ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Analysis of the Under-Achievement of Afro-Caribbean Boys within a 16-19 Education Setting
Author: Babalola, Shade
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Underachievement,Immigrants,Ethnic Groups,Blacks,College Students,School Holding Power,Urban Areas,Student Motivation,Expectation,Socioeconomic Status,Parent Influence,Job Placement,Apprenticeships,Student Recruitment,Suspension,Mentors,Coaching (Performance),Equal Education,Best Practices,Inclusion

This paper aims to carry out a mini case-study within an inner city sixth form college to critically examine why Afro-Caribbean males under-achieve. It will aim to investigate the reasons for under-achievement and suggest strategies for improving the retention, achievement, attainment and progression of Afro-Caribbean boys in an inner city 16-19 sixth form college. It seeks to highlight some of the current issues faced by Afro-Caribbean males and the reasons why they often fail to reach their full potential within the sixth form college under investigation. The study aims to examine a combination of factors in terms of parental support and guidance, poor motivation, low expectations, the impact of teaching and learning, socio-economic status, father figures, peerpressure, marginalisation, discriminatory practices, a comparison of grades achieved compared with other minority groups. It will also seek to explore the role of education policy on equal opportunities and whether there is a legal right for the victims undermined in education achievement. The paper also intends to discuss trends with regards to the progression of Afro-Caribbean males in relation to work-placements, apprenticeship and university offers. The paper will also examine the number of Afro-Caribbean males who are accepted at leading universities. It will touch on the exclusion and suspension of Afro-Caribbean males in the 16-19 education sector under investigation. The papers will seek to highlight strategies that may be implemented to improve the retention, achievement, attainment and the progression of Afro-Caribbean males in relation to mentoring, coaching, shadowing, effective pastoral support, teaching and learning, parental guidance, access, widening participation, a re-emphasis of the awareness of the process of social mobility, equality and diversity, opportunities for enrichment, sport and engagement. Recommendation will be made on best practice to positively support the victims of underachievement in education in an inner London City sixth Form College. [For the complete Volume 12 proceedings, see ED597979.]
ASPIRE Award Program Evaluation, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-02-08
Type: Reports - Research
Subjects: Merit Pay,Teacher Salaries,School Districts,Incentives,Teacher Attitudes,Administrator Attitudes,Merit Rating,Awards,Accountability,Knowledge Level,Academic Achievement,Educational Practices,Compensation (Remuneration),Teaching Assistants,Paraprofessional School Personnel,Elementary School Teachers,Secondary School Teachers,Teacher Recruitment,Teacher Persistence,Teacher Attendance,Teacher Effectiveness

On January 12, 2006, the Houston Independent School District (HISD) Board of Education approved a teacher performance-pay program awarding teachers financial incentives based on three indicators of performance pay. These indicators involved group performance for teachers based on campus second grade comparative growth in mathematics and reading and EVAAS™ department cumulative gain index within a subject; group performance campus-wide based on the EVAAS™ campus composite cumulative gain index and campus growth or achievement, and individual teacher performance based on student progress on state and district assessment programs (EVAAS™ teacher composite cumulative gain index). After consultations with national experts, teachers, and administrators, the teacher performance-pay model was improved and enhanced, which then became the ASPIRE Award, one component of the district's ASPIRE (Accelerating Student Progress: Increasing Results and Expectations) school improvement and performance management model. The purpose of the HISD ASPIRE Award Model was to reward teachers for their efforts in improving the academic growth of their students. ASPIRE Award employs a value-added methodology that provides teachers with the information they need to facilitate and measure student progress at the student, classroom, and campus levels. This report summarizes the effectiveness of the 2014-2015 ASPIRE Award as required by federal grants. The following analyses are included in the evaluation: (1) Award Payout by Model and Year; (2) Recruitment and Retention; (3) Teacher Attendance; (4) Student Academic Performance; (5) Survey Feedback; and (6) Distribution of Highly Effective Teachers Across the District.
An Analysis of the Employment of Secondary Vocational Education Graduates in Urban China
Author: Ding, Xiaohao
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Urban Areas,Secondary Education,Vocational Education,High School Graduates,Urban Schools,Social Stratification,Employment Level,Socioeconomic Influences,Labor Market,Income,Job Applicants,Program Effectiveness

