ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Changes Everything: Inclusive Tech and Jobs for a Diverse Workforce. Pierce Memorial Foundation Final Report
Author: Cornell University, K. Lisa Yang and Hock E. Tan Institute on Employment and Disability
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Information Technology,Disabilities,Equal Opportunities (Jobs),Entrepreneurship,Design,Personnel Selection,Recruitment,Labor Force Development,Job Training,Job Skills,Employment Qualifications,Wages,Barriers,Inclusion

This document serves as the final report to the Pierce Foundation for funding to support the design and implementation of a 1.5-day Forum entitled &quot;Technology Changes Everything: A Forum on Inclusive Tech and Jobs for a Diverse Workforce&quot; conducted in New York City on October 26-27, 2017 at Baruch College. The conference idea was conceived to address the need to raise awareness across a number of distinct areas where technology is currently impacting employment outcomes for people with disabilities. The topics ranged from one as straightforward as the critical need for attention on equitably integrating individuals with disabilities into the rapidly exploding tech sector workforce, to the much more nuanced and complex application of algorithmic screening and job-matching tools increasingly used in online job applications and selection processes. Other topics focused on were equitable access to entrepreneurship opportunities, inclusive design in technology-based products and services, and the growing targeted focus of technology sector and tech-intensive industries in affirmative recruitment and hiring of individuals with Autism.
The Evaluation of Music Teacher Candidates&apos; Awareness of Music Applications and Software, Their Frequency of Use and Purpose of Use
Author: Lehimler, Emrah
Date: 2019-10-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Preservice Teachers,Musical Instruments,Computer Software,Knowledge Level,Gender Differences,Instructional Program Divisions,Teacher Education Programs,Universities,Performance,Singing,Music Theory,Student Attitudes,Teaching Methods

The purpose of the study is to examine the music teacher candidates' awareness of music applications and software, their frequency of use and purpose of use in terms of gender and grade level variables. The study group consists of 452 students studying in department of music education in 6 universities in Turkey during the 2018-2019 academic year. In order to collect data, a two-part questionnaire developed by the researcher was used. According to the results of the research, it was seen that music teacher candidates who are aware of the existence of applications for music notation, applications containing instruments for music performance, applications for listening/watching music and applications for recording/mixing stage were quite high compared to those who were not aware. It was observed that the number of those who were not aware of the applications of instrument education, applications of choir/singing and applications of music theory and hearing education were higher than those who were aware. It was seen that the most commonly used applications were applications that include instruments for music performance and applications for listening/watching music. It was seen that applications for choir/singing, applications for instrument education, applications for music theory and hearing education, and applications for recording/mixing stage were rarely used. According to the results obtained from the research, applications for music theory and hearing education, applications for instrument education and applications that include instruments for music performance were mostly used for professional development. It was found that applications for writing notes were mostly used for homework. Applications for listening/watching music, recording/mixing stage and chorus/singing applications were mostly used for entertainment purposes. The results of the study showed that music teacher candidates were less familiar with applications and software especially for the performance aspect of music. According to the results, it can be said that music teacher candidates do not know music applications and software adequately.
Quality Course Design: Are Faculty Self-Perceptions of Implemented Course Design Reflective of Course Design Quality Measures?
Author: Maeder, Debra
Date: 2019-09-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Instructional Design,Comparative Analysis,College Faculty,Best Practices,Standards,Self Concept,Educational Quality,Intellectual Disciplines,Expertise,Teaching Methods,Teacher Attitudes,Online Courses,Course Descriptions,Instructional Materials,Content Validity,Course Evaluation,Feedback (Response),Health Education

