ethanporcaro/eric-fulltext-meta huggingface dataset:
Broadband Imperative III: Driving Connectivity, Access and Student Success. Summary
Author: State Educational Technology Directors Association (SETDA)
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Access to Computers,Internet,Academic Achievement,Technology Uses in Education,Educational Change,Transformational Leadership,Influence of Technology,Teaching Methods,Equal Education,Rural Areas,Urban Planning,Technology Planning,Educational Policy,State Policy,Federal Regulation,Educational Technology,Elementary Secondary Education,Electronic Learning,Integrated Learning Systems,Student Experience,Elementary School Students,Secondary School Students,STEM Education,Computer Simulation,Blended Learning,Access to Information,Low Income Students

The advent of new technologies and increased access to robust connectivity is reshaping the K-12 landscape for teaching and learning. School districts nationwide are leveraging digital instructional materials and resources to deliver transformative and impactful personalized learning opportunities for students and to enhance the administrative coordination of school business. Educators are striving to meet the needs of the modern workforce including the need to develop life-long learners that can adapt to ever changing jobs and careers as technology continues to disrupt the digital age workplace. This summary advocates for equitable, reliable, robust broadband access both on and off campus to prepare all students for life and work. [For the full report, see ED604817. Additional funding was provided by Parana River Group (PRG) and Spectrum.]
Academic Supply and Occupational Demand in Tennessee: Workforce Needs and Degree Production. Annual Report [2014]
Author: Tennessee Higher Education Commission
Date: 2014-01-15
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees

This report is the result of collaboration between the Tennessee Higher Education Commission (THEC), the Tennessee Department of Labor and Workforce Development, and the University of Tennessee's Center for Business and Economic Research (CBER). Using historical data from 2000- 2011, this report presents projections of academic degrees to be awarded from public, private, and proprietary institutions in Tennessee through the year 2025. These estimates of degree production (&quot;supply&quot;) are then linked to the needs of Tennessee's workforce (&quot;demand&quot;) to determine whether the output of Tennessee's higher education system is meeting the needs of employers across the state. This report is divided into four sections. &quot;Expected Awards&quot; presents projections of postsecondary certificates and degrees to be awarded by public, private, and proprietary institutions in Tennessee through 2025. &quot;Workforce Needs&quot; identifies Tennessee's most immediate workforce deficits and highlights the 25 most in-demand career fields across the state. &quot;Institutions Offering Programs in High-Demand Areas&quot; lists the public and private institutions across Tennessee that offer degree programs in the top 25 high-demand occupational areas. &quot;Conclusion, Limitations, and Recommendations&quot; discusses what can be learned about Tennessee's supply of labor and demand for particular career paths, outlines shortcomings of supply and demand analyses, and proposes directions for future work in this area.
Competency-Based Learning in 2018
Author: Smith, Brent
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Talent Development,Military Training,Readiness,Military Personnel,Job Training,Job Skills,Graphs,Credentials

This report presents an early glimpse into the technical complexities of migrating the Department of Defense (DoD) towards a competency-based educational system in support of the next generation of talent management/talent development to maximize readiness. The report also provides information on the Competency &amp; Credential work to date by the Advanced Distributed Learning (ADL) Initiative, and the work expected in FY-19. Appendix A includes information about concepts and definitions of Competency Based Learning (CBL). It is advised for readers unfamiliar with CBL to review the last section before reading the total document.
Academic Supply and Occupational Demand in Tennessee: Workforce Needs and Degree Production. Annual Report [2015]
Author: Tennessee Higher Education Commission
Date: 2015-01-15
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees

This report is the result of collaboration between the Tennessee Higher Education Commission (THEC), the Tennessee Department of Labor and Workforce Development, and the University of Tennessee's Center for Business and Economic Research (CBER). Using historical data from 2000-2012, this report presents projections of academic degrees to be awarded from public, private, and proprietary institutions in Tennessee through the year 2025. These estimates of degree production (&quot;supply&quot;) are then linked to the needs of Tennessee's workforce (&quot;demand&quot;) to determine whether the output of Tennessee's higher education system is meeting the needs of employers across the state. This report is divided into four sections. &quot;Expected Awards&quot; presents projections of postsecondary certificates and degrees to be awarded by public, private, and proprietary institutions in Tennessee through 2025. &quot;Workforce Needs&quot; identifies Tennessee's most immediate workforce deficits and highlights the 25 most in-demand career fields across the state. This section also lists the ten most over-supplied programs of study in Tennessee, for which there are substantially more postsecondary graduates than job opportunities. &quot;Institutions Offering Programs in High-Demand Areas&quot; lists the public and private institutions across Tennessee that offer degree programs in the top 25 high-demand occupational areas. &quot;Conclusion, Limitations, and Recommendations&quot; discusses what can be learned about Tennessee's supply of labor and demand for particular career paths, outlines shortcomings of supply and demand analyses, and proposes directions for future work in this area. [For the 2014 report, see ED604819.]
Academic Supply and Occupational Demand in Tennessee: Workforce Needs and Degree Production. Annual Report [2016]
Author: Tennessee Higher Education Commission
Date: 2016-01-15
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees

