ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education Standards Panel: Consultation on the Transparency of Higher Education Admissions Processes
Author: Australian Government Department of Education and Training
Date: 2016-00-00
Type: Tests/Questionnaires
Subjects: Higher Education,Admission Criteria,Accountability,Advisory Committees,Academic Standards,Administrative Principles,Feedback (Response),Change Strategies,Policy Formation,College Admission,College Administration,Foreign Countries,Standards

This document is the result of the Australian Minister for Education and Training's request to the Higher Education Standards Panel for advisement of options to improve the transparency of higher education student admission policies, while minimizing regulatory impact. The Minister intends to improve the accessibility and comparability of information about the diversity of course entry pathways by ensuring greater transparency of admissions processes and standards. He is concerned about the capacity of some students to complete their courses. The Minister asked the Panel for advice on what more needs to be done. This report discusses the following topics in response to the Minster's request: (1) pathways to higher education; (2) the ATAR--a number that ranks students across each state based on their upper secondary school subject results; (3) the Higher Education Standards Framework; (4) proposed principles that should underpin the Panel's advice and any initiatives to improve transparency in admissions policies and practices; (5) feedback and ideas on principles and possible initiatives. The following are appended: (1) Current Higher Education Standards relating to admissions transparency; (2) Revised (2015) Higher Education Standards (in effect from 1 January 2017); and (3) Higher Education Standards Panel Membership.
Higher Education in Australia: A Review of Reviews from Dawkins to Today
Author: Australian Government Department of Education and Training
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Higher Education,Literature Reviews,Funding Formulas,Educational Finance,Educational Policy,Audits (Verification),Planning Commissions,Educational History,Educational Change,Global Approach,Educational Assessment,Educational Indicators

The challenge of funding a high quality higher education system, ensuring it has the capacity to help meet the increasing demand for high level skills in our economy and the aspirations of our students, has been an ongoing concern for successive Australian governments over many years. This paper reviews the findings and recommendations of significant reviews of Australia's higher education funding system from the 1988 Dawkins white paper through to the 2014 &quot;Review of the Demand Driven Funding System.&quot; It summarises the challenges identified and responses proposed across that period as well as some recent international literature about higher education reform. What is clear from the survey of major reviews from 1988 to the present is the similarity of issues that were of concern to governments of the day. Successive governments have sought to build and fund a higher education system to meet the need for high level skills and innovative research for the Australian economy. The challenge for all governments has been how to enable greater numbers of students to access the benefits higher education offers--in terms of employment, earnings, social and cultural opportunities--while ensuring the system remains fair, high quality and affordable for both individuals and taxpayers. The number of domestic higher education students has more than doubled since 1989, reaching just over a million in 2014. International students comprised another 350,000 students in 2014. As student numbers have grown, they have come from more diverse social, economic and academic backgrounds. The number of providers and their diversity has also grown, with around 20 new public universities since the late 1980s and the emergence of significant numbers of non-university providers. The proportion of the Australian working age population with a bachelor degree or higher qualification has tripled since 1989 to just over 25 per cent. Direct Australian Government funding for teaching, learning and research has grown both in absolute and real terms, rising from $3.2 billion in 1989 to $15.4 billion in 2014, more than doubling when adjusted for inflation. Australia is not unique in facing this growth and higher education systems around the world are increasingly moving from elite to mass systems, and beyond to universal systems.
Planning for Personalised Learning and Support: A National Resource. Based on the Disability Standards for Education 2005
Author: Australian Government Department of Education and Training
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Academic Standards,Individualized Instruction,Civil Rights Legislation,Accessibility (for Disabled),Related Services (Special Education),Administrative Principles,Information Sources,Foreign Countries,Educational Planning,Educational Legislation,Educational Policy

The United Nations Convention on the Rights of Persons with Disabilities (2008) is a global effort to promote the equal and active participation of all people with disability. Australia ratified this convention, which means that it is committed to promoting, protecting, and ensuring that people with disability are given full equality under the law. The process of personalised learning and support is in line with the Convention, and aims to ensure that effective personalised support measures are provided in learning environments that maximise academic and social development, consistent with the Convention's goal of full inclusion. Personalised learning requires attention to the unique needs of all students of all abilities, acknowledging that each have different learning needs. This is particularly relevant for students with disability and additional learning needs. In addressing personalised learning and support, a process can be followed which involves the student's support networks, and which aims to build on the student's strengths. This resource provides guidance around personalised learning and support for students with disability. Contains a list of resources for parents and educators.
The Power of Persuasion: A Model for Effective Political Leadership by State Chiefs. Linking State and Local School Improvement
Author: Hill, Paul
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Politics of Education,Leadership,Administrators,Interviews,Public Education,Reputation,Decision Making,Power Structure,Educational Change,Skill Development,Educational Improvement

