ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Languages for Specific and Academic Purposes in Higher Education -- English, Deutsch, Italiano. International Symposium (Bozen-Bolzano, Italy, June 29, 2018)
Author: Bonetto, Elena, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Instruction,Second Language Learning,Languages for Special Purposes,Higher Education,Teaching Methods,Needs Assessment,Task Analysis,Curriculum Development,Collaborative Writing,Communication Skills,Technology Uses in Education,Reading Skills,Textbooks,Academic Language,Writing Strategies,Learning Motivation,Grammar,Blended Learning,Business English

The international symposium &quot;Teaching Languages for Specific and Academic Purposes&quot; aimed to bring together university instructors and researchers of LSP and LAP in order to share and explore approaches, methods, and practices which have emerged within diverse contexts. Topics include needs analyses, TBLT, curriculum development, collaborative reflective writing, correction codes, specific communication skills and competences, institutional challenges, technology and digital literacies, word lists, reading skills, textbooks, L1 transfer, academic writing styles in L1 versus L2, assessment, and motivation. [The proceedings were published by Bozen-Bolsano University Press.]
The Use of Visual Media in Maharatah al-Kalam Learning
Author: Safitri, Eka
Date: 2019-06-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,Instructional Innovation,Visual Aids,Teaching Methods,Instructional Effectiveness,Material Development,Media Selection,Learning Processes,Freehand Drawing,Foreign Countries

This study presents one of the learning instruments used in teaching Arabic, namely using visual media. This visual media is used as a solution for learning Arabic in the industrial era 4.0 which is easier to receive material with visual media. In practice, this visual media research is not only on media that can be seen, but researchers see several things that must be considered in using visual media including the type of visual media to be used, the principles of its use, how to present it, the mechanism of its creation and selection visual media that can be used for learning maharatul kalam. This visual media is used so that students are more enthusiastic and educators are more able to innovate in learning maharatul kalam. There is also a research method used is a description-analysis with literature review. Among the visual media that can be used to teach maharatul kalam is images, posters, flannel boards, bulletin boards and wall clocks. The results of the study from this study indicate that in using visual-based learning media there are various kinds of rules that aim to realize learning effectiveness. The use of visual media is more interesting for students to continue the learning process because the visual influence has more impact on the ease of understanding the material. There are principles that must be considered when using visual media in learning that is prioritizing simplicity, clear and easy to read.
New Perspectives and Evaluation of Training for Event Management
Author: Kovac, Tatjana
Date: 2019-11-00
Type: Reports - Research
Subjects: Hospitality Occupations,Tourism,Employment Qualifications,Certification,Program Evaluation,Educational Quality,National Standards,Foreign Countries,Job Skills,Self Management,Communication Skills,Research Skills,Business Skills,Teamwork,Professionalism

Purpose: The purpose of this research was to identify opportunities for Event Managers to gain certification and recognition for their knowledge, skills and competences. Design/methodology/approach: A survey was done to evaluate the learning, skills and knowledge gaps for educators in Event Management. To assess the quality of an Educational Program of Event Management an expert model was developed by computer program, called Dexi. Findings: The survey showed some gaps in formal and informal educational programs of Event Management in Slovenia, and some suggestions to improve the quality of that field and how to train the teachers who train Event Managers follow. Originality/value/Implications: Based on survey findings, a proposal was made for Slovenian National Vocational Standards for Event Management. To assess the quality of an Educational Program an adequate tool was developed; the prototype of the expert model to evaluate the quality in education of Event Management. Dexi (Decision Expert) software was used to create the expert model. The results of the research, the proposed of National Qualification Standard and the model for evaluating training programs for event management can all contribute a lot to the quality of the national education system. [This paper was published in &quot;Education and Information Technologies.&quot;]
Characteristics of Excellence in Undergraduate Research
Author: Hensel, Nancy, Ed.
Date: 2012-00-00
Type: Collected Works - General
Subjects: Undergraduate Students,Student Research,Educational Quality,Research Projects,Program Evaluation,Educational Research,Best Practices,Guidelines,Program Effectiveness,Institutional Research,Self Evaluation (Groups),Strategic Planning,Community Colleges,Educational Assessment,Organizational Change,Consortia,Professional Associations,Foreign Countries

