ethanporcaro/eric-fulltext-meta huggingface dataset:
Support for Mobile Collaborative Learning Applications
Author: Martin, Sergio
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Handheld Devices,Cooperative Learning,Educational Principles,Computer System Design,Computer Software Evaluation,Design Requirements

This work is intended to describe a framework aimed to address the challenges in the development of mobile Collaborative Learning applications. Firstly, the paper offers an overview of some of the main principles of Collaborative Learning that will be the basis of the framework, which is based on three main pillars: collaboration and communication among students; context-awareness (gathering users' data, such as geo-location, movements, academic information, and history) to provide personalize information and services; and interoperability with e-learning as many organizations use them. Evaluation will be conducted with a group of students of a &quot;Professional Expert Course on Mobile Programming&quot; that will use the framework to build their applications.
A Rigorous Review of Global Research Evidence on Policy and Practice on School-Related Gender-Based Violence
Author: Parkes, Jenny
Date: 2016-00-00
Type: Information Analyses
Subjects: Violence,Gender Bias,Sexual Abuse,Aggression,Social Influences,Intervention,Capacity Building,Research,Information Dissemination,Equal Education,Social Justice,Gender Discrimination,Teamwork,Cultural Influences,Holistic Approach,Foreign Countries,Peer Teaching,Empowerment,Bullying,Crime,Group Activities,School Role,Community Role,Parent Role,Educational Policy,Literature Reviews

Every day, girls and boys around the world face many forms of physical, sexual and psychological violence in and around schools. On too many occasions, such violence is tolerated by societies and institutions, including schools, and it is these forms of violence that contribute to the alarming numbers of girls and boys being excluded from schools with their learning chances under threat. In response, UNICEF and the Global Partnership for Education (GPE), have joined forces to launch the &quot;End Gender Violence in Schools&quot; Initiative combining research, capacity building and knowledge exchange to contribute to one of the most critical education objectives today: increased equity, gender equality and inclusion for all in a full cycle of quality education, targeting the poorest and most marginalized. School-related gender-based violence (SRGBV) represents one of the worst forms of gender-based discrimination and requires coordinated, cross-sectoral approaches and responses with a variety of partners across sectors and institutions, at national, regional and global levels. UNICEF has partnered with UCL Institute of Education, the UN Girl's Education Initiative and governments and partners in Côte d'Ivoire, Ethiopia, Togo, and Zambia. A major product of this partnership, this Global Review of Literature examined the latest research evidence on approaches to addressing SRGBV. The review found that research efforts around SRGBV tend to focus on short-term, local level interventions with limited attention to policies and policy implementation processes. The most promising interventions are multi-layered and address the links between violence, identities, social and cultural norms and intersecting structural inequalities. However, how to sustain and institutionalize work on gender and violence in schools and communities is less known. Most importantly, the review finds that a focus on resources and efforts are needed to build a robust evidence base that supports policy, practice, monitoring and evaluation at all levels.
Enhancing Lives	via Interdisciplinary Translational Science (EnLITS): A Circumplex Model for the	Social-Behavioral-Educational Fields. CYFS Working Paper 2016-1
Author: Sheridan, Susan M.
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Interdisciplinary Approach,Social Science Research,Behavioral Science Research,Educational Research,Research Methodology,Barriers,Mental Health,Social Problems,Public Health

According to the National Institutes of Health, &quot;Translational research includes …the process of applying discoveries generated during research in the laboratory, and in preclinical studies, to the development of trials and studies in humans… [and] research aimed at enhancing the adoption of best practices in the community. Following this tradition, this paper defines translational research in the Social-Behavioral-Educational (SBE) sciences as the recursive, bidirectional process of integrating scientific knowledge and research-based discoveries into community and societal practices and policies. Because there is a woeful lack of understanding about the science of translation, or how this very difficult work happens. Little is actually known about the strategies, structures, and processes of translational research that influence the capability and probability of diverse researchers from distinct disciplines collaborating effectively to solve significant social, behavioral, educational, and mental health problems. Barriers such as discipline-centric terminologies, traditional methodological approaches, time constraints, and narrowly conceived and executed dissemination strategies are significant. To accelerate the transmission of knowledge across the spectrum of theory, experimentation, implementation and diffusion, an augmented translational research approach specific to the SBE sciences is needed. The specific aims of this initiative are two-fold. First, the initiative will uncover various aspects (phases and processes) of translation that are most effective in addressing a range of significant social, behavioral, educational and mental health challenges plaguing society. Second, the knowledge gained about the science of translation will be applied to ameliorate specific social, behavioral, educational, and mental health problems by targeting specific substantive issues in these areas that impede individual, familial, social, and societal health. Through advanced understanding of the mechanisms by which meaningful integration of researchers from multiple disciplines and across the basic, applied, community and policy spectrum occurs, translational researchers will provide critical core support to augment the efficient translation around targeted SBE research. Relatedly, structures developed as a product of this initiative will serve as a hub to inform significant training, practice and policy advances among researchers in the SBE sciences. [Development of this white paper was completed with partial support from the University of Nebraska-Lincoln Office of Research and Economic Development (ORED).]
Work-Based Learning through Civic Engagement
Author: McKoy, Deborah L.
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Work Experience Programs,Workplace Learning,Citizenship Education,Civics,Secondary Education,Models,Service Learning,Student Participation,Change Agents,Social Change,Innovation,Planning,Communities of Practice,Community Development

