ethanporcaro/eric-fulltext-meta huggingface dataset:
Internal Staff Allocation and the Changing Workload of Japanese Professoriate: A Multilevel Statistical Analysis with Simulations. Research &amp; Occasional Paper Series: CSHE.1.13
Author: Watanabe, Satoshi
Date: 2013-02-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,College Faculty,Faculty Workload,Educational Change,Teacher Responsibility,Educational Administration,Teaching Conditions,Statistical Analysis,Simulation,Graduate Study,Research Universities,Questionnaires,Teacher Researchers,Research Assistants,Part Time Faculty,Resource Allocation

The increasingly competitive and globalizing environment of today's higher education market has compelled many colleges and universities around the world to revamp their academic programs and organizational structures by responsively addressing various contemporary issues raised by internal as well as external stakeholders. It is no exception that Japanese colleges and universities have gone through a period of dramatic transition over the last decade under considerable pressure and influence of the central government's stringent policy mandates. Although the government-led reforms have intended to support the domestic institutions of higher education in gaining a competitive edge and assuring the quality of teaching and research, a series of reform attempts are documented to have increased the workload of Japanese professors tremendously, while shifting their work balance from teaching- and research-oriented activities towards more administrative or service-related tasks. It is a shared concern that the excessive workload of administrative responsibilities on professors deteriorates the quality of student instruction and research productivity delivered by the academic staff. This study focuses on the amount of time spent by the faculty on administrative tasks and examines how their workload is influenced by the organizational scale and composition of supporting staff members as well as faculty colleagues. Our finding suggests that a mere increase of support staff would not necessarily reduce the faculty time spent on administrative or service-related tasks in Japanese universities. An increase in employment of part-time administrative assistants per se could indeed add heavier burdens on professors, due to their growing responsibilities in managing the larger scale of their organizations. Further simulation results demonstrate that the faculty workload in administrative tasks would most effectively be alleviated with the support from research assistants, provided that the same budgetary constraint is assigned to the organizational unit.
To Grow or Not to Grow? A Post-Great Recession Synopsis of the Political, Financial, and Social Contract Challenges Facing the University of California. Research &amp; Occasional Paper Series: CSHE.15.13
Author: Douglass, John Aubrey
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Public Colleges,Educational Demand,Educational Finance,Economic Climate,Politics of Education,Budgets,Retrenchment,State Aid,Enrollment,Income,Expenditures,Costs,Tuition,Electronic Learning,Teacher Student Ratio,Faculty Workload,College Faculty,College Administration,Administrative Organization,Educational Quality,Institutional Mission

After more than two decades of state disinvestment, the University of California faces significant challenges and misunderstandings regarding its operating costs, its wide array of activities, and its mission. Reduced funding from the state for public higher education, including UC, has essentially severed the historic link between state allocations and enrollment, altering the incentive and ability for UC to expand academic programs and enrollment in pace with California's growing population. &quot;To grow or not to grow,&quot; that is the question. This macro management and major modification in UC's historical social contract with the people of California confronts the new president, Janet Napolitano, and, more generally, the UC academic community and Californians. On the positive side, there are signs of an improved economy as well as a governor and legislature dealing with fundamental budget issues, such as better controlling public pensions and reducing exorbitant incarceration rates. If California, under a revised Master Plan, floats toward an attempt to recreate a suitable funding and organizational model for public higher education, Napolitano is potentially a powerful political figure who could help drive it to a successful conclusion. To truly reach a solution, public leaders will need to work with lawmakers, not the other way around.
Tailoring Shared Governance to the Needs and Opportunities of the Times. Research &amp; Occasional Paper Series: CSHE.13.13
Author: King, C. Judson
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Governance,College Administration,Public Colleges,College Governing Councils,College Faculty,Faculty College Relationship,Administrative Organization,Administrative Change

Shared governance between the administration and faculty has been traditional for most public universities, but varies considerably in its nature and effectiveness. In the United States it probably takes its most structured form at the University of California. There are good reasons for having shared governance, and yet it tends to be poorly understood outside the university environment and to cause substantial tensions within the university itself. Several trends and issues are identified that pose both significant challenges and substantial opportunities for shared governance. Ways of addressing these and advancing the efficacy of shared governance are put forward and assessed.
Understanding Autism: An Employer&apos;s Guide. Keys to Success for Supervising and Supporting Employees with Autism
Author: Organization for Autism Research
Date: 2012-00-00
Type: Guides - General
Subjects: Autism,Employees,Employer Employee Relationship,Supervisor Supervisee Relationship,Supervision,Feedback (Response),Training,Work Environment,Guidelines