Higher education institutions utilize faculty who possess subject-matter expertise and terminal degrees in specific disciplines. Often, faculty are not formally trained in educational theory, pedagogy, or best practices related to student learning. Best practices in course design standards are available to faculty who seek them out. However, with little formal education or design training, faculty deploy courses lacking best practices in course design to students. This creates a mismatch between how faculty perceive they are utilizing subject-matter expertise to educate students and how students receive the educational information from faculty. Before an investigation into whether focused training in best practices of course design standards may be helpful to faculty, a comparison of the course design standards faculty perceive they implement to the design standards that can be observed in their courses needed to be completed. Utilizing a quantitative approach, this study compared faculty self-perception of their inclusion of course design quality elements in a self-designed fully online course to investigator-observed course design quality elements in the faculty's self-designed fully online course. Faculty participants in this study all taught at least 1 fully online course for a small Midwestern health care college during a single academic year. The results of the study demonstrated disconnects between faculty self-perception of the inclusion of best practices in course-design elements and the observed inclusion of best practice course-design elements in these areas. The disconnects were identified in the following areas: The presence of materials in the course that support efficient student course navigation and communicate general faculty expectations of students, the presence of materials that help students to clearly understand the syllabus and what work is expected to be completed within a certain timeframe, and the presence of clear information about the delivery method of the course.
Teacher Strikes and Legacy Costs
Author: DiSalvo, Daniel
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Public School Teachers,Unions,Teacher Strikes,Teacher Salaries,Teaching Conditions,Retirement Benefits,Costs,Government Employees,Beginning Teachers,Educational Change,Promotion (Occupational)

After many years of labor peace, public school teachers have engaged in strikes and work stoppages in record numbers during the past two years. Chief among the demands of striking teachers was higher pay. Discontent was also expressed with working conditions, which teachers and their unions connected to flat or declining state spending on education. This report argues that underfunded defined-benefit pension plans and other post-employment benefits (OPEB) are the hidden drivers of labor unrest in the public sector. As these legacy costs have risen, teacher salaries have flatlined or even declined in value. Policy recommendations include: (1) In the name of equity and affordability, states should move away from defined-benefit pensions and toward defined-contribution plans; (2) More of the money currently spent on education should show up in the paychecks of working teachers; (3) States should consider eliminating retiree health-care benefits for newly hired teachers--indeed, for most government employees. These kinds of benefits have been sharply pared or eliminated throughout the private sector; and (4) To implement these reforms, states could offer teachers a deal wherein raises in salary are matched with switching to a defined-contribution plan. This would have the double benefit of giving younger teachers, with lots of time to save for retirement, a bigger raise in the here-and-now, as well as reducing the government employers' long-term pension liability.
How to Make Student Debt Affordable and Equitable
Author: Delisle, John
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Debt (Financial),Student Loan Programs,Federal Aid,Federal Programs,Credit (Finance),Loan Repayment,Income Contingent Loans,Undergraduate Students,Low Income Students,Marital Status,Taxes,Accountability,Tax Credits

The federal student loan program is needlessly complex, fails to offer an effective safety net for borrowers in financial difficulty, and distributes the largest benefits to borrowers who need them the least. Worse, the safety net designed to support borrowers in financial difficulty, income-based repayment (IBR), has failed to meaningfully reduce the delinquencies and defaults that cost taxpayers $4 billion a year. Comprehensive reform is overdue. What is needed is a new system of federal student lending that is simple for students, provides adequate but not excessive resources for borrowers, and has an effective and efficient safety net to ensure that paying for college does not create a lasting and inescapable financial hardship. This paper proposes a plan to simplify the system by providing all eligible students with a single $50,000 line of credit, with repayments structured as an income-share agreement (ISA). Borrowers would remit a small fraction of their earnings to the government on their income taxes, capped at 1.75 times the amount borrowed and for a maximum term of 25 years.
Should College Come with a Money-Back Guarantee?
Author: Akers, Beth
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: College Students,Paying for College,Tuition,Risk,Loan Repayment,Costs,Income Contingent Loans,Student Financial Aid,Student Attitudes,Employment,College Graduates,Debt (Financial)

Today, costs loom large in public discussions about the problems in higher education. That's no wonder. Tuition at four-year private colleges has grown at an average annual rate of 2.3% above inflation over the past 10 years. Four-year public and two-year institutions have seen similar trends, with tuition growing at an annual rate of 3.1% and 3.0% beyond inflation, respectively. Still, the single-minded focus on cost often diverts attention from a more basic problem: risk--the possibility that a college graduate's earnings will not be sufficient to enable loan repayment or, even more fundamentally, to justify the cost of enrollment, regardless of how the enrollment was paid for. This paper explores how to understand risk as a greater challenge to higher education than cost alone and considers the ways that colleges have taken steps to address this core challenge.
Quality Control? How School Performance Varies within American Cities
Author: Winters, Marcus A.
Date: 2019-05-00
Type: Reports - Research
Subjects: Quality Control,Educational Quality,Urban Schools,Public Schools,School Districts,Elementary Schools,Middle Schools,Urban Education,Educational Policy,Resource Allocation,Graduation Rate,Standardized Tests,Low Income Students,Minority Group Students,Lunch Programs