&quot;Characteristics of Excellence in Undergraduate Research&quot; (&quot;COEUR&quot;) is based on the collective experience, over many years, of Council on Undergraduate Research members who have engaged undergraduate students in research, developed undergraduate research programs, mentored new faculty to include undergraduate research in their teaching repertoire, and coached institutions in the development of undergraduate research programs. Several undergraduate research experts have contributed essays to this publication that illuminate how &quot;COEUR&quot; can be used by departments, colleges, and universities to evaluate undergraduate research programs. Roger Rowlett, Linda Blockus, and Susan Larson have drawn on an extensive knowledge base to design an instrument to assist institutions to self-assess the maturity of their undergraduate research programs. [This report was produced by the Council of Undergraduate Research.]
Digital Learning Innovation Trends
Author: Joosten, Tanya
Date: 2020-02-00
Type: Reports - Research
Subjects: Electronic Learning,Educational Innovation,Educational Trends,Technology Uses in Education,Educational Technology,Open Educational Resources,Game Based Learning,Online Courses,Integrated Learning Systems,Handheld Devices,Design,Blended Learning,Learning Analytics,Computer Simulation,Artificial Intelligence

Underrepresented students enrolled in postsecondary educational institutions in the U.S. are faced with key barriers and challenges that have created an equity gap. By considering the needs of underrepresented students, faculty and institutions are able to implement digital course ware solutions to take a step towards closing the equity gap and improving student learning, course completion, persistence, and degree completion. Along with the imperative to improve student outcomes and close the equity gap, digital learning innovations have the potential to improve instruction and learning effectiveness by facilitating effective pedagogies of and to improve the efficiency in higher education. The report is a systematic review of relevant data about core and emerging learning technologies that are being applied in the field and the potential impact on student success. It provides a summary of 10 of the most prominent trends in digital learning today. [The work was undertaken on behalf of the Every Learner Everywhere project of WCET (the WICHE Cooperative for Educational Technologies).]
Consumer Reports for Today&apos;s Postsecondary Students
Author: Wilson, Bryan
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Performance,Information Dissemination,Access to Information,Electronic Publishing,Wages,Outcomes of Education,Labor Market,Colleges,Federal Legislation,Reports,Postsecondary Education,Higher Education,Vocational Education

There is growing interest in providing students and others with information about the performance of postsecondary education and training programs. Currently, if one wants to know how many students get jobs and what those jobs pay, one cannot find comparable information for programs across the nation. Consumer reports, which display information about programs and their outcomes -- such as the percentage of students who complete their programs and find jobs, and average earnings of graduates -- can help students, policymakers, and others make more informed decisions. To their credit, the U.S. Department of Education (ED) through its College Scorecard and the sponsors of the College Transparency Act (CTA) now being considered by Congress, are attempting to address this information gap by providing online consumer reports. The President recently issued an executive order that the College Scorecard should report outcomes at the program-level. As these initiatives continue and evolve, it is important to align consumer reports with the characteristics and goals of today's students and postsecondary programs. For consumer reports to meet the needs of today's students, many of whom enroll in subbaccalaureate occupational programs, it's critical that the reports show labor market outcomes shortly after students graduate. If enacted by Congress, CTA could address these issues. In the meantime, to ensure that students and policymakers have comparable information about programs' immediate outcomes, the College Scorecard consumer pages should include a measure of earnings shortly after graduation. Three recommendations are made that would provide consumers and others information on postsecondary programs' immediate labor market outcomes, and level the playing field of consumer reports. Down sides of current consumer reports, and improving consumer reports are also discussed.
Manufacturing Workers Need Investment in Their Digital Skills. Digital Skills Series
Author: National Skills Coalition
Date: 2020-02-20
Type: Reports - Research
Subjects: Manufacturing Industry,Workplace Literacy,Technological Literacy,Job Skills,Labor Force Development,Job Training,Federal Legislation

American jobs are undergoing massive technological transformation, with even entry-level workers now expected to use all manner of digital devices and equipment. Nowhere is this more true than in the manufacturing sector, which directly employs more than one in ten U.S. workers and indirectly supports millions more. To succeed in this rapidly transforming environment, workers need broad-based digital problem-solving skills that equip them to learn a wide variety of today's technologies and navigate continued changes in the future. This digital literacy includes both the capacity to use technology and the cognitive skills necessary to navigate it successfully. Data from a respected international assessment, administered by National Center for Education Statistics at the U.S. Department of Education, show that a full 16 percent of currently employed American manufacturing workers have no digital skills, and an additional 19 percent have very limited skills. Another one third (36 percent) have a basic level of proficiency, while just 29 percent have the advanced skills necessary to be most adaptable to changing technology. Nearly one in six manufacturing workers (16 percent) fall into in the category of workers with no digital skills. For advanced and precision manufacturing to continue to thrive in the United States, workers will need to equip themselves with in-demand digital skills - and businesses will need to invest in helping their employees build such skills. Congress can take action by investing in upskilling for individual workers and jobseekers, and supporting industry-led training partnerships.
Expanding Opportunities: Defining Quality Non-Degree Credentials for States
Author: Duke-Benfield, Amy Ellen
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Credentials,Racial Bias,Equal Education,Vocational Education,Educational Attainment,Minority Group Students,Adult Learning,Nontraditional Students,Educational Certificates,Certification,State Aid,Quality Assurance