People with autism are increasingly finding meaningful work and proving that with the right opportunities and proper support, they can be successful in a variety of positions. More and more employers find that individuals on the autism spectrum are productive employees who possess specialized skills, are detail oriented, and excel at managing schedules and deadlines. this brochure is intended to offer some tips for maximizing the potential of employees with autism and fostering a supportive work environment.
The 2006 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Consortium on Deaf-Blindness (NCDB)
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Racial Differences,Ethnicity,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Graduation,Place of Residence,Standardized Tests,State Standards,Screening Tests,Young Children

National Technical Assistance and Dissemination Center for Children and Youth who are Deaf-Blind and its predecessors, The National Technical Assistance Consortium for Children and Youth who are Deaf-Blind (NTAC) and the Teaching Research Assistance to Children Experiencing Sensory Impairments (TRACES) project, has been conducting an annual National Child Count of Children and Youth who are Deaf-Blind since 1986. This national child count, commonly referred to as the &quot;Census&quot;, is conducted on December 1st of each year to supplement OSEP's federal Child Count, which includes children as deaf-blind when deaf-blindness represents their only disability. Since the majority of children with deaf-blindness do have additional disabilities they are not included in the OSEP Child Count as deaf-blind. In contrast to OSEP's December 1 count, the Census data are collected for children with deaf-blindness in isolation, as well as those with additional disabilities. The Census represents the first, longest running, and most comprehensive registry of infants, young children, and students who are deaf-blind. Through the years, the collection of deaf-blind specific child count data and its ensuing analysis has provided valuable information. It has assisted state and national deaf-blind technical assistance projects in the design of their services, as well as in meeting the requirements of their various funding agencies. The Census has grown throughout the years and now represents a comprehensive data set including: (1) The specific number and ages of the infants, young children, and students (birth through 21) who are deaf-blind throughout the country; (2) The primary etiology of their deaf-blindness; (3) Any additional disabilities they may have; (4) The type and degree of their hearing and vision loss; (5) Their ethnicity; (6) Their IDEA classification, special education status and placement; and (7) Their living setting.
The 2007 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Consortium on Deaf-Blindness (NCDB)
Date: 2008-09-00
Type: Numerical/Quantitative Data
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology,Special Education,Inclusion

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education (Baldwin, 1993), it represents a thirty plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors, and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the state/multi-state child counts and OSEP's annual December 1 counts (Baldwin, 1993), the child count has continued based on the work scope of the deaf-blind program national center technical assistance and dissemination centers and state/multi-state projects which have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects, as well as serving as a common data collection and reporting mechanism for use across the country. With the publication of the 2007 child count NCDB has implemented a comprehensive revision of its child count reporting elements that addresses four specific issues: (1) Easing the data collection burden of the projects; (2) Increasing the efficiency of data collection activities; (3) Increasing the accuracy of the data collected and reported; and (4) Increasing cost efficiency. Activities initiated to ameliorate these identified issues included: (1) Definitional changes to increase consistency across states; (2) Realignment of data elements with IDEA, section 618 data reporting requirements; and (3) Changes in documentation procedures consistent with IDEA classification and reclassification regulatory changes. [For the 2006 Deaf-Blind Child Count, see ED545207.]
The 2009 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Consortium on Deaf-Blindness (NCDB)
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Racial Differences,Gender Differences,Geographic Location,Ethnicity,Visual Impairments,Classification,Hearing Impairments,Etiology,Neurological Impairments,Screening Tests,Comorbidity,Disabilities,Standardized Tests,State Standards,Student Evaluation,Place of Residence,Assistive Technology,Graduation

