ethanporcaro/eric-fulltext-meta huggingface dataset:
All Students Need Advanced Mathematics. Math Works
Author: Achieve, Inc.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Mathematics Skills,Educational Needs,Mathematics Achievement,Mathematical Aptitude,College Readiness,Economic Impact,Advanced Courses,Educational Benefits

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math equals a stronger economy. (Contains 13 endnotes.)
Developing EFL Teachers' Performance at Sana'a Secondary Schools in the Light of Their Professional and Specialist Needs
Author: Zuheer, Khaled Mohsen Mohamed
Date: 2013-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Program Effectiveness,Achievement Tests,Specialists,Secondary School Teachers,Observation,Experimental Groups,Research Design,Communication Skills,Second Language Learning,Language Teachers,Intercultural Communication,Comparative Analysis,Interviews,Reflection,Check Lists,Pretests Posttests,Self Evaluation (Individuals),Scores,Foreign Countries,Inservice Teacher Education

The main aim of the present study was to develop EFL teachers' performance at Sana'a secondary schools in the light of their professional and specialist needs. Based on literature review, related studies and a panel of jury members' points of view and English teachers' interview, a list of four needs was proposed and used as the most necessary needs for English teachers at Sana'a secondary schools: (effective communication skills, reflection, integrating language skills and intercultural competence). The experimental design of the study depended on the voluntary basis of choosing the group of the study, which consisted of (25) English teachers. In the light of review of literature and the results of the pre administration of the observation checklist, the researcher designed a training program based on the four professional and specialist needs to develop teaching performance of EFL teachers at Sana'a secondary schools, the program was implemented over a period of seven weeks. Beside the observation checklist mentioned above, a pre-post achievement test was used to assess the knowledge aspects of the EFL teachers' professional and specialist performance. Results proved that there were significant differences between the mean scores of the experimental group of the study on the observation checklist and the achievement test in favor of the post administrations mean scores due to the effect of the training program. The following are appended: (1) Needs Questionnaire; (2) The Observation Checklist; (3) The Self-Assessment; (4) The Pre-Post Test; (5) The Jury Members; (6) Trainees' Raw Scores in the Observation Checklist and Pre-Post Test; (7) The Pilot Study; and (8) Answer Key of the Pre-Post Test. (Contains 7 tables and 8 figures.)
Internal Quality Assurance Benchmarking. ENQA Workshop Report 20
Author: Blackstock, Douglas
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Higher Education,Quality Control,Foreign Countries,Feedback (Response),Benchmarking,Seminars,Staff Development,Expertise,Quality Assurance,Research Tools,Followup Studies,Institutional Research,Performance Factors

The Internal Quality Assurance group of ENQA (IQA Group) has been organising a yearly seminar for its members since 2007. The main objective is to share experiences concerning the internal quality assurance of work processes in the participating agencies. The overarching theme of the 2011 seminar was how to use benchmarking as a tool for developing an agency's internal quality assurance system. The seminar gathered around 45 participants in the premises of the Finnish Higher Education Evaluation Council (FINHEEC) in Helsinki on 16-17 June 2011. The present report gathers good practise and expertise related to these three themes: follow up on feedback (chapter 2), staff development (chapter 3) and performance indicators (chapter 4). Articles included in this report are: (1) Benchmarking in European Higher Education (Nadine Burquel); (2) Learning from each other--using benchmarking to develop IQA. Follow up on feedback (Sandra Marcos); (3) The benchmark of staff development; a valuable first step (Douglas Blackstock, Marion Moser, and Henri Ponds); and (4) Benchmarking of performance indicators and (Matti Kajaste, Luis Carlos Velon Sixto, Harald Scheuthle, Nuria Comet, and Sergio Machado dos Santos). Internal Quality Assurance Group Seminar is appended. Individual articles contain references. (Contains 3 footnotes.)
Advanced Math: Closing the Equity Gap. Math Works
Author: Achieve, Inc.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Minority Group Students,Grade 12,Mathematics Achievement,Educational Opportunities,Achievement Gap,Advanced Courses,Low Income Groups,Disadvantaged

Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to success. Education doesn't add up for too many low-income and minority students. There are inequities by race and by the socioeconomic status of a school. The problem is a lack of opportunity, not ambition. Nationally, only about 17 percent of U.S. 12th graders are prepared for and interested in pursuing science, mathematics, engineering or technology (STEM) degrees. Advanced math advances equity. In college success: Taking advanced math has a greater influence on whether students will graduate from college than any other factor. In economic opportunity: Taking advanced mathematics has a direct impact on future earnings. (Contains 6 endnotes.)
Quality Assurance of Joint Programmes. ENQA Workshop Report 19
Author: Frederiks, Mark
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Higher Education,Accreditation (Institutions),Quality Control,Foreign Countries,Seminars,Program Evaluation,Educational Opportunities,Masters Programs,Cooperative Planning,Cooperative Programs,Agency Cooperation,Quality Assurance,Change Strategies,Educational Policy

In view of the Bologna ministerial conference to be held in April 2012 in Bucharest, ENQA organised a seminar in September 2011 on Quality Assurance of Joint Programmes in collaboration with the Austrian Accreditation Council (OAR). The purpose of this seminar was twofold: first, to analyse the experience already gained in quality assurance of joint programmes as regards specific issues and methodological approaches, and second, to make recommendations to the ministers responsible for higher education in the European Higher Education Area. This report highlights the results of three projects, undertaken since 2004 and presented at the ENQA seminar in Vienna, to illustrate the width of experience that quality assurance agencies have in the quality assurance of joint programmes. The articles clearly show that what remains the major impediment for the agencies is not the conduct of QA of joint programmes in itself, but rather the national regulations for approval of the different joint programmes. Articles included in this report are: (1) A retrospective view of the Transnational European Evaluation Project (TEEP II) and identifying opportunities for the future (Josep Grifoll); (2) Joint Master's programmes--joint evaluations: A Nordic challenge (Kirsi Hiltunen); and (3) Joint programmes and mutual recognition of accreditation decisions (Mark Frederiks). Quality assurance of joint programmes is appended. (Contains 1 table and 17 footnotes.)
Math's Double Standard. Math Works
Author: Achieve, Inc.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Children,Foreign Countries,Mathematics Education,Mathematics Skills,Student Attitudes,Student Motivation,Social Attitudes,Social Values,Cultural Influences,Cultural Differences,Mathematics Achievement

Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for their own enrichment. Most American middle school students (84 percent) would rather clean their rooms, eat their vegetables, take out the garbage and go to the dentist than do their math homework. Yet these same students say they want to do better in math (67 percent) and that doing well in math is important to them (94 percent). In addition, 62 percent of parents say it is crucial for most of today's students to learn high-level math, like advanced algebra and calculus. Only 32 percent of parents, however, say their child's school should teach more math and science. On the other hand, students--and teachers--in other countries have a more positive perception of math. When teachers were asked what factors may influence students' performance in mathematics, 41 percent of American teachers believed that innate intelligence was more important than studying hard, which was just the opposite of Chinese teachers. One study found that fifth graders from the U.S. believe math is all about numbers, memorization and knowing the "rules," while fifth graders from Taiwan believe math is about knowing how to use the rules and develop flexible solutions. (Contains 5 endnotes.)
Exposing the Myth: Advanced Math Does Not Increase Drop out Rates. Math Works
Author: Achieve, Inc.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Graduation Requirements,Mathematics Instruction,Misconceptions,Advanced Courses,Student Motivation,Achievement Need,Dropout Rate

A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and relevance of mathematics courses to keep students engaged and on track to graduation and postsecondary success. This paper stresses that: (1) Students do not feel motivated, particularly when enrolled in low-level courses; (2) Students are willing to work harder--but only if they are challenged; and (3) More rigorous graduation requirements--including more higher-level math courses--are not tied to higher drop out rates. (Contains 9 endnotes.)
Americans Need Advanced Math to Stay Globally Competitive. Math Works
Author: Achieve, Inc.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Mathematics Skills,Education Work Relationship,Global Approach,Mathematics Achievement,Educational Needs,Economic Impact,Graduation Requirements

No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy. Highlights of this paper include: (1) American students lag far behind other industrialized nations in math skills; and (2) Requiring more students to take advanced math would boost America's economic competitiveness and wealth. (Contains 10 endnotes.)
Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey
Author: Colakoglu, Nurdan
Date: 2013-03-00
Type: Journal Articles
Subjects: High Schools,Mathematics Achievement,Vocational Education,Foreign Countries,Mathematics Skills,Vocational High Schools,Knowledge Level,College Students,College Mathematics

Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university education. Students attend various schools including normal high school, Anatolian high school, and science high school, and most students may leverage mathematics knowledge both in ordinary high school education and private teaching institution; however, mathematics skills and knowledge of students, who attend vocational high schools, could not be sufficiently improved. In many departments of vocational high schools, mathematics course is available only in the first education year of high school, and later, most vocational courses are emphasized. Those students are not well-educated in the field of mathematics and when they graduate from vocational high schools and they start to attend vocational colleges, they also take mathematics courses and they fail even in principal mathematics courses. Moreover, students perceive vocational colleges as a step towards four-year faculty education after they take ETE (external transfer examination). In current study, 275 students who had mathematics courses from the same teacher and attended various departments of a private charity university, were subjected to mathematics examination which was compiled from ETEs of previous years, and thus, level of mathematics knowledge of students was investigated. Findings of current study indicated that level of mathematics knowledge for students attending vocational colleges is upsetting. (Contains 5 tables.)
The Value of the Fourth Year of Mathematics. Math Works
Author: Achieve, Inc.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: College Readiness,Secondary School Mathematics,Educational Benefits,Developmental Continuity,Articulation (Education),High School Seniors

Too many students and educators view the senior year and graduation from high school as an end point, rather than one vital step along the education pipeline. Students who engage in a fourth year of math tap into and build upon their advanced analytic skills and are more likely to have better success in postsecondary course work, as they have maintained their momentum and continued to practice mathematics throughout their high school experience. Highlights of this paper include: (1) Math is a continuum of learning; and (2) A fourth year of math improves students' college readiness. (Contains 8 endnotes.)
Internal Quality Assurance--Enhancing Quality Culture. ENQA Workshop Report 16
Author: European Association for Quality Assurance in Higher Education (ENQA)
Date: 2010-06-00
Type: Collected Works - Proceedings
Subjects: Quality Control,Stakeholders,Management Systems,Foreign Countries,Seminars,Knowledge Management,Best Practices,Educational Practices,Agency Cooperation,Quality Assurance,Institutional Research,Organizational Theories,Organizational Culture,Higher Education

The European Association for Quality Assurance in Higher Education (ENQA), in cooperation with the Quality Assurance Agency (QAA, UK), organised a seminar on theme &quot;Internal Quality Assurance--Enhancing quality culture&quot; which was held on 8-9 June, 2010 in London, United Kingdom. The seminar marked the fourth annual meeting of the ENQA IQA Group with the ENQA IQA Steering Group being the main responsible for planning and organising the event. The purpose of this seminar was to unite quality assurance (QA) agencies and other stakeholders that are interested in operational internal quality assurance (IQA) systems, and/or who are planning to implement such a system. The seminar provided a platform for the staff of QA agencies for discussing shared challenges, concerns, innovative ideas and future expectations which may then be applied to individual IQA practices and/or future IQA processes. This report collects some good practises that are implemented for internal quality assurance in different QA agencies, with the intention to share them for the benefit of other quality assurance agencies or institutions interested in these issues. In addition to good practices, the participating agencies were encouraged to openly share what processes they find challenging or ineffective in their agencies. This report thus provides a short list of both good and ineffective practices as they were presented in the seminar in London. This report contains: (1) Quality Assurance in Commission des Titres d'Ingenieur (CTI) (Teresa Sanchez Chaparro); (2) DOCUWARE--ACSUCYL's Document Management System (Sandra Marcos Ortega); (3) Good and Ineffective Practices in IQA at ACSUG (Luis Carlos Velon Sixto); (4) IQA at AEQES (Caty Duykaerts); and (5) Internal Quality Assurance of Reviewer Selection and Monitoring at AKKORK (Yuri Rubin and Erika Soboleva).
Quality Assurance of E-learning. ENQA Workshop Report 14
Author: Grifoll, Josep
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Higher Education,Quality Control,Stakeholders,Guidelines,Foreign Countries,Electronic Learning,Workshops,Quality Assurance,Standard Setting,Academic Standards,National Standards,Institutional Characteristics,Research Methodology,Program Implementation,Research Design,Institutional Evaluation,Institutional Research,Access to Education,Educational Quality,Barriers,Case Studies,Benchmarking,Focus Groups,Regional Programs,Educational Policy,Evaluation Methods

