ethanporcaro/eric-fulltext-meta huggingface dataset:
National CrossTalk. Volume 17, Number 1
Author: Trombley, William, Ed.
Date: 2009-03-00
Type: Collected Works - Serial
Subjects: Higher Education,Accountability,Economic Climate,Economics,Partnerships in Education,Foreign Countries,Tuition,Grants,Outcomes of Education,Educational Research,Affirmative Action,Community Colleges,Colleges

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) Florida's Unnatural Disaster: The State's Economic Bubble Has Burst, Leaving Higher Education in a Double Bind (Jon Marcus); (2) Saudi King's Modern University: Partnerships Are Sought in Attempt to Establish a World-Class Institution (Robert A. Jones); (3) Hard Times: Tuitions Rise, Services Cut, as University Officials Try to Ride Out a Severe Economic Downturn (Jon Marcus); and (4) Financial Challenges: Oregon's Opportunity Grant Program Must Overcome New Hurdles Due to the Recession (Kathy Witkowsky). Other Voices, a regular feature, contains the following articles: (1) Recessions Past and Present: Higher Education Struggles with State Cuts, Rising Tuitions and a Climate of Uncertainty (David W. Breneman); (2) Accountability Measures: States Rely on New &quot;Data Systems&quot; to Track Institutional Success and Student Outcomes (Kevin Carey); and (3) Great Expectations: Can Research Change the Character of the Affirmative Action Debate? (David L. Kirp).
National CrossTalk. Volume 13, Number 4, Fall 2005
Author: Trombley, William, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Tuition,Educational Finance,Educational Vouchers,Community Colleges,Public Education,Natural Disasters,Weather,Context Effect,College Readiness,Remedial Programs,Nontenured Faculty,Teaching Conditions,Academic Freedom

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This publication contains the following articles: (1) &quot;Truth in Tuition&quot; (Susan C. Thomson); (2) In Katrina's Wake (Kathy Witkowsky); (3) News from the Center: New Center Associates; (4) Colorado On the Edge (Robert A. Jones); (5) Kentucky's Rocky Road (Kay Mills); (6) Killing Academic Freedom Softly (David L. Kirp); and (7) Nine Principles (Joseph C. Burke). Other Voices, a regular feature, is presented.
National CrossTalk. Volume 13, Number 2, Spring 2005
Author: Trombley, William, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Student Loan Programs,Higher Education,Urban Universities,Standards,Remedial Instruction,Scholarships,Males,Academic Achievement,Educational Quality,Goal Orientation,Criticism,Educational Improvement,Strategic Planning,Marketing,Public Officials,Educational Trends

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) CUNY [City University of New York] Sheds Reputation as &quot;Tutor U&quot;: The Nation's Largest Urban University Raises Standards, and Grapples with Remediation (Jon Marcus); (2) Scholarship Sweepstakes: National Merit Program Offers Millions in Scholarship Dollars without Regard to Financial Need (Pamela Burdman); (3) Where the Boys Aren't: For Young Males, the Drift Away from Academic Achievement Is a Trend (Robert A. Jones); (5) &quot;Culture of Quality&quot;: Northwest Missouri State University's Corporate-Style Goal-Setting and Number Crunching (Susan C. Thomson); (6) Strategic Missive: Is the Criticism of Lawrence Summers Just  Smart Marketing? (David L. Kirp); and (7) Toward Continuous Improvement: Rebuilding the Compact between Higher Education, the Public and Our Elected Officials (Larry R. Faulkner).
The Challenge of Measurement: Statistics for Planning Human Resource Development. Conference Paper
Author: Karmel, Tom
Date: 2011-00-00
Type: Opinion Papers
Subjects: Industry,Foreign Countries,Human Resources,Vocational Education,Labor Force Development,Labor Market,Surveys