Using the data from the &quot;Chinese Urban Household Education and Employment Survey -- 2004,&quot; this article studies the performances of graduates of secondary vocational education compared with the graduates of secondary general education in urban China from the perspectives of social stratification, job-searching spell and the quality of employment. The analysis reveals that students from lower socioeconomic background are more likely to self-select into vocational secondary education compared to those enrolled in general secondary education. This difference disappears when they are compared to the secondary general graduates who do not make it to the tertiary education and enter the labor market instead. Furthermore, we do not find statistically significant difference between the two groups of graduates in terms of their income and occupational stratified level. However, the secondary vocational school graduates have a shorter job-searching spell. We suspect it is due to their better preparedness for the labor market. This study intends to respond to the debate in China surrounding the relative merits of general and vocational secondary education. [For the complete Volume 12 proceedings, see ED597979.]
ASPIRE Award Program Evaluation, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-10-04
Type: Reports - Research
Subjects: Merit Pay,Teacher Salaries,School Districts,Incentives,Teacher Attitudes,Administrator Attitudes,Merit Rating,Awards,Accountability,Knowledge Level,Academic Achievement,Educational Practices,Compensation (Remuneration),Teaching Assistants,Paraprofessional School Personnel,Elementary School Teachers,Secondary School Teachers,Teacher Recruitment,Teacher Persistence,Teacher Attendance,Teacher Effectiveness

On January 12, 2006, the Houston Independent School District (HISD) Board of Education approved a teacher performance-pay program awarding teachers financial incentives based on three indicators of performance pay, using value-added methodology. For 2015-2016, HISD did not renew its contract with SAS EVAAS®. The amended model replaced EVAAS® with comparative growth as an award indicator. There are four major components of the Amended ASPIRE Award Model for Teachers and Campus Based Staff: (1) Group Performance based on Campus Comparative Growth; (2) Group Performance based on Campus Academic Achievement; (3) Group Performance based on Grade/Subject Student Growth; and (4) Individual Performance based on Teacher Comparative Growth. After consultations with national experts, teachers, and administrators, the teacher performance-pay model was improved and enhanced, which then became the ASPIRE Award, one component of the district's ASPIRE (Accelerating Student Progress: Increasing Results and Expectations) school improvement and performance management model. The purpose of the HISD ASPIRE Award Model was to reward teachers for their efforts in improving the academic growth of their students. The 2015-2016 ASPIRE Award uses comparative growth to provide teachers with the information they need to facilitate and measure student progress at the student, classroom, and campus levels. Due to budget constraints the 2015-2016 ASPIRE Award is the final district wide payout of this performance pay program. This report summarizes the effectiveness of the 2015-2016 ASPIRE Award as required by federal grants. The following analyses are included in the evaluation: (1) Award Payout by Model and Year; (2) Recruitment and Retention; (3) Teacher Attendance; (4) Survey Feedback; and (5) Distribution of Highly Effective Teachers Across the District.
Initial Teacher Education in Ireland: Structure, Policy Developments and Implications for Practice
Author: Heinz, Manuela
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Policy,Teacher Education Programs,Program Development,Foreign Countries,College School Cooperation,Partnerships in Education,Lifelong Learning,Educational Change,Labor Supply,Universities,International Educational Exchange

This paper aims to provide an overview of recent policy developments in Initial Teacher Education (ITE) in Ireland, their impact on practices and challenges for ITE providers and schools. It will outline and discuss recruitment and selection processes, recent structural and programme design changes as well as the cultural and political platforms on which teacher education is enacted. [For the complete Volume 12 proceedings, see ED597979.]
Interactions between Vocational Education and Training and the Labour Market in France: A Country Report
Author: Ogunleye, James
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Correlation,Labor Market,Vocational Education,Feedback (Response),Classification,Employment Qualifications,Labor Needs,Education Work Relationship,Economic Climate,Curriculum Development,Secondary Education,Educational Attainment,Educational Change,Employment,Strategic Planning

This paper presents formal interactions between vocational education and training and the labour market in France, part of a large European study commissioned by the Centre for the Development of Vocational Training (Cedefop). The paper examines the nature of vocational education and training system, the feedback mechanisms and the characterisation of the feedback loops in vocational education and training system in France. The paper concludes with a highlight of the significant features of the interactions between vocational education and training and the labour market in France. [For the complete Volume 12 proceedings, see ED597979.]
Distance Education as a Factor of Development of Virtual Academic Mobility
Author: Vasilevska, Daina
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Mobility,Faculty Mobility,Distance Education,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,College Faculty,College Students