Work-based learning (WBL), an important part of the 1990s &quot;School to Work&quot; movement, is a core component of the Linked Learning strategy which is now shaping efforts to improve secondary education in California and around the nation in cities such as Detroit, New York, and Philadelphia. WBL can include not only classic internships and &quot;co-op&quot; placements but also school-based enterprises and other activities in which students produce goods or provide services for other people. The National Academy Foundation, in collaboration with other organizations involved with Linked Learning, has described a continuum of WBL experiences, including a &quot;career practicum&quot; that complements academic and technical coursework to prepare a student for both college and careers. However, discussions to date have not fully recognized the particular importance of the civic sector as a site for WBL. The civic sector, including public agencies and nonprofit organizations, is vital to both a strong economy and a healthy democracy. The aim of this paper is to explain the idea of WBL in the civic sector and offer an in-depth look at a model of civic WBL--the Y-PLAN--in action. Over the past decade, the award-winning Y-PLAN (Youth-Plan, Learn, Act, Now) initiative has been implemented in the Bay Area and across the nation. Y-PLAN bridges the worlds of city planning and public health with civic engagement and academic development to foster on-the-ground change in public places.
Connecting Housing, Transportation &amp; Education to Expand Opportunity: Living, Learning &amp; Moving Together. National Policy Convening Summary
Author: Vincent, Jeff
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Housing,Transportation,Access to Education,Public Policy,Educational Policy,Neighborhoods,Conferences (Gatherings),Advocacy,Metropolitan Areas,Educational Opportunities,Outcomes of Education,Urban Planning,Partnerships in Education,Activism,Equal Education,Community Development

In many parts of the United States it is difficult for families, particularly low- or moderate-income families, to be able to afford a suitable home in a transit rich neighborhood with good schools. Neighborhoods with all three elements are exceedingly rare. As a result, people often have to sacrifice one of three elements to make their lives work. This calculation creates a push-pull on placemaking in American cities where we still do not sufficiently design or plan the city with the quality of life services, necessities, or amenities necessary for families to stay and thrive. Mile High Connects (MHC), the Center for Cities and Schools at the University of California-Berkeley (CC&amp;S), National Housing Conference/Center for Housing Policy (NHC/CHP), Enterprise Community Partners, and the Natural Resources Defense Council (NRDC) gathered together local, state, and federal stakeholders from across the country to explore innovative policy and practice at the Housing/Transportation/Education (H/T/E) Nexus--specifically, to discuss ways to change the above dynamic and increase opportunities for families with children to secure affordable housing in neighborhoods that offer good schools as well as good access to public transit (or otherwise allow for reduced car usage and transportation costs). This document is a synthesis of the key speeches, presentations, and critical conversations that emerged from this convening. Forum participants were asked to address key questions to create strong, mixed-income neighborhoods and great schools with access to public transit. This convening summary contains the following contributions: (1) Framing the H/T/E Challenge: Policy, Advocacy, &amp; Research (Amy Kenyon); (2) State of the Field: Policy &amp; Research Overview at the H/T/E Nexus (Deborah McKoy and Jeff Vincent); (3) Metropolitan Perspective: Local H/T/E Innovation Around the Country (Shannon Van Zandt, Hydra Mendoza, David Jenkins, and Judith Bell); (4) Federal Government Perspectives: Incentivizing Collaboration (Salin Geevarghese and Luke Tate); (5) Action in Denver: Mile High Connects &amp; Success Express--Expanding Opportunity in the Denver Region (Mike Kromrey, Ismael Guerrero, Phil Washington, and Lindsay Neil); and (6) Outlining a Policy Agenda (Chris Estes and Heather Hood). [This paper was written with assistance from Catherine Cox Blair, Chris Estes, Davian Gagne, Robert Hickey, Heather Hood, Deborah McKoy, Jessie Stewart, and Dace West.]
Building Accountability in California: A Review of State Standards and Requirements for K-12 Public School Facility Planning and Design
Author: Vincent, Jeffrey M.
Date: 2016-03-00
Type: Reports - Research
Subjects: Accountability,State Standards,Elementary Secondary Education,Public Schools,Educational Facilities Planning,Educational Facilities Design,State Policy,Best Practices,Case Studies,School Space,Interior Space,Maintenance,State Aid,Technical Assistance,Facility Requirements,Physical Environment,Charter Schools