This presentation was made to a breakout session at the 2011 Skills Australia and Industry Skills Councils joint conference, &quot;Putting Skills at the Heart of Economy&quot;. The paper addresses the challenge of measurement in workforce development planning and discusses the role of the various players in the labour and training markets--individuals, employers, providers, regulators, governments and industry bodies--and the information they need to make optimal decisions. One issue is the extent to which markets should be left to operate freely, noting that the data required by central planners to second-guess the market are particularly onerous. It is emphasised, however, that markets need ample information to function effectively. The presentation's overall assessment is that data in Australia are not too bad, although the lack of a complete collection (covering both private and public) of vocational education and training (VET) activity is an obvious deficiency. There is also lack of data about the VET workforce (which regulators have a particular interest in) and data on job vacancies are limited. Provider-level performance data have also not been published to date. (Contains 3 tables and 1 footnote.)
Social Capital and Youth Transitions: Do Young People's Networks Improve Their Participation in Education and Training? Occasional Paper
Author: Semo, Ronnie
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Objectives,Family Characteristics,Outcomes of Education,Young Adults,Factor Analysis,Geographic Location,Cultural Background,Social Capital,Social Networks,Longitudinal Studies,Foreign Countries,Academic Achievement,Student School Relationship,Disadvantaged,Regression (Statistics),Tables (Data)

In recent times social capital has received considerable attention because it is seen as having the potential to address many of the problems facing modern society, including the poor educational outcomes of considerable numbers of young people. This paper uses data from the Longitudinal Surveys of Australian Youth (LSAY) to explore the relationship between social capital at age 15 and participation in education and training at age 17. The issue is whether social capital is yet another factor which advantages the already advantaged, or whether social capital operates separately from family background. Findings reveal that social capital influences educational participation &quot;over and above&quot; the effects of background characteristics such as parents' education levels, parental occupation, geographic location, cultural background, school sector and academic achievement. For both males and females, participation in a diverse range of activities has the greatest influence on participation in education and training, followed by the strength of the relationship students have with their teachers. Increasing rates of participation in sport also increase educational participation for females. The authors note that, if anything, the findings underestimate the net effects of social capital because the results cannot fully account for the accumulation of social capital prior to the age of 15. The finding that social capital matters for school education is a very positive one. It implies that activities that promote and encourage engagement at school can go some way to redressing economic and social disadvantage. Appended are: (1) Factor analysis; (2) Distribution of social capital; (3) Logistic regression (1); (4) Logistic regression (2); and (5) Distribution of social capital by academic orientation. (Contains 10 tables, 12 figures and 6 footnotes.)
To Gain, Retain and Retrain: The Role of Post-School Education for People with a Disability. Research Report
Author: Polidano, Cain
Date: 2011-00-00
Type: Reports - Research
Subjects: Wages,Part Time Employment,Job Satisfaction,Labor Market,Vocational Education,Disabilities,Postsecondary Education,Employment Qualifications,Job Skills,Probability,Income,Welfare Services,Comparative Analysis,Employment Level,Foreign Countries

This study extends previous work of Cain Polidano and Kostas Mavromaras (2010) which showed that vocational education and training (VET) qualifications had a positive effect on the chances of finding work for people with a disability. It teases out this earlier result by looking at whether, for those who already have a disability, completing a VET qualification improves conditions of employment--wage rates, the probability of being in full-time employment, job satisfaction--and benefits of employment, including household income and welfare dependence in comparison to those with no post-school qualification. Higher education qualifications are not considered because they are rarer for people with a disability to attain. Polidano and Vu extend their thinking about the relationship between education, disability and labour market outcomes, by also considering what happens in situations in which the disability occurs after an individual is in the labour market. Their focus is the extent to which VET and higher education qualifications may reduce the disruptive effects of disability onset. One of the difficulties in undertaking this analysis is that an individual's qualifications impact on choice of occupation and people in some occupations are more likely to be affected by a disability than in others--perhaps because of the level of physical requirements inherent in different jobs. (This study reports that physical disabilities are the most common type of disability irrespective of qualification level). In this respect, Polidano and Vu find that rates of employment in the first year of disability onset decline by nine percentage points for those with no post-school qualification and 11 percentage points for those with a VET qualification compared to only five percentage points for those with a higher education qualification. One would suggest this says more about the occupation than the possession of a qualification as such. A new finding is that, for people with disability who are out of work or in a part-time job, completing a VET qualification significantly improves the chances of getting a &quot;full-time&quot; job, compared to those with no post-school qualifications. With this comes greater financial independence. Appendices include: (1) Results from the probit matching models; (2) Balancing test results; (3) Results using nearest neighbour matching; (4) Duration of disability; and (5) Technical discussion. (Contains 18 tables, 1 figure and 17 footnotes.)
Australian Vocational Education and Training Statistics: The Likelihood of Completing a VET Qualification, 2005-08
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Qualifications,Foreign Countries,Vocational Education,Enrollment Rate,Graduation Rate,Markov Processes,Educational Attainment,Longitudinal Studies,Definitions