In order to build an inclusive economy State leaders have recognized the critical importance of postsecondary attainment in meeting economic and equity goals. Nearly every state has, or is considering a postsecondary education attainment goal, which sets a threshold for the number of people within that state who hold some type of postsecondary credential at 55 percent or higher. These goals can drive policies that help more individuals attain postsecondary degrees and credentials that attract business and lead residents to good jobs. States are increasingly recognizing that they will be unable to achieve these goals without focusing on student populations that have traditionally been underserved by higher education and other training strategies. Thirty states have set goals to close racial equity gaps or increase attainment for people of color, and a number of states have developed policies to expand access to degrees and credentials for adult learners and other non-traditional students. Non-degree credentials (NDCs), such as certificates, industry certifications, apprenticeship certificates, and occupational licenses are a key component of state credential attainment goals, helping workers obtain better jobs and serving to reconnect them to further postsecondary education and training opportunities. NDCs are already a significant part of the education and training landscape. Quality assurance is particularly important given the role that NDCs play in providing opportunities for people of color and other underrepresented groups who have been historically underserved by postsecondary education and training. In this paper, National Skills Coalition (NSC) lays out the importance of building robust quality assurance systems for NDCs. The paper proposes a consensus definition of quality NDCs and criteria developed in consultation with twelve leading states, that states can adopt for their own quality assurance systems. These criteria should allow policymakers to be comfortable supporting these programs with public funds, students to be confident about selecting high-quality training, and employers to understand which programs are effectively preparing students for careers. The quality NDC criteria can also help states address racial and other equity gaps by providing more pathways into quality postsecondary education and training and good jobs for people of color. In conclusion, NSC provides a range of policy recommendations for states to consider to support increased attainment of quality NDCs.
Skills for Good Jobs Agenda 2020
Author: National Skills Coalition
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Job Skills,21st Century Skills,Labor Force Development,Partnerships in Education,Investment,Adult Education,Vocational Education,Federal Aid,Grants,Data Use,Community Colleges,School Business Relationship,Workplace Learning,Family Programs,Welfare Services,Federal Programs,Immigrants,Policy Formation

Over half of jobs in the U.S. require training beyond high school but not a four-year degree. These skilled jobs are the backbone of America's economy, and filling them is critical to America's success in the 21st century. Every day, in communities coast to coast, working people, students, and families are looking for opportunities to get ahead. Too many of them have limited access to training, and businesses are struggling to hire skilled workers for jobs in growing industries like healthcare, medical technology, IT and software, and advanced manufacturing -- as well as tradespeople like plumbers and electricians. The impact of technology and automation is only going to exacerbate this challenge. The nation's skill challenge is deepened by the ongoing effects of policies that have caused racial disparities in educational attainment, employment, and income. Skills policies have a crucial role in helping to remedy these effects, especially as the American workforce continues to diversify and racial workforce diversity continues to be a driver of economic growth. Congress has recently taken important, bipartisan steps to reauthorize the Perkins Career and Technical Education Act and increase investments in adult education, apprenticeship, and other workforce programs. This publication details key steps identified by the National Skills Coalition's 2020 legislative agenda. Policymakers can employ these steps to ensure that the federal government partners with businesses and organizations working in communities across the country to elevate job skills to a level of national prominence and attention.
Tuition &amp; Fees in Public Higher Education in the West, 2019-2020. Detailed Data Tables
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2019-11-00
Type: Reports - Research
Subjects: Higher Education,Public Colleges,Tuition,Fees,Full Time Equivalency,Enrollment Trends,In State Students,Out of State Students,Two Year Colleges,Research Universities,Institutional Characteristics,Undergraduate Students,Graduate Students

