 items was administered twice to teachers from the participating kindergartens at the beginning as well as towards the end of the project in order to assess their uses of the nine AfL strategies, namely, informing teaching objectives, informing success criteria, effective questioning, quality feedback, self-assessment, peer assessment, collecting learning evidence and teacher reflections in their daily teaching. Results indicate that there is a remarkable improvement regarding teachers' habits in utilizing AfL strategies after the intervention. This research has pioneered a quantitative study of the practice of AfL in kindergartens and has validated an instrument for assessing such a practice. The framework, the instrument, the findings and insights generated from the study may have significant contributions to the improvement of classroom teaching in kindergartens. [For the complete Volume 12 proceedings, see ED597979.]
Public Policies on Migrant Matters: A Balance in México
Author: Shej, Graciela Amira Medécigo
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Public Policy,Migrants,Federal Legislation,Educational Policy,Agricultural Laborers,Poverty,Welfare Services,Barriers

This paper presents the way in which the subject of the under aged migrants in Mexico has been made part of the public agenda. This can be noted in three broad types of actions undertaken by the Mexican government since the 80s decade in the past century. In the first place, the legislative actions that were undertaken for this migrant population. Secondly, the assistance programmes are described that have been introduced to benefit them and finally the education policy directed to the migrant farm labourers is explained. There is disarticulation between the public policy of the State and the needs arising from poverty in migrant workers' families. The first disarticulation is found in social policy. According to government discourse, to combat extreme poverty and develop the capacities of individuals, it is suggested that families themselves can generate income to overcome their poverty, but the state takes a welfare approach because it provides resources to poor people, but without a background track to combat poverty. Another disarticulation is between the government's intention to accommodate migrants and bureaucratic obstacles that hinder the resources when they arrive. [For the complete Volume 12 proceedings, see ED597979.]
Reflections Following Three Years of Training the Next Generation of Educators in Turkey: Constructing an Optimistic, Yet Realistic Understanding of the Teaching Profession
Author: Lozano, Ricardo
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Reflection,Foreign Countries,Teaching (Occupation),Self Efficacy,Student Attitudes,Cooperative Learning

In Turkey, as in many other parts of the world, the teaching profession has been associated with an idealistic sense of virtuousness inspired by a naïve enthusiasm to contribute to the betterment of the world (Lozano &amp; Kizilaslan, 2012). However, when faced with the challenges inherent to the profession, many young teachers are confronted with the realities of low salaries, inadequate teaching facilities, heavy workloads, and crowded classes. The author asked his students to write daily reflections at the end of every class (and semester reflections at the end of every term). Students were asked to reflect upon what had happened in class, and to think about how they had grown or changed based on class topics, examples, and discussions. What follows are four lessons learned by the author over the last three years of teaching in Turkey. [For the complete Volume 12 proceedings, see ED597979.]
Student Thresholding into Academia: Teaching Writing to the &quot;Budding Academics&apos; Society&quot;
Author: Potggieter, Amanda S.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Writing Instruction,College Freshmen,Academic Language,Writing Skills,Scholarship,Mentors,Writing Processes,Scaffolding (Teaching Technique),Student Development,Foreign Countries,Teacher Role,Dialogs (Language),Classroom Environment,Teacher Education,Self Concept

Lecturers are challenged when creating safe, dialogic-educative spaces for first-year students (freshman), where optimal teaching-learning of academic writing can be accomplished. This paper reports on a project aimed at creating a safe, dialogic-educative space in which first-year students may attain and practice academic writing skills providing students a threshold into Academia by fostering scholarliness. The significance of the mentor-teacher within this dialogic-educative space, employing process writing and scaffolding as teaching-learning techniques, is emphasized. Methodologically the study employed a hybrid epistemology namely constructivist hermeneutic phenomenology. As participant-observer, I documented this qualitative case study involving education students by making extensive notes, analyzing participants' written texts and through focus group interviews. The study suggests that creating a safe dialogic-educative space contributes towards academic scholarliness and generates a threshold for students into Academia. The results indicate that as participants' contributions were valued, they felt proficient and motivated in the academic literacy class. The process of producing a worthwhile academic text implored students to excel and envisage themselves as budding academics. [For the complete Volume 12 proceedings, see ED597979.]
The &quot;CIQG Quality Principles&quot;: Frequently Asked Questions. Policy Brief. Number 7
Author: Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Educational Quality,Higher Education,Quality Assurance,Accreditation (Institutions),National Standards

The Council for Higher Education Accreditation/International Quality Group (CHEA/CIQG) issued its &quot;International Quality Principles&quot; and an accompanying collection of essays [see ED569216] in May 2015 and January 2016. The &quot;Principles&quot; are presented as a basis for international deliberation of quality in higher education. The interest expressed by college, university and quality assurance leaders has been great. This &quot;Policy Brief&quot; addresses a number of the questions that CHEA has received about the use of the &quot;Principles.&quot;
Disruption in the U.S. Accreditation Space. Policy Brief. Number 9
Author: Eaton, Judith S.
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Higher Education,Quality Assurance,Change,Educational Quality,Accountability

It is a time of disruption, in politics and government, in many national economies and cultures. In the United States, disruption has also penetrated the accreditation space, with debates and differences about student achievement, access and affordability and transparency, topics also challenging quality assurance around the world. Higher education, accreditation and quality assurance are not immune from the current swirl of competing ideas and views. Today, US accreditation is undergoing a seismic shift. What has been the primary form of quality assurance and quality improvement in the United States for more than 100 years is being repositioned. It is shifting from an independent, collegial process by which higher education decides and evaluates academic quality on its own to a compliance-driven process by which external stakeholders decide and apply requirements for quality that accreditors are to use. This shift involves four major changes. The first change is in who provides oversight and takes the lead in accreditation. The second change is in how quality is defined. The third change is about accountability: for what and to whom accreditation is answerable. The fourth is in how accreditation itself is to operate. This Policy Brief discusses each of these changes. [This article originally appeared in the Winter 2017 issue of &quot;International Higher Education,&quot; published by The Boston College Center for International Higher Education.]
The Effect of the School Organization on Teachers&apos; Efficacy and Satisfaction
Author: Gaziel, Haim Henry
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Effectiveness,Job Satisfaction,Secondary School Teachers,Professional Autonomy,Foreign Countries,Classroom Environment,Leadership Styles,Sense of Community,Student Behavior,School Size,Principals,Socioeconomic Status,School Administration,Teacher Attitudes

The present study was designed in order to look for the relationships among organizational dimensions of school teachers' responses of work satisfaction and perceptions of efficacy at work. For that purpose 280 secondary school teachers chosen from the six educational districts in Israel were required to complete the teacher self-efficacy and job satisfaction questionnaire on teacher self-efficacy and job satisfaction, the amount of control teachers have over classroom conditions, the school level measures such as school size, average SES and average achievement in matriculation exams and the social organization of school variables such as, sense of community, principal style and student misbehaviour. Results reveal that major sources of teachers work efficacy are intrinsic: teachers' sense of control over their environment, students' level of ability, school size, strong principal leadership, and climate of support. [For the complete Volume 12 proceedings, see ED597979.]