Urban public school districts in the U.S. vary in quality. Educational policies, distribution of resources, and the challenges that students bring to the classroom differ substantially across localities. Little surprise, then, that academic outcomes--such as high school graduation rates and average school performance on standardized tests--fluctuate widely, too. This paper quantifies such variation in elementary and middle school quality within 68 of the largest U.S. public school districts, which collectively serve about 7.8 million students. It also examines whether cities that see students with certain demographics (specifically, low-income and nonwhite) concentrated in certain schools experience higher variation in school quality. The findings, especially those in the comprehensive Appendix table, can serve as a guide for parents, as well as an admonition to school officials in cities where quality is consistently low or where the quality gap between the best and worst schools is wide.
Retention, Graduation, and Transfer Rates at Maryland Community Colleges
Author: Maryland Higher Education Commission
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Persistence,School Holding Power,Graduation Rate,College Transfer Students,Transfer Rates (College),Racial Differences,Ethnicity,Gender Differences,Developmental Studies Programs,College Readiness,African American Students,Asian American Students,White Students,Hispanic American Students,Geographic Location

This report provides an update on student retention, graduation, and transfer for first-time, full-time students entering Maryland community colleges. This includes information regarding student outcomes two, three, and four years after initial enrollment at the community college, beginning with students in the 1996 entering cohort. Data are presented for all students, by racial/ethnic group, and by gender. Both longitudinal and year-to-year fluctuations are discussed. More detailed data are contained in the data tables beginning on page 13 of this report. This report additionally provides an analysis of data from the Degree Progress Analysis, an alternative model of measuring student success at community colleges for a cohort defined by enrollment behavior. These data are also presented longitudinally and by institution in the associated data tables.
International Report: Neuromyths and Evidence-Based Practices in Higher Education
Author: Betts, Kristen
Date: 2019-09-00
Type: Reports - Research
Subjects: Evidence Based Practice,Brain Hemisphere Functions,Misconceptions,Higher Education,Teaching Methods,Learning Processes,Instructional Design,College Faculty,Teacher Attitudes,Administrator Attitudes,Institutional Characteristics,Neurosciences,Instructional Leadership,Teaching Experience,Predictor Variables,Knowledge Level,Faculty Development,Online Surveys

Neuromyths are false beliefs, often associated with teaching and learning, that stem from misconceptions or misunderstandings about brain function. While belief in neuromyths has been established as prevalent among the general public and K-12 teachers, literature about neuromyth belief among higher education professionals (instructors, instructional designers, and administrators) has not been well-researched. This international study examined: (1) Awareness of neuromyths and general knowledge about the brain among higher education professionals across institutional types, course delivery modes, roles, and a variety of characteristics such as demographics, teaching experience, and level of education; (2) Awareness of evidence-based practices from the learning sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy and didactics; MBE) science among higher education professionals; (3) Predictors of awareness of neuromyths, general knowledge about the brain, and evidence-based practices among higher education professionals; and (4) Interest among instructors, instructional designers, and administrators in scientific knowledge about the brain and its influence on learning. This study includes not only answers to important research questions, but practice-oriented information that is useful for pedagogy, course design, and leadership, as well as for further research on this topic.
Free Speech at UNC 2019: Annual Report on Free Speech and Institutional Neutrality in the UNC System
Author: Connor, Thomas
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Freedom of Speech,Universities,College Faculty,College Students,Reading Assignments,Graduation,Speeches,Controversial Issues (Course Content),School Orientation,Institutional Mission,Position Papers,Barriers,Incidence,Academic Freedom,Student Rights,Guides,Diversity