E-learning in the European Higher Education Area has stampeded its way to the foreground of the Quality Assurance (QA) forum, and has become a key issue among quality assurance agencies and institutions in the European Higher Education Area (EHEA). Because internet-based learning is currently such a relevant topic, there is a dire need for the creation of a common language and guidelines amongst all QA agencies in order to proceed in a collectively positive direction in regards to developing a quality culture within the frame of E-learning further. This report gives a general overview of the matters discussed and challenges faced within the sector of quality assurance in E-learning. The workshop ENQA held in coordination with the National Agency for Higher Education, in Sigtuna, Sweden in October, 2009 created a dialogue between institutions, quality assurance agencies, students and other stakeholders who are directly affected by the quality of E-learning, and the need for continuous improvement in this field that will foster positive outcomes. Articles included in this report are: (1) E-learning in the context of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (Josep Grifoll); (2) How to assess an E-learning institution: Methodology, design and implementation (Esther Huertas, Anna Prades and Sebastian Rodriguez); (3) Modern E-learning: Qualitative education accessibility concept (Yuri Rubin); (4) Challenges for quality assurance organisations: The case of NVAO (Fred Mulder); and (5) Benchmarking eLearning in higher education (Ebba Ossiannilsson). Programme of the workshop is appended. Individual articles contain figures, tables, and references. (Contains 49 footnotes.)
Quality Assurance and Transparency Tools. ENQA Workshop Report 15
Author: Costes, Nathalie
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Quality Control,Stakeholders,Foreign Countries,Seminars,Position Papers,Educational Quality,Quality Assurance,Evaluation Research,Research Tools,Accountability,Expectation,Academic Standards,Information Needs,Information Utilization

The European Association for Quality Assurance in Higher Education (ENQA) realises that there is a steadily growing interest among students and all stakeholders of Higher Education and the public at large in accessing detailed and reliable information on the quality of individual study programmes, faculties and higher education institutions. ENQA is aware that external quality assurance activities in higher education set up by quality assurance agencies are producing only part of the information. Besides quality assurance agencies that enshrine their activities in the ESG, there is a growing number of providers of information about higher education. The proliferation of ranking schemes and other transparency tools is one aspect of this increasing need for information about higher education institutions and their activities. The purpose of this seminar was to discuss expectations from higher education institutions and other stakeholders concerning information on quality of higher education, and the contribution of quality assurance and transparency tools to meet these expectations. The outcome of the discussions is a position paper on information and transparency tools, which can be found in Part 2 of this report. This paper is divided into two parts: (1) Key messages; and (2) ENQA position paper on transparency tools. Programme of the Seminar is appended. (Contains 2 footnotes.)
Quality Assurance and Learning Outcomes. ENQA Workshop Report 17
Author: Adamson, Lena
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Quality Control,Stakeholders,Pilot Projects,Foreign Countries,Workshops,Outcome Measures,Student Evaluation,Case Studies,Institutional Evaluation,Graduation Requirements,Academic Standards,Alignment (Education),Benchmarking,Accreditation (Institutions),Behavioral Objectives,Educational Objectives,Educational Policy,Program Implementation,Standard Setting,Policy Formation,Cognitive Mapping,Higher Education,Outcomes of Education

Learning outcomes are described as written statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning. At the beginning of the 90s, a EU pilot project on ECTS showed that study programmes were much easier to compare if they were described in terms of outcomes, instead of inputs. The importance of learning outcomes will increase for several reasons. Firstly, learning outcomes make qualifications more transparent for students. Then, the range of graduates is becoming wider and thanks to learning outcomes, employers may have a better understanding of the acquired knowledge, skills and competences in order to recruit the most suitable candidate. Learning outcomes benefit for quality assurance as they increase transparency and comparability between qualification standards. Learning outcomes are also valuable in terms of course design. This report presents four articles based on the ENQA workshop on the theme &quot;Quality Assurance and Learning Outcomes&quot; that was held in September 2010 in Vienna, Austria. The workshop addressed the question of what stakeholders expect from quality assurance agencies in connection with learning outcome orientation. The opportunities and challenges of the learning outcome orientation in the higher education sector were discussed from different perspectives. The workshop tried to define the role that learning outcomes should play in external quality assurance and how they can or should be considered within the scope of external quality assurance. Articles included in this paper are: (1) On quality assurance and learning outcomes: Evaluating students' work within institutions or institutional work with students? (Lena Adamson); (2) Learning outcomes in external quality assurance: The case of Spain (Maria Becerro, Laureano Gonzalez-Vega &amp; Juan Jose Sobrino); (3) Determining whether intended learning outcomes meet subject-specific and academic and/or professional requirements (Peter Cullen); and (4) Which requirements should the formulation of learning outcomes meet? (Norma Ryan). ENQA Workshop: &quot;Quality Assurance and Learning Outcomes&quot; is appended. (Contain 3 figures, 2 tables, and 14 footnotes.)