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25 year collaborative effort between NCDB, its predecessors and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. It has been collaboratively designed and implemented as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects and serves as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which NCDB, its predecessors, and the state/multi-state projects are funded, this national child count is used to identify national and state technical assistance needs for children and youth who are deaf-blind, their families and the service providers and systems which serve them (Killoran, 2007). The child count is conducted on December 1st of each year to supplement OSEP's federal Part C and Part B Child Counts, which include children as deaf-blind only when deaf-blindness is their single disability. Some of the emerging trends identified in the 2009 Deaf-Blind Child Count include: (1) The overall numbers of children identified as deaf-blind has decreased over the past several years as projects continue to &quot;clean&quot; their databases. This trend is consistent with the time period of 1996-1998 when similar efforts were undertaken; (2) The prevalence of CHARGE association has increased significantly over the past five years. The prevalence of Usher Syndrome has decreased over the past five years; (3) The percentage of children/youth identified as needing further vision testing has decreased from 15.6% to 7.3%; and (4) The percentage of children/youth identified as needing further hearing testing has decreased from 20.4% to 8.9%. [For the 2008 Deaf-Blind Child Count, see ED545221.]
The 2010 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Consortium on Deaf-Blindness (NCDB)
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Special Education,Inclusion,Place of Residence,Assistive Technology

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25-plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. It has been collaboratively designed and implemented as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects and serves as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which NCDB, its predecessors, and the state/multi-state projects are funded, this national child count is used to identify national and state technical assistance needs for children and youth who are deaf-blind, their families, and the service providers and systems which serve them (Killoran, 2007). The child count is conducted each year to supplement the Office of Special Education Programs' (OSEP's) Federal Part C and Part B Child Counts (Special Education Child Count), which include children as deaf-blind only when deaf-blindness is their single disability. Some of the emerging trends identified in the 2010 Deaf-Blind Child Count include: (1) The overall numbers of children identified as deaf-blind has decreased over the past several years as projects continue to &quot;clean&quot; their databases. This trend is consistent with the time period of 1996-1998 when similar efforts were undertaken; (2) The prevalence of CHARGE Syndrome has increased significantly over the past five years. The prevalence of Usher Syndrome reached a peak in 2007 and has decreased over the past three years; (3) The percentage of children/youth identified as needing further vision testing has decreased from 15.6% to 7.3%.; and (4) The percentage of children/youth identified as needing further hearing testing has decreased from 20.4% to 8.9%. [For the 2009 Deaf-Blind Child Count, see ED545210.]
The 2011 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Consortium on Deaf-Blindness (NCDB)
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education (Baldwin, 1993), it represents a thirty plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors, and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the state/multi-state child counts and OSEP's annual December 1 counts (Baldwin, 1993), the child count has continued based on the work scope of the deaf-blind program national center technical assistance and dissemination centers and state/multi-state projects which have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects, as well as serving as a common data collection and reporting mechanism for use across the country. A few of the emerging trends discovered through the 2011 child count include: (1) The percentage of children/youth identified as needing further vision testing has decreased from 15.6% to 6.3%; (2) The percentage of children/youth identified as needing further hearing testing has decreased from 20.4% to 6.9%; (3) The percentage of young children ages 3-5 educated in a regular early childhood education setting has more than doubled in the past decade from less than 15% to over 32%, a 113% increase; and (4) Over 60% of the children and youth in school age special education are receiving their education in local schools, with 65% of elementary school aged children being served at least portion of their day in a regular classroom in in a local school. [For the 2010 Deaf-Blind Child Count, see ED545211.]
The 2012 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Consortium on Deaf-Blindness (NCDB)
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors, and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the state/multi-state child counts and OSEP's annual December 1 counts, the child count has continued based on the work scope of the deaf-blind program national center technical assistance and dissemination centers and state/multi-state projects which have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects, as well as serving as a common data collection and reporting mechanism for use across the country. The child count is conducted each year to supplement OSEP's Federal Part C and Part B Child Counts (Special Education Child Count), which include children as deaf-blind only when deaf-blindness is their single disability. Some of the emerging trends identified in the 2012 Deaf-Blind Child Count include: (1) The overall count for the 2012 collection of deaf-blind child count data has increased by 138 as new individuals continue to be identified by State Deaf-Blind Projects; (2) The prevalence of CHARGE Syndrome continues to increase significantly. In 2012 there were 848 children and youth identified as having CHARGE Syndrome. The identified prevalence of Usher Syndrome reached a peak in 2007 and has decreased over the past three years; (3) The percentage of children/youth identified as needing further vision testing has decreased from 15.6% to 6.4%; and (4) The percentage of children/youth identified as needing further hearing testing has decreased from 20.4% to 7.2%. [For the 2011 Dead-Blind Child Count, see ED545212.]