Nowadays, academic mobility is the subject of the extensive scientific discussion. International mobility of students and lecturers today is already world standard. In recent decades, academic mobility both in Europe and in the world is recognized as one of the most effective tools for improving the quality of education. The modernization of the higher education in Latvia can be considered as an element of some global international project wherein the academic mobility arises as the priority of synchronization of higher education in Latvia, Europe and in the world. [For the complete Volume 12 proceedings, see ED597979.]
Conceptions of Learning and Significant Learning Experiences among Pedagogy and Andragogy Students at the University in Ljubljana and the University in Belgrade
Author: Šteh, Barbara
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Andragogy,Educational Experience,Universities,Comparative Education,Student Attitudes,Learning Experience,Feedback (Response),Teaching Methods,Foreign Countries,Instructional Effectiveness,Educational Quality,Teacher Student Relationship,College Students,College Faculty,Cross Cultural Studies

This paper presents a part of the results of a comparative study in which we scrutinised the study of pedagogy and andragogy at the University in Ljubljana and the study of pedagogy at the University in Belgrade. The main focus of the study is on the questions how students understand the essence of learning at the university and whether these concepts change during their studies. We have also analysed which significant experiences influence these changes. Our arguments derive from the thesis that establishment of the students' conceptions of learning and learning experiences that are analysed represent an important feedback when changes are introduced in the study process in order to achieve higher quality university studies. [For the complete Volume 12 proceedings, see ED597979.]
Considering a Pedagogy of Discernment as &quot;Primus Inter Pares&quot;: Implications for Comparative Educationists
Author: Potgieter, Ferdinand J.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Comparative Education,Hermeneutics,Phenomenology,Criticism,Moral Values,Power Structure,Ethics,Educational Philosophy,Behavior Standards,Educational Change,Educational Objectives

Making use of hermeneutic phenomenology and morality critique as methodological navigation points, this paper challenges the phantasmatic prestige and power of normative orders and the education systems that are designed to keep them alive. It is suggested that what education needs is not morals and ethics, but a pedagogy of discernment that will teach pupils to keep their eyes open and to recognise the tragic truth that normative systems maintain themselves at the cost of obliterating the onticity of singularisation, mortality and the non-normalisability of the human condition. [For the complete Volume 12 proceedings, see ED597979.]
Culture and Practice in Early Childhood Teacher Education in Namibia and Canada
Author: Prochner, Larry
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Early Childhood Teachers,Teacher Education Programs,Immigrants,Social Change,Preschool Children,Cultural Influences,Western Civilization,Child Development,Developmentally Appropriate Practices,Preservice Teachers,Child Caregivers,Workplace Learning

This comparative and qualitative study-in-progress focuses on two early childhood teacher education (ECTE) programs in contexts where the participants are undergoing rapid social and personal change: a program in Namibia and a program for immigrant childcare educators in Canada. The objective is to provide in-depth understanding of the ways in which differing ideas about ECTE are reflected in practice. It is important to ensure that ECTE programs prepare teachers to dovetail children's preparation for school with meaningful connections to the culture and language of the home community, since more and more children spend their preschool years in early childhood (EC) centres that are becoming increasingly westernized in character. The data will stem from analysis of early childhood care and education and ECTE curricula; policy and other documents; focused observations in ECTE classes; and interviews with teacher educators and students. The results are expected to illuminate issues and strategies which are most likely to be effective for ECTE programs, with implications for teacher education in a range of settings in both the majority and minority worlds. [For the complete Volume 12 proceedings, see ED597979.]
Child Protection: A Look at Some Internet Regulations
Author: Achinewhu-Nworgu, Elizabeth
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Internet,Child Safety,Child Abuse,Sexual Abuse,Teacher Attitudes,Parent Attitudes,Legislation,Prevention,Civil Rights,Global Approach,School Role,Foreign Countries,College Students,College Faculty,Computer Use