In 2017, the North Carolina legislature passed House Bill 527 (now State Law 2017-196) in order to foster free, open inquiry in the state's colleges and universities. One of the provisions ordered the University of North Carolina (UNC) system Board of Governors to produce an annual report on two major categories of intellectual freedom: free speech and institutional neutrality. This report is the Martin Center's own analysis of free speech and institutional neutrality on the UNC system's 16 campuses. The report examines universities' choices for summer reading assignments and commencement speakers, whether they make public statements on controversial topics like climate change and diversity, the content of freshman orientation sessions, and universities' mission statements. It also records any barriers to student and faculty speech as well as any known disruptions or incidents that curtailed free speech in the past year. To complete this report, the Martin Center consulted schools' websites and newspaper articles. They also contacted student groups to determine whether they experienced any difficulties exercising their rights to free expression. The results of the Martin Center's analysis of free speech and institutional neutrality are presented in this report, organized by campus.
Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
Author: Global Partnership for Education (GPE)
Date: 2018-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Disabilities,Inclusion,Special Education,Foreign Countries,Developing Nations,Strategic Planning,Educational Planning,Program Implementation,Grants,Students with Disabilities,Student Rights,Educational Quality,Access to Education,Barriers,Resource Allocation,Advocacy,Data Collection,Data Use,Progress Monitoring,Capacity Building,Social Bias,Children

This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]
The Problems of Music Teaching in Croatia in Professional Journals of the Second Half of the 19th Century
Author: Košta, Tomislav
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Educational History,Serbocroatian,Educational Change,School Law,Periodicals,Music Teachers,Educational Development,Elementary Education

After the civil revolution of 1848 and the awakening of national consciousness, in the midst of the struggle of small nations for independence as well as for the official use of the national language, music was introduced into schools as an obligatory subject called &quot;Singing&quot;. During that period, the first songbooks, textbooks and manuals in Croatian language were created. The period was the one of institutional reform of education evidenced in the adoption of important school laws that set the foundation for the development of national education. The &quot;First School Law&quot; of 1874 and the &quot;Second School Law&quot; of 1888 particularly influenced the teaching of music in Croatia. In this context, we analyze the publications in the professional journals of the time relating to the problems of music education in elementary school. The pivotal journal of pedagogy, where we note the largest number of professional publications at the time in Croatia, was called &quot;Napredak&quot;. There were other journals as well, such as &quot;Prosvjeta&quot;, &quot;Smilje&quot;, &quot;Školski prijatelj&quot; and &quot;Hrvatski ucitelj&quot;, but hardly any articles on music teaching can be found in them. We also mention the annual &quot;Izvješca Kraljevske preparandije u Zagrebu&quot;, where Vjenceslav Novak, the most prominent music pedagogue of the second half of the 19th century used to write. The professional publications that we analyze provide important information on the beginnings of the development of contemporary music teaching in Croatian schools and on the problems encountered by music pedagogues and practitioners of that time.
Free Speech at UNC 2018: Annual Report on Free Speech and Institutional Neutrality in the UNC System
Author: Horzempa, Magdalene
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: State Universities,Freedom of Speech,Institutional Characteristics,Intellectual Freedom,Barriers,School Policy

In 2017, the North Carolina legislature passed House Bill 527 (now State Law 2017-196) in order to foster free, open inquiry in the state's colleges and universities. One of the provisions ordered the University of North Carolina system Board of Governors to produce an annual report on two major categories of intellectual freedom: free speech and institutional neutrality. This report is due on September 1. The free speech provisions of the law protect students exercising their First Amendment rights and require institutions to punish anyone who infringes upon these rights. This is fundamental to the purpose of a university, permitting the free exchange of ideas that is a prerequisite for the search for truth. The law protects students and guest speakers alike from being disrupted or silenced. It also states that higher education institutions should aspire to &quot;institutional neutrality,&quot; which means they &quot;may not take action, as an institution, on the public policy controversies of the day in such a way as to require students, faculty, or administrators to publicly express a given view of a social policy.&quot; Institutional neutrality, in other words, is integral to developing a campus culture that does not demand students follow a particular set of ideas. The end of the 2017-2018 academic year marks the first year of implementation of S.L. 2017-196 and provides an opportunity to review how it has affected the UNC system. In light of this opportunity, the Martin Center has conducted a review of UNC campuses to measure how well free speech and institutional neutrality have been protected.