State chiefs have new responsibilities under the Every Student Succeeds Act, but their formal powers are still limited. Despite these constraints, the Center on Reinventing Public Education (CRPE) analysis finds that chiefs can make a difference by wielding their powers strategically, to build coalitions and persuade others. While turnover in the field is high, with 70% of current chiefs on the job less than two years, newcomers are taking their seats at a time of opportunity. Drawing on interviews with current and former state chiefs, authors Hill and Jochim identify chiefs' opportunities for influence in light of the ideas in Richard E. Neustadt's 1960 book, &quot;Presidential Power and the Modern Presidents: The Politics of Leadership.&quot; The analysis and concrete examples are intended to help current and aspiring chiefs understand how to use their authorities as the basis of bargaining, build their professional reputation, and approach decision-making. Key takeaways include: (1) Chiefs should fully understand their own advantages and think hard about how to bargain effectively with others in the state capital and in school districts; (2) Developing new coalitions takes time and sustained attention. By pulling together broader coalitions than normally control education policy, chiefs can expand the horizons of possibility; (3) To build a personal reputation for effectiveness, a chief must have and be known to have strong and specific goals to build something new or to change the status quo--and communicate them to those affected or those who may serve as a source of support; and (4) In order to maximize power, chiefs must approach every decision as an opportunity to strengthen their future effectiveness. This paper is part of a series of publications from CRPE's &quot;Linking State and Local School Improvement&quot; initiative, meant to inform state education leaders, policymakers, and advocacy groups about how to best support promising local school improvement efforts.
Impact of Class Time on Student Learning. Briefing Paper
Author: Joyner, Stacey
Date: 2011-00-00
Type: Reports - Research
Subjects: Academic Achievement,Time Factors (Learning),Time Management,Misconceptions,School Schedules,Block Scheduling,Extended School Day,Extended School Year,Year Round Schools

The impact of class time lengths on student achievement is a complex issue with multiple extraneous factors and without definitive answers. A major theme across many of the studies reviewed is that the amount of instructional time is not so important as how that time is spent. Key points include: (1) The commonly held conception that students in other countries outperform U.S. students because they spend more time in school is not supported by research; (2) Neither increased days/year nor hours/day have been shown to increase student learning significantly except in special circumstances; and (3) Studies on block scheduling have reported mixed results.
Annual State of Public Education Report, SY 2013-2014
Author: Guam Department of Education
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Public Schools,Educational Objectives,School Districts,Student Characteristics,Enrollment Trends,Ethnic Groups,Attendance Patterns,Gender Differences,Standardized Tests,Achievement Tests,Student Participation,Language Proficiency,Special Programs,Reading Achievement,Mathematics Achievement,Language Arts,Elementary Secondary Education,English Language Learners,Low Income Groups,Special Education,Disabilities,Alternative Assessment,Scores,Graduation Rate,High School Graduates,Dropout Rate,School Personnel,Age Differences,Leaves of Absence,Teacher Certification,Certification,Librarians,School Counselors,Administrators,Budgets,Expenditures,Educational Finance,Educational Indicators,Program Effectiveness,Elementary Schools,Middle Schools,High Schools