The Australian vocational education and training (VET) system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). The system provides training for students of all ages and backgrounds. Students may study individual subjects or full courses that lead to formal qualifications. This publication estimates the qualification completion rates of publicly funded VET qualifications in Australia, in order to fill a gap in performance measures for the VET sector. For qualifications commencing in 2008: (1) The national estimated completion rate for VET enrolments at certificate I and above is 28.4%, and the subject load pass rate is 80.4%; (2) For students in full-time study aged 25 years and under with no previous post-school qualification, the national estimated qualification completion rate is 37.3% and the corresponding subject load pass rate is 77.5%; (3) Students enrolled in qualifications at certificate IV level (34.6%), certificate III level (33.5%) and diploma level and above (32.9%) have the highest estimated completion rates; (4) Full-time students aged 25 years and under with no previous post-school qualification enrolled in a certificate III have estimated completion rates of 45.9%; and (5) Enrolments in education (52.0%), society and culture (37.3%) and health (37.2%) have the highest estimated qualification completion rates. (Contains 6 tables and 4 notes.) [For related report, &quot;The Likelihood of Completing a VET Qualification: A Model-Based Approach. Technical Paper,&quot; see ED511677.]
Grammar Charts Analysis: A Tool to Promote Students' Visual Literacy and Autonomous Learning
Author: Nausa T., Ricardo A.
Date: 2007-03-27
Type: Reports - Descriptive
Subjects: Second Language Instruction,Language Teachers,Visual Literacy,Charts,Grammar,Teaching Methods,Teacher Role,Learning Processes,Semiotics

This reflection paper attempts to show how we foreign language (FL) teachers can help our students develop their visual literacy concerning the use of grammar charts to help them to make better sense of the grammar information presented in their textbooks. In the first part, this reflection overviews the concept of visual literacy (VL), its relevance to the learning processes, its connection to EFL specifically on the training of students to interpret and use grammar charts to improve grammar learning. The second part of the reflection explores ways in which we can teach our students the language of grammar charts and sets some guidelines for teachers to help students make sense of and properly use the information in grammar charts to do grammar exercises. This reflection is the result of the author's own practice as an EFL teacher at the Centro Colombo Americano in Bogota, Colombia. The methodology to teach grammar exploring grammar charts was devised following the center's philosophy on learner's autonomy, and was widely adopted by several fellow teachers.
Analyzing Conversation Strategies among Colombian EFL Learners
Author: Nausa Triana, Ricardo Alfonso
Date: 2009-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Discourse Analysis,English (Second Language),Second Language Learning,Classroom Techniques,Socialization,Speech Communication,Textbooks,Classification,Educational Opportunities,Pragmatics,Second Language Instruction,Introductory Courses,Foreign Countries,Communication Strategies,Teaching Methods,Metalinguistics,Check Lists,Lesson Plans,Observation,Coding