This study aims to inform the California Department of Education (CDE) in ensuring the standards contained in Title 5 appropriately promote the planning and design of healthy, safe and educationally suitable K-12 school facilities. The study gathers and analyzes K-12 facility standards in ten case study states across the country to understand state policy trends and best practice in the field. The findings further the development of state policies by providing information about existing policies and standards that promote sound K-12 school facility planning and design. The ten case study states are: California, Colorado, Florida, Maryland, Massachusetts, New Mexico, New York, Ohio, Texas, and Washington. For each state, an in depth review of state-level school facilities standards and interviews with directors and/or staff in the state program was completed. This report briefly describes the policy and regulatory content of California's Title 5. It then presents summary analysis of the findings focusing on the targeted state policy areas (educational space, minimum essential facilities, indoor human comfort/environmental quality, school site size, planning process, maintenance, and charter schools). The summary analysis identifies lessons from the field on the role of states in setting standards for K-12 facilities planning and design. The report discusses the ways in which the standards structure public accountability and presents implications for California policy based on the findings. A separate Appendix document contains more detailed description of each states' standards in the targeted policy areas and can be found online at http://citiesandschools.berkeley.edu/school-facilities. Appendix A: Research methods is included in this document. [The research and writing of this report was assisted by Ruth Miller, Mark Leinauer, and Deborah L. McKoy. Appendices are contained in the companion document ED573797.]
A Policy Framework for Joint Use: Enabling and Supporting Community Use of K-12 Public School Facilities
Author: Filardo, Mary
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Educational Facilities,School Community Relationship,Public Policy,State Policy,State Legislation,State Regulation,Legal Responsibility,Governance,Financial Support,Barriers

Joint use of public school facilities is a complex but manageable approach to efficiently enhancing the services and programs available to students and supporting the community use of public schools. Building upon on our 2010 paper titled &quot;Joint Use of Public Schools: A Framework for a New Social Contract,&quot; this paper identifies the policy framework needed to support sustainable joint use of public schools. Our goal with this paper is to provide local and state leaders with the policy framework needed to enable and support community use. The policy framework addresses the challenges to harnessing the opportunities and benefits of the community use of K-12 public schools. We discuss the policy elements that have been and can be used to incorporate joint use into normal planning and operations of school districts and local and regional public agencies and to do so in a sustainable and fiscally-responsible manner. The framework addresses policy at the state and local levels and acknowledges that joint use requires public and private agencies to work together in new ways. This paper also describes the need for public transparency and understanding of the full cost of ownership of public school facilities as a critical part of policy. Contains a list of resources developed for school-district practitioners and policymakers. [This paper was written in collaboration with Active Living Research and the Convergence Partnership.]
Building Accountability: A Review of State Standards and Requirements for K-12 Public School Facility Planning and Design. Appendices
Author: Vincent, Jeffrey M.
Date: 2016-00-00
Type: Reports - Research
Subjects: Accountability,State Standards,Elementary Secondary Education,Public Schools,Educational Facilities Planning,Educational Facilities Design,State Policy,Best Practices,Case Studies,School Space,Interior Space,Maintenance,State Aid,Technical Assistance,Facility Requirements,Physical Environment,Charter Schools