This report is the result of collaboration between the Tennessee Higher Education Commission (THEC), the Tennessee Department of Economic and Community Development, and the Tennessee Department of Labor and Workforce Development. Using data from 2006-2014, this report presents projections of degrees to be awarded from public, private, and proprietary institutions in Tennessee through the year 2025. These estimates of degree production (i.e., supply) are linked to the needs of Tennessee's workforce (i.e., demand) to determine whether the output of Tennessee's higher education system is meeting the needs of employers across the state. This report is divided into four sections. &quot;Expected Awards&quot; presents projections of postsecondary certificates and degrees to be awarded by public, private, and proprietary institutions in Tennessee through 2025. &quot;Workforce Needs&quot; identifies Tennessee's most immediate workforce deficits and highlights the 25 most in-demand career fields across the state. This section also lists the 20 most over-supplied programs of study in Tennessee, for which there are substantially more postsecondary graduates than job opportunities. &quot;Institutions Offering Programs in High-Demand Areas&quot; lists the public, private, and proprietary institutions across Tennessee that offer degree programs in the top 25 high-demand occupational areas. &quot;Conclusion, Limitations, and Recommendations&quot; discusses what can be learned about Tennessee's supply of labor and demand for particular career paths, outlines the limitations of supply and demand analyses, and proposes directions for future work in this area. [For the 2015 report, see ED604825.]
Academic Supply and Occupational Demand in Tennessee: Workforce Needs and Degree Production. Annual Report [2017]
Author: Tennessee Higher Education Commission
Date: 2017-01-15
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees

This report is the result of collaboration between the Tennessee Higher Education Commission (THEC) and the Tennessee Department of Labor and Workforce Development. Using data from 2006-2014, this report presents projections of degrees to be awarded from public, private, and proprietary institutions in Tennessee through the year 2025. These estimates of degree production (i.e., academic supply) are linked to the needs of Tennessee's workforce (i.e., occupational demand) to indicate whether the output of Tennessee's higher education system is meeting the needs of employers across the state. This report is divided into four sections. &quot;Expected Awards&quot; presents projections of postsecondary certificates and degrees to be awarded by public, private, and proprietary institutions in Tennessee through 2025. &quot;Workforce Needs&quot; identifies Tennessee's most immediate workforce deficits and highlights the 25 most in-demand career fields across the state. This section also lists the 20 most oversupplied programs of study in Tennessee, for which there are substantially more postsecondary graduates than job opportunities. &quot;Institutions Offering Programs in High-Demand Areas&quot; lists the public, private, and proprietary institutions across Tennessee that offer degree programs in the 25 high-demand occupational areas. &quot;Conclusion, Limitations, and Recommendations&quot; summarizes the key takeaways about Tennessee's supply of labor and demand in particular career fields, outlines the limitations of supply and demand analyses, and proposes directions for future exploration of these topics. [For the 2016 report, see ED604826.]
Academic Supply and Occupational Demand in Tennessee: Workforce Needs and Award Production. Annual Report [2018]
Author: Tennessee Higher Education Commission
Date: 2018-01-15
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees

This report is the result of collaboration between the Tennessee Higher Education Commission (THEC) and the Tennessee Department of Labor and Workforce Development (TDLWD). Using data from academic year (AY) 2006 through AY 2016, this report presents projections of awards to be produced by public, private, and proprietary institutions in Tennessee through AY 2025. These estimates of award production (i.e., academic supply) are linked to the needs of Tennessee's workforce (i.e., occupational demand) to indicate whether Tennessee's postsecondary institutions are meeting the needs of employers across the state. This report is divided into five sections. &quot;Expected Awards&quot; presents projections of postsecondary credentials to be awarded by public, private, and proprietary institutions in Tennessee through AY 2025. &quot;State Workforce Needs&quot; identifies Tennessee's most immediate workforce deficits and highlights the 25 highest-demand career fields in the state through 2018, as defined by TDLWD. This section also lists the 20 most oversupplied programs of study in Tennessee, for which there are substantially more postsecondary graduates than job opportunities. &quot;Institutions Offering Programs in High-Demand Areas&quot; lists the public, private, and proprietary institutions across Tennessee that offer programs in the 25 highest-demand career areas. &quot;Regional Workforce Needs&quot; identifies occupations with high employer demand in each of the state's nine regions defined by the Tennessee Department of Economic and Community Development (TNECD). &quot;Limitations and Conclusions&quot; outlines the limitations of supply and demand analyses and summarizes the key takeaways of the report. [For the 2017 report, see ED604827.]
Academic Supply and Occupational Demand in Tennessee: Workforce Needs and Degree Production. Annual Report [2019]
Author: Tennessee Higher Education Commission
Date: 2019-01-15
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees

This report is the result of collaboration between the Tennessee Higher Education Commission (THEC) and the Tennessee Department of Labor and Workforce Development (TDLWD). Using data from academic years 2006 through 2016, THEC projected degree production for public, private, and proprietary institutions in Tennessee through 2025 (i.e., academic supply). Separately, TDLWD projected the needs of Tennessee's workforce (i.e., occupational demand) for 2016 through 2026 to determine which occupations will have the greatest number of annual openings. TDLWD then analyzed the credentials produced by Tennessee's postsecondary institutions in the programs of study aligned with high-demand occupations to determine whether higher education is meeting the needs of employers. This report is divided into five sections. &quot;Expected Degrees&quot; presents projections of postsecondary credentials to be awarded by public, private, and proprietary institutions in Tennessee through 2025. &quot;State Workforce Needs&quot; identifies the top 25 occupations with the highest number of annual openings in Tennessee through 2026. This section also lists the most oversupplied programs of study in Tennessee, for which there are substantially more postsecondary graduates than job opportunities. &quot;Institutions Offering Programs in High-Demand Occupations&quot; lists the public, private, and proprietary institutions across Tennessee that offer programs in the 25 highest-demand occupations. &quot;Regional Workforce Needs&quot; identifies occupations with high employer demand in each of the state's nine Tennessee Department of Economic and Community Development (TNECD) regions. &quot;Limitations and Conclusions&quot; describes the caveats in these analyses and summarizes the key takeaways of the report. [For the 2018 report, see ED604828.]
How Good Is OUR School? A Resource to Support Learner Participation in Self-Evaluation and School Improvement. Part One
Author: Education Scotland
Date: 2018-00-00
Type: Guides - Classroom - Teacher
Subjects: Foreign Countries,Student Participation,Educational Improvement,Elementary Secondary Education,Self Evaluation (Groups),School Culture,Ethics,Mixed Methods Research,Childrens Rights,Time Management

This publication is intended to support improvement in learner participation in self-evaluation and school improvement. The resource is in two parts. It is important that schools engage with both parts. Part one is about establishing the right culture to support effective learner participation. Part two is about children and young people getting actively involved in self-evaluation. &quot;Part One: A guide for staff and partners working with children and young people&quot; will support self-evaluation of current approaches to learner participation. It is intended to be used by school staff and partners working collaboratively with children and young people to evaluate what is working well and consider what would support increased learner participation. &quot;Part Two: A self-evaluation framework for use by children and young people&quot; includes some suggested activities to support children and young people to evaluate the quality of relationships, learning and teaching, school and community, health and wellbeing and successes and achievements. This toolkit contains some features of highly-effective practice and challenge questions to support professional dialogue amongst staff and partners. The aim of Part one is to support schools in evaluating the ethos and culture of the school against what is currently considered as strong practice in learner participation and children's rights. [Forward by Gayle Gorman. For part two, &quot;How Good Is OUR School? A Resource to Support Learner Participation in Self-Evaluation and School Improvement. Part Two,&quot; see ED604832.]
How Good Is OUR School? A Resource to Support Learner Participation in Self-Evaluation and School Improvement. Part Two
Author: Education Scotland
Date: 2018-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Student Participation,Educational Improvement,Elementary Secondary Education,Self Evaluation (Groups),Interpersonal Relationship,Learning,Instruction,Educational Environment,School Community Relationship,Child Health,Well Being,Achievement,School Effectiveness