In recent years, there has been a growing interest in the teaching of conversation strategies in the EFL classroom. This is reflected in how institutional programs and textbook series regard conversation management as crucial in the learning of the L2. Classrooms, in this sense, have become spaces for active socialization, and have given the study of conversation a status as important as the status given to grammar or pronunciation. This has resulted in the increase of opportunities for students to have meaningful conversation practices and to develop socialization skills in the EFL classroom. However, conversational practices do not always resemble what is taught in the conversation class. This study focuses on the strategies that a group of beginner learners at the Centro Colombo Americano in Bogota developed after a three month period of instruction on pragmatic and strategic aspects of conversation in English. It proposes a concrete methodology to help students to understand and use strategies in conversations: pragmatic awareness through conversation analysis. It also seeks to set up taxonomy of conversation strategies Colombian beginner learners develop. This taxonomy organizes conversation strategies in three main categories: strategies to i) begin, ii) keep and iii) finish conversations. Strategies are analyzed from a Conversation Analysis perspective. The following are appended: (1) Samples of conversation strategies lessons in recent EFL textbooks; (2) Touchstone 1 Conversation Strategy Lessons; (3) Students' observation checklist; (4) Students' consent form; (5) Center's Director consent form; (6) Conversations transcription conventions; (7) Conversations transcription conventions; (8) A coded conversation; and (9) Conversation strategies typology. (Contains 8 tables.)
Measuring Status and Change in NAEP Inclusion Rates of Students with Disabilities: Results 2007-2009. NCES 2011-457
Author: Kitmitto, Sami
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Inclusion,Disabilities,National Competency Tests,Methods,Student Characteristics,Public Schools,Change,Comparative Analysis,Mathematics Tests,Reading Tests,Testing Accommodations,Grade 8,Grade 4,Predictive Measurement,Regression (Statistics),Predictor Variables,Models,Student Participation

The National Center for Education Statistics (NCES) continues to be interested in addressing the issue identified by the Government Accountability Office (GAO). With the release of the 2009 National Assessment of Educational Progress (NAEP) reading and mathematics assessments, NCES again had the opportunity to measure the status and change in inclusion rates and, hence, conducted this update to the 2009 report. Additionally, while the general methodology did not change, the specification of the statistical model changed slightly. First, changes in the background information that NAEP collects on students with disabilities meant that one of the control factors that had been used in the previous report was not available in the 2009 administration and therefore was not used in the model. Second, efforts were made to re-specify the statistical model to better handle student observations with missing background information. This report is limited to the discussion and application of methods for measuring change in state-level inclusion rates. Though the focus of this study is on change over 2007-09, results from 2005-07 were re-calculated with the updated model. Changes in inclusion for 2005-07 and 2005-09 are presented with the 2007-09 results for comparative purposes. This report starts with a brief introduction to the inclusion of students with disabilities on NAEP and motivation for the methodology used in this study. Next is a discussion of the variability of inclusion rates across states and across student characteristics. This is followed by a discussion of variability of student characteristics across states and time. The core methodology for measuring change is then introduced as well as a measure of inclusiveness, or &quot;status measure,&quot; in the initial year over which change is measured. The status measure provides context for understanding the change measure. An illustrated example is then provided. The remainder of the report is devoted to a summary of results for 2007-09 and a comparison of change over 2005-07 to change over 2007-09. The consistency of change across subjects (mathematics and reading), grades (4 and 8), and time periods (2005-07, 2007-09, and 2005-09) is explored at the end of the report. Appended are: (1) Mathematics Results--2007-09; (2) Reading Results--2007-09; (3) Supporting Tables; and (4) Caveats. (Contains 14 tables, 20 figures and 1 endnote.)
National CrossTalk. Volume 12, Number 1, Winter 2004
Author: Trombley, William, Ed.
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Affirmative Action,Court Litigation,Athletics,Academic Education,First Generation College Students,Family Income,Jargon,Educational Quality,Educational Policy,Public Policy