The purpose of this study was to inform the California Department of Education (CDE) in ensuring the standards contained in Title 5 appropriately promote the planning and design of healthy, safe and educationally suitable K-12 school facilities. The study gathers and analyzes K-12 facility standards in other states across the country to understand state policy trends and best practice in the field. The findings further the development of state policies by providing information about existing policies and standards that promote sound K-12 school facility planning and design. Researchers looked at ten case study states: California, Colorado, Florida, Maryland, Massachusetts, New Mexico, New York, Ohio, Texas, and Washington. For each state, an in-depth review of state-level school facilities standards was completed and interviews were conducted with directors and/or staff in the state program. This appendix document contains more detailed descriptions of each states' standards in the target policy areas. Appendix A is included in the full report (see ED573795). Appendix B: Detailed Description of K-12 Facility Standards in the Case Study States; and Appendix C: Full Text of California Code of Regulations, Title 5 (as of January 1, 2016) are presented in this companion document to the full report. [The research and writing of this report was assisted by Ruth Miller, Mark Leinauer, and Deborah L. McKoy. For the full report, &quot;Building Accountability in California: A Review of State Standards and Requirements for K-12 Public School Facility Planning and Design,&quot; see ED573795.]
Education and Training in Crisis Management
Author: Hošková-Mayerová, Šárka
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Crisis Management,Higher Education,Human Resources,Knowledge Management,Training,Emergency Programs,College Curriculum,Military Training,Police Education

Quality education is an indispensable prerequisite for all kinds of human activities. No area of human activity if it has to function properly can exist without sophisticated education that determines the quality of workers in the given area. Training of public administration officials is a very important step to ensure conditions for adequate response in case of disasters and other emergencies. Conditions for successful solutions can be created by acquiring professional knowledge and skills, having mastered technical and technological readiness to manage critical crisis situations and creating and updating legislation interlinked with harmonizing mutual cooperation with EU countries. This article aims to highlight the inconsistency in educating &quot;target groups&quot; in the field of crisis management which is becoming a systematic problem in the educational system of the Czech Republic. According to § 39 of the Act no. 111/1998 Coll., on universities and on the change and amendments to other Acts, the military colleges and universities prepare specialists, particularly for armed forces. However, students, not being soldiers in active duty, can study there as well. Police colleges prepare experts especially for security forces. However, there can also study those who are not members of the security forces. Moreover, the paper analyses the possibility to prepare &quot;a common minimum&quot;, which could be reflected in curricula of universities and colleges preparing students in the field of crisis management. The results of the analysis will be the base for the proposal, which would greatly help to resolve the situation. [The work presented in this paper was supported within the project &quot;Development of basic and applied research in the long term developed by the departments of theoretical and applied foundation FMT&quot; (Project code VÝZKUMFVT) supported by the Ministry of Defence of the Czech Republic. This paper was published in &quot;The European Proceedings of Social &amp; Behavioural Sciences&quot; (EpSBS), pp.849-856.]
Skills for the Creative Industries: Report of the UNESCO-UNEVOC Virtual Conference, 29 September to 10 October 2014
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Creative Activities,Creative Development,Videoconferencing,Communities of Practice,Discourse Communities,Creativity,Skill Analysis,Skill Development,Educational Needs,Educational Opportunities,Role of Education,Relevance (Education),Vocational Education,Career Choice,Employment Opportunities,International Education

This virtual conference was the tenth in a series of moderated discussions on the UNEVOC e-Forum--a global online community of over 4000 members. Guided by an expert in the field, these discussions provide a platform for sharing of experiences, expertise and feedback and wish to inspire people to take further action. Between 29 September and 10 October 2014, UNEVOC hosted an on line forum on creativity and the creative industries. The forum set out to explore the following questions: (1) What are creative industries and what are the needs for skills?; (2) How can we turn the expansion of creative economies into an advantage for TVET and, in turn, what can TVET and skills development do to support the growth of the creative sector?; (3) What is the role of creativity in TVET?; (4) What are the different vocational pathways to creative jobs?; and (5) What do we know about the creative industries and what do we still need to learn? The forum was facilitated by Paul Collard, the Chief Executive of Creativity Culture and Education (CCE), the International Foundation for Creative Learning based in Newcastle in the United Kingdom. CCE has been responsible for the design and delivery of programmes designed to nurture creativity and link young people with the creative industries, most recently in Lithuania, Norway, Sweden, Germany, the Czech Republic, Hungary, Pakistan, Scotland and Wales. The forum attracted 153 participants from 64 different countries. However the rate of active participation was relatively low and hence many of the questions remained unresolved. As a consequence, this report not only summarizes the evidence considered in the discussions and the conclusions reached, but has included additional information drawing on international research to answer some of the questions. Also, for reasons of clarity, this report has addressed the questions raised at the beginning in a slightly different order. [The conference was moderated by Paul Collard.]