This report provides comprehensive data about the tuition and fee prices published by public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) region for 2019-2020, including changes in tuition and fee rates over the past one-, five-, and 10-year periods. In addition to total tuition and fees, the report displays the average mandatory fees for each institution, state, and the region over the past one-, five-, and 10-years, as well as what percent of total tuition and fees they represent. The regional average tuition and fees for resident undergraduates increased $205 (2.2 percent) from $9,519 in 2018-2019 to $9,724 in 2019-2020. Adjusted for inflation, average tuition and fees increased $3 compared to 2018-19 rates. Average tuition and fees for resident, in-district students at public two-year institutions in the WICHE region (excluding California and Alaska) were $4,012 in 2019-2020. This was a $122 increase (3.1 percent) from 2018-2019 rates. When adjusted for inflation, the 2019-2020 in-district rate increased by $40 (1.0 percent) compared to 2018-2019. [This publication was prepared by the Policy Analysis and Research Unit.]
Neuroscience for Old Pedagogy
Author: Boon, Helen J.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Neurosciences,Cognitive Processes,Scientific Research,Preservice Teacher Education,Undergraduate Study,Educational Psychology,Behavior Modification,Special Education,Literacy Education,Numeracy,Misconceptions,Learning Problems,Sleep,Nutrition,Exercise,Motivation,Psychological Patterns,Puberty

In recent years there has been an increasing trend in education to seek answers for best pedagogical practice in cognitive neuroscience research. This paper reviews current cognitive neuroscience research findings and critically discusses what they can potentially add to educators' pedagogy. It argues that there is a need for the development of pre-service teacher modules on the application of cognitive neuroscience research to education so that teachers can meaningfully and accurately employ any implied pedagogy. Appropriate pre-service teacher modules need to be placed within the context of major focus areas in undergraduate teacher preparation degrees; for example within educational psychology, behaviour management, special education, literacy and numeracy teaching. This is vital for non-science secondary teachers as well as those who upon entering the profession are often too busy to engage critically with the latest neuroscience research or to evaluate the many emerging textbooks that are proclaiming to be based upon the latest cognitive neuroscience findings. In this way teachers will be able to guard against &quot;neuromyths&quot; and &quot;brain-based&quot; learning claims and pedagogy that might, ultimately, be detrimental to student learning and wellbeing.
Pre Service Teachers&apos; Ability to Name Nesting Animals in Ecosystems -- A Perspective of Biodiversity
Author: Eija, Yli-Panula
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Knowledge Level,Animals,Elementary School Teachers,Ecology,Sustainable Development,Biodiversity,Biology,Geography

This study investigated the consciousness of the pre service teachers of nesting animals in certain ecosystems. The study group included primary school and subject teacher students. The students were asked to name 10 different nesting animal species in each ecosystem drawing. Spruce dominated coniferous forest got the highest number of animals mentioned by ST students. The lowest mean of the named animals was in the fen by PT students. Pre service teachers mentioned mammals more often than other animals like birds, reptiles &amp; amphibians &amp; fish or invertebrates. ST students named more birds than PT students, and ST students were able to name more animals at the species level. In many of the answers only mammals were included only mammals in the savannah. Usually 4 animals were named to the tropical rainforest. The most common nesting animals in the answers were mammals like lion, giraffe, zebra, hyena and antelope in the savannah. The biggest variety of nesting animal groups was in the fen where the most common named animals were elk, mosquito, frog, crane and capercaillie. The named animals were the same than in an earlier study, where the students were asked to name animals living and moving in the ecosystems. This indicates that certain animals are remembered, commonly known, and will therefore be named. This study reveals that the consciousness of taxonomy is limited and should be improved. Consciousness of animals is important for future teachers to be able to teach biodiversity and sustainable development.
Increasing School Engagement through Theme-Based Curriculum
Author: Mestan, Kemran
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Disadvantaged Schools,STEM Education,Grade 10,Grade 11,Grade 12,Thematic Approach,Curriculum Development,Universities,Foreign Countries,Secondary School Students,Faculty Development,Secondary School Teachers,English Curriculum,Secondary School Science,Secondary School Mathematics,Student Interests,Partnerships in Education,College School Cooperation

This paper reports on an evaluation of a distinctive university-school partnership program, Curriculum Bridges. Curriculum Bridges aims to develop the enthusiasm and capacity of students from disadvantaged schools in the fields of science, technology, engineering and mathematics (STEM). These objectives are sought by developing a theme in the curriculum across subjects in years 10, 11 and 12. In the pilot phase, the curricula of English, Maths and Biology were linked together through the theme of 'understanding and curing disease'. These curricula were developed by the school teachers, who received training in the 'backward design' approach. The model also integrates into the curriculum university on-campus activities and excursions. UniBridges was originally implemented in three schools in 2011 and is ongoing. Our evaluation found that UniBridges has increased student engagement and participation in STEM fields. However, the aims of the program could be advanced by adjusting various elements, such as expanding teacher professional development, especially in regard to curriculum design. The findings from this evaluation can be used to assist in replicating the program in other schools.