&quot;National CrossTalk&quot; is a publication of the National Center for Public Policy and Higher Education. The National Center promotes public policies that enhance opportunities for quality education and training beyond high school. The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue of &quot;National CrossTalk&quot; contains the following articles: (1) Texas Returns to Affirmative Action: Readjustment and Confusion in the Aftermath of Recent U.S. Supreme Court Decisions (Carl Irving); (2) Can Athletics and Academics Coexist? Colleges and Universities Wrestle with Big-Time Sports (Don Campbell); (3) A Helping Hand: The Community College of Denver Reaches Out to First-Generation Students (Kay Mills); and (4) Ambitious Agenda: Michael Crow Has Brought an Entrepreneurial Spirit to Arizona State University (Kathy Witkowsky).  Other Voices, a regularly featured section, presents: (1) Access Denied: Low-Income Students Are Hit Hardest by the Latest Round of Tuition Hikes and Budget Cuts (David L. Kirp); (2) The Business We're in: When Standard Formulas Fail, the Work of Policymakers Has Got to Change (Gordon K. Davies); and (3) &quot;Policy Speak&quot; in the Crosshairs: Jargon-Heads Face Friendly Fire (Todd Sallo). &quot;Responding to the Crisis in College Opportunity,&quot; a special supplement to &quot;National CrossTalk,&quot; is also included.
National CrossTalk. Volume 12, Number 3, Summer 2004
Author: Trombley, William, Ed.
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Foreign Countries,Tuition,Low Income,Entrepreneurship,Institutional Mission,Black Colleges,College Presidents,Academic Freedom,National Security

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) U.K. Adopts &quot;Top-Up&quot; Tuition Fees: British Universities Prepare to Compete in a More &quot;American&quot; System (Jon Marcus); (2) &quot;Plain Living&quot;: Berea College Makes a Commitment to the Welfare of Its Students and Its Community (Robert A. Jones); (3) Making a Difference: &quot;College Match&quot; Helps Low-Income Students to Compete on an Equal Footing (Anne C. Roark); (4) &quot;More Better Faster&quot;: Oregon's Newly Appointed Board of Higher Education Grapples with a Legacy of Disinvestment (Pamela Burdman); and (5) A Mixed Blessing? Critics Object to Mississippi's Settlement of a 1975 Anti-Segregation Lawsuit Involving the State's &quot;Historically Black Universities&quot; (Kay Mills). Other Voices, a regularly featured section, presents: (1) College Presidents, or CEOs?Presidential Pay Is Escalating at a Time when Institutions Are Cutting Budgets (Robert Atwell); and (2) Academic Freedom and National Security: Do Anti-Terrorism Measures Go too Far? (Robert M. O'Neil).
National CrossTalk. Volume 12, Number 4, Fall 2004
Author: Trombley, William, Ed.
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Behavior,Standards,School Orientation,Outdoor Education,Politics of Education,Program Evaluation,Paying for College,College Preparation,Mathematics Achievement,Language Arts,Access to Education,Equal Education,Public Policy,Foreign Students,Context Effect

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) Code of Conduct: Air Force Academy Adopts Changes in Response to 2003 Sexual Assault Scandal (Kathy Witkowsky); (2) Political Football: Partisan Politics Could Determine Management of Los Alamos Laboratory (Carl Irving); (3) An Interview: Mark Warner (Patrick M. Callan); (4) Preparing for Success in College: California State University Is Working Closely with High Schools to Improve English and Math Skills (Kay Mills); (5) Into the Woods: Outdoor Action Program Offers a Rewarding College Orientation Experience (Kathy Witkowsky); (6) Grading the National Report Card: Critics and Supporters Respond to Measuring Up 2004--A Special Supplement to &quot;National CrossTalk&quot; (William Trombley and Lori Valigra); and (7) Eight Days a Week (Javier Serrano). Other Voices, a regular feature, contains the following articles: (1) Trouble at the Border: How U.S. Anti-Terrorism Efforts Affect Foreign Students and Visiting Scholars (Robert M. O'Neil); (2) A Bold Proposal: Increasing College Access without Spending More Money (Donald E. Heller); and (3) Assessment Literacy: Do Educators Know How to Make Use of the New Avalanche of Standardized Test Data? (Rebecca Zwick).