This report addresses the reporting requirements of Public Law 26-26 and the provisions of &quot;No Child Left Behind&quot; (&quot;NCLB&quot;) as described in the Guam Department of Education Board adopted &quot;District Action Plan&quot; (&quot;DAP&quot;). Public Law 26-26, Section 3106 states that &quot;No later than thirty (30) days following the end of each fiscal year, the Superintendent shall issue a School Performance Report card on the state of the public schools and progress toward achieving their goals and mission.&quot; The law specifically requires Guam Department of Education (GDOE) to include the following information in the Annual State of Public Education Report: (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Board; (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and schools' staff, including certification and assignment of teachers and staff experience; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student learning. The purpose of this report is twofold: (1) to share information about the progress of Guam Public School System towards meeting education goals, which are embodied in the District Action Plan (DAP); and (2) to inform educators and the community at large about programs and activities that affect the quality of educational services and its impact on student achievement. The report is divided into the following sections: (1) Introduction; (2) District Profile; (3) Standards and Assessments; (4) Personnel Quality and Accountability; (5) Budget and Expenditures; (6) School Wide Indicator System; and (7) SY 12-13 Exemplary Programs and Accomplishments. [For &quot;Annual State of Public Education Report, 2012-2013,&quot; see ED566734.]
Parent and Community Involvement in a College/Career-Ready Culture. Briefing Paper
Author: SEDL, Texas Comprehensive Center
Date: 2010-00-00
Type: Information Analyses
Subjects: Family Involvement,Community Involvement,College Readiness,Career Readiness,Family Role,Postsecondary Education,Cooperative Planning,Access to Information,Barriers,Language Usage,Cultural Differences,Time,Parents,Disproportionate Representation,Access to Education

The literature addressing how family and community involvement impacts a culture of college and career readiness suggests there is a positive association for certain types of involvement. Providing support and encouragement, as well as assisting with planning, increases the probability of attending and graduating from college. Key points include: (1) Make efforts to include families in postsecondary planning; (2) Provide information to support postsecondary planning throughout a student's education; (3) Provide information to support postsecondary planning throughout a student's education; and (4) Address linguistic and cultural barriers, parental time issues, and other factors across populations that are traditionally underrepresented in institutions of higher education. Appended are: (1) Suggested Strategies for Family and Community Involvement; and (2) Profiles of Reported Successful School, District, or State Programs. A list of references and additional resources is provided.
Future Skill Needs in Europe: Critical Labour Force Trends. Cedefop Research Paper. No 59
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Job Skills,Labor Needs,Needs Assessment,Labor Force Development,Labor Market,Demography,Employment Patterns,Supply and Demand,Prediction,Trend Analysis,Migration,Public Policy,Employment Opportunities,Income,Salary Wage Differentials,Unemployment

The European labour market is challenged by changes in the demographic composition of the labour force and increasing work complexities and processes. Skills forecasting makes useful contribution to decisions by policy-makers, experts and individuals. In this publication, Cedefop presents the latest results of skills supply and demand forecasts. Alongside the most likely scenario, it shows the impact of alternative labour market activation or migration policies on future labour market imbalances, illustrating the effects of the &quot;highest possible&quot; labour market activity rates based on past and possible future baseline trends. The role of migration in mitigating labour market imbalances is incorporated into the scenario, responding to available job opportunities, income differentials and unemployment levels across Member States. Three annexes are provided: (1) Skills supply: Detailed baseline scenario results; (2) Skills demand: Detailed baseline scenario results; and (3) List of contributing individual country experts.
Moving On.... Suggestions for Busy Teachers to Support Pupils with SEN Moving from Primary to Secondary School
Author: Byers, Richard
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Disabilities,Transitional Programs,Elementary Education,Secondary Education,Guides,Strategic Planning,Student Needs

This guide has been produced to help teachers of children with Special Educational Needs make the transition from primary to secondary education as simple as possible, through careful planning and effective liaison between both schools. The guide provides quick tips and additional strategies that require more planning on the following topics: (1) Primary schools level--prior to transfer; (2) Secondary schools level--prior to transfer; and (3) Secondary schools level--after transfer.
Workforce Development for People with Intellectual Disabilities: The Perspective from People with Intellectual Disabilities
Author: Davies, Jill
Date: 2016-09-00
Type: Reports - Research
Subjects: Foreign Countries,Labor Force Development,Intellectual Disability,Questionnaires,Attitudes,Focus Groups,Job Skills,Individual Characteristics,Self Management,Age Differences,Adults