As a result of the rapid increase in technological development and the widespread use of computer-based communication and information sharing via the internet, regulation relating to child protection has become a serious issue of concern. This concern is shared across many countries around the world, including those in Africa. But the issue of child protection seems to have gained more attention in the Western countries than in other parts of the world. Despite its many benefits, however, evidence from research suggests that the internet has become the 'new medium' through which some commonly recognised forms of child abuse such as maltreatment, sexual and emotional abuse occur. This has impacted negatively on children's education. This paper examines the internet regulation for child protection. It discusses the role of educational institutions, regulatory measures and legislation relating to child protection with particular reference to internet-mediated communication. The paper draws on the perceptions of teachers and parents and legislative measures introduced by the European Commission in preventing children from the internet abuse. The paper employs a small-scale research to explore parents' and teachers' views about children's use of the Internet in classrooms and at home. The paper concludes with a set of recommendations and measures aimed at tackling the incidence of internet abuse. [For the complete Volume 12 proceedings, see ED597979.]
An Increase in Higher Education Fees and Human Rights Legislation
Author: Achinewhu-Nworgu, Elizabeth
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Tuition,Fees,Access to Education,Academic Persistence,Career Development,Educational Policy,Educational Legislation,Civil Rights,Student Attitudes,Parent Attitudes,School Policy,Legal Responsibility,Foreign Countries

The issue of rising tuition fee in higher education in the UK and other western countries has been debated by researchers and educators alike. The discussions have shown that the increases have had a negative impact on access, retention and career development. This paper examines the impact of rising tuition fees on access, retention and students' career development in Higher Education in the UK. It explores the policies and legislation that gave rise to the recent increases and examines whether these rises are in breach of International Human Rights, in particular the right to education. The paper analyses the findings of a small-scale research carried out to get affected students' and their parents' views on the HE fee increases and to determine whether the educational institutions' policies are operating against the human rights laws. Based on the findings of the small scale research, the paper concludes that students' general education progress and their career development have been negatively affected by the increases in fees, and that institutional policies are in breach of the UK 1998 Human Rights Act. [For the complete Volume 12 proceedings, see ED597979.]
Kazakhstan in the European Educational System
Author: Nessipbayeva, Olga
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,College Credits,College Transfer Students,International Cooperation,Student Mobility,Partnerships in Education

Significant qualitative changes in academic mobility development, introduction of a three-tier system of student training (Bachelor's -- Master's -- PhD), and also the creation of conditions for providing autonomy to Kazakhstani universities has ensued in Kazakhstan, after the nation's entry into the European zone of higher education. But, as in any large-scale programme there are achievements and difficulties of implementation of the basic principles of the European educational system. In this paper, the author's objective is to analyze the changes and challenges associated with joining the Bologna process, and to consider the perspectives of higher education development in the EHEA as a whole. Particular attention is paid to the ECTS (European Credit Transfer System): the problems of transfer credits of Kazakhstan, which is part of the process on the unification of different educational systems in introducing the Bologna process in Kazakhstan. The introduction of the credit system provides recognition of qualifications from the European educational space, and promotes the expansion and intensification of the processes of European academic mobility of students and teachers. [For the complete Volume 12 proceedings, see ED597979.]
Learning from the Past, Strategizing for the Future Education for All in India: The Present and beyond 2015
Author: Iftekhar, Syed Nitas
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Access to Education,Educational Trends,Futures (of Society),Early Childhood Education,Elementary Education,Skill Development,Adult Literacy,Sex Fairness,Equal Education,Educational Quality,Educational Finance

Education for All has been an international driver in the past decade for states that have been progressing rapidly and been making remarkable progress in education practically eradicating illiteracy and achieving nearly universal primary education along with gender parity. India being the second largest populated country in the world constituting a significant portion of the world population has made significant progress over the last couple of decades in the field of education. This progress undoubtedly has been through the efforts of the political system within the country and undeniably it can be attributed to the international targets such as Education for All (EFA) and the Millennium Development Goals (MDG). Such national and international efforts have been made to prepare globally competent citizens in India as well as in other countries. Yet as the deadline for EFA approaches, some states and regions within India remain far from achieving some goals and urban rural disparities exist that hold back India as a whole from achieving set targets for 2015 as a nation. India remains to be under the lower third in the Educational Development Index with EDI of .790 (UNESCO, 2012). Therefore, it is important to make a final assessment of progress under the framework of EFA with a vision beyond 2015 that will help achieve international and national targets in the coming decade. This paper concludes that as India prioritizes to prepare globally competent citizens in the coming years there needs to be a well thought-out education strategy that can be implemented via reforms in these key areas -- access, quality, governance. [For the complete Volume 12 proceedings, see ED597979.]