This framework has been developed by Education Scotland for children and young people because it is important that they have a say in how well their school is doing and how it can be improved. Children and young people can help to improve their schools when they have a say and it is important that they are involved. Self-evaluation is how schools decide what is going well and what could be better. It helps schools to identify the actions they need to take to keep improving. Children and young people across Scotland helped to develop this framework. They took part in workshops and identified what they thought the most important things about school are. They organised their ideas into five big themes: (1) relationships; (2) learning &amp; teaching; (3) school &amp; community; (4) health &amp; wellbeing; and (5) successes &amp; achievements. This framework encourages students to carry out evidence-gathering activities to help with self-evaluation in their school. [For part one, &quot;How Good Is OUR School? A Resource to Support Learner Participation in Self-Evaluation and School Improvement. Part One,&quot; see ED604830.]
Thematic Inspection of Empowerment for Curriculum Leadership
Author: Education Scotland
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Empowerment,Instructional Leadership,Principals,Institutional Autonomy,Curriculum Design,School Community Relationship,Evaluation,Elementary Secondary Education,Curriculum Development,Partnerships in Education,Professional Autonomy,Educational Policy,Leadership Effectiveness,Outcomes of Education,Administrator Attitudes

The Education Reform -- Joint Agreement published in June 2018 sets out the collective agreement by a commissioning group including the Scottish Government, COSLA, SOLACE, ADES, and Education Scotland. The Joint Agreement sets out agreed principles, enablers, and measures that will support and encourage the empowerment of schools in Scotland. These include the commitment that Education Scotland would carry out three inspections in the 2018-19 academic year looking at the following themes: Readiness for Empowerment; Curriculum Leadership; and Parent and Pupil Participation. This report draws together the findings from the second thematic inspections on Curriculum Leadership that took place in the spring term of 2019. Evidence was gathered for each of the following areas: (1) Curriculum: How well are headteachers and schools empowered to design their local curriculum in line with Curriculum for Excellence and in collaboration with their school community?; and (2) Leadership of learning: How well are headteachers and schools empowered to lead learning in line with Curriculum for Excellence and in collaboration with their school community? Schools visited were asked to complete a self-evaluation of their empowerment for curriculum leadership and to provide evidence against the two categories. Information on evidence from the thematic inspection visits together with views from participants and illustrations of practice are provided. [Foreword by Gayle Gorman. For the first thematic inspection report, see &quot;Thematic Inspection of Readiness for Empowerment&quot; (ED599835).]
Thematic Inspection of Empowerment for Parent and Pupil Participation
Author: Education Scotland
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Student Empowerment,Parents,Empowerment,Elementary Secondary Education,Parent Attitudes,Parent Participation,Student Participation,Student Attitudes,Evaluation,Parent School Relationship,Communication (Thought Transfer),School Community Relationship,Teacher Recruitment,Participative Decision Making

The Education Reform -- Joint Agreement published in June 2018 sets out the collective agreement by a commissioning group including the Scottish Government, COSLA, SOLACE, ADES, and Education Scotland. The Joint Agreement sets out agreed principles, enablers, and measures that will support and encourage the empowerment of schools in Scotland. These include the commitment that Education Scotland would carry out three inspections in the 2018-19 academic year looking at the following themes: Readiness for Empowerment; Curriculum Leadership; and Parent and Pupil Participation. This report provides the findings related to the third and final of these thematic inspections on Parent and Pupil Participation. Evidence was gathered for each of the following areas: (1) Parental and community engagement: How well do schools engage parents and the community in the life of the school and their child's learning to improve outcomes for children and young people?; and (2) Pupil participation: How well do schools ensure that the views of children and young people are heard, respected and taken seriously, as is central to the United Nations Convention on the Rights of the Child? Schools visited were asked to complete a self-evaluation of their empowerment for parent and pupil participation and to provide evidence against the two categories. This was used as a starting point for gathering evidence for the thematic inspection. Information on evidence from the thematic inspection visits together with views from participants and illustrations of practice are provided. [Foreword by Gayle Gorman. For the second thematic inspection report, see &quot;Thematic Inspection of Empowerment for Curriculum Leadership&quot; (ED604833).]