Health Education England working across Kent, Surrey and Sussex (HEE KSS) have been developing a project over the last few years with the single aim to create a sustainable and secure workforce supply, for people that have intellectual disabilities who require support from and/ or access to services across Kent, Surrey and Sussex. Their report, &quot;Workforce Development for People with Intellectual Disabilities&quot;, was published in March 2015. Following on from this, HEE KSS commissioned the Foundation for People with Learning Disabilities to produce a report that would detail the opinions and perspectives of individuals who have a learning disability from across Kent, Surrey and Sussex, asking them what they would like their workforce to know. The project ran from April to August 2016. The Foundation for People with Learning Disabilities is a national charity that promotes the rights, quality of life, and opportunities of people with learning disabilities and their families. The aim of the report is to convey to HEE KSS an in-depth review of opinions and perspectives of individuals who have a learning disability from across Kent, Surrey and Sussex, asking them what they would like their workforce to know. In order to reach those with more complex needs the report will also include the views of a small number of families. Appended to the report are a: (1) Questionnaire; and (2) The five good communication standards by the Royal College of Speech and Language Therapists, 2013.
Empathy, Altruism, and Moral Development in Home Schooled Children
Author: Kingston, Skylar T.
Date: 2005-00-00
Type: Journal Articles
Subjects: Empathy,Altruism,Moral Development,Home Schooling,Children,Prosocial Behavior,Public Schools,Comparative Analysis,Parent Attitudes,Religious Factors,Moral Values,Socialization,Social Development,Hypothesis Testing,Elementary School Students,Grade 3,Grade 4,Grade 5,Questionnaires,Statistical Analysis,Multivariate Analysis

The purpose of the present study was to compare empathy, altruism, moral reasoning, and prosocial behavior in home schooled children and children attending public schools, and to assess attitudes toward religion and values in their parents. Homeschooling parents were more concerned with teaching their children their values and religious beliefs, and more convinced that their children's education reinforced this endeavor, than public school parents. They were also more confident that their children had embraced the values encompassed in their education. The two groups of parents did not differ, however, concerning whether they wanted their children to decide for themselves what values to believe in. Compared to public school parents, home schooling parents reported slightly more prosocial behavior in their children. In general, the attitudes toward religion and values expressed by home schooling parents were positively related to children's prosocial behavior.
Do Parental Reasons to Homeschool Vary by Grade? Evidence from the National Household Education Survey, 2001
Author: Montes, Guillermo
Date: 2006-00-00
Type: Reports - Research
Subjects: Parent Attitudes,Home Schooling,Instructional Program Divisions,Educational Attainment,National Surveys,Family Characteristics,Age Differences,Religious Factors,Beliefs,Public Schools,Disabilities,Parent Background

In the recently released National Household Education Survey 2001 homeschooled families were surveyed again both in terms of their demographic characteristics and the reasons for homeschooling. Using this new data source, two research questions that have not been studied before with a nationally representative data set are investigated: 1. Do parents who homeschool children in early childhood (K-3rd grade) do so for different reasons than those who homeschool children in later grades? 2. Do the demographic characteristics of families who choose to homeschool children in early childhood (K-3rd grade) differ from those who homeschool older children? In general, younger and older homeschooled students are educated at home for the same reasons: parents believe they can provide them a better education (47%) and for religious reasons (41%). However, younger homeschooled students are twice as likely as their older counterparts to be educated at home because the parents object to what the school teaches. Younger homeschooled students are three times as likely to be homeschooled as a way to develop character and morality than older homeschoolers. These findings deserve closer scrutiny. The secondary analyses showed that about half of the families who object to what is taught in schools do not identify religious reasons for homeschooling their K-3rd grade child. Similarly, about 60% of the families who stated that a reason to homeschool was to develop character in their children did not identify religious reasons for homeschooling. Consequently, some parents may be objecting to non-religious content in schools. Keywords: home schooling, homeschooling, reasons, motivation, peer-reviewed
Homeschooled Children's Social Skills
Author: Medlin, Richard G.
Date: 2006-00-00
Type: Journal Articles
Subjects: Home Schooling,Interpersonal Competence,Public Schools,Gender Differences,Age Differences,Cooperation,Student Characteristics,Empathy,Self Control,Parent Attitudes,Comparative Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Statistical Analysis,Surveys

Concludes that prior research show either no difference between homeschooled children and other children, or a difference favoring homeschooled children. This suggests that homeschooled children's social skills are certainly no worse than those of children attending conventional schools, and are probably better. This study finds that homeschooled children's social skills scores were consistently higher than those of public school students. Differences were most marked for girls and for older children, and encompassed all four of the specific skills tested: cooperation, assertiveness, empathy, and self-control. Among homeschooled children, girls were more empathetic and assertive than boys, and at the lower grades, more self-controlled. There appears to be a convergence of evidence from three different perspectives--parental report, objective observers, and self-report--that homeschooled children's social skills are exceptional. Keywords: home schooling, homeschooling, home education, research, public school, cooperation, assertiveness, empathy, and self-control