ethanporcaro/eric-fulltext-meta huggingface dataset:
Her Life Depends on It III: Sport, Physical Activity, and the Health and Well-Being of American Girls and Women
Author: Staurowsky, Ellen J.
Date: 2015-05-00
Type: Information Analyses
Subjects: Physical Activities,Well Being,Females,Athletics,Physical Fitness,Mental Health,Athletes,Chronic Illness,Prevention,Health Promotion,Cancer,Quality of Life,Obesity,Preventive Medicine,Sexuality,Anxiety Disorders,Self Concept,Self Esteem,Substance Abuse,Pregnancy

&quot;Her Life Depends On It III&quot; is the Women's Sports Foundation's comprehensive report that reviews existing and emerging research on the links between participation in sport and physical activity and the health and wellbeing of American girls and women. As with the previous editions in 2004 and 2009, this study also confirms that physical activity and sport provides the critical foundation, in no small part, that allows girls and women to lead healthy, strong, and fulfilled lives. Ten years since its first publication, the updated &quot;Her Life Depends On It&quot; provides an even more comprehensive review of the ever-expanding body of research that demonstrates how important it is for girls and women to participate in sport and physical activity. The report's contents reflect the review of 1,500 studies, nearly 400 covered since the previous edition. One appendix, &quot;Research, Policy, and Advocacy,&quot; is included. [Contains approximately 1,000 references. For &quot;Her Life Depends on It II,&quot; see ED515841.]
Tracking Graduates into the Workforce: Connecting Education and Labor Market Data
Author: Groves, Garrett
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: College Graduates,Education Work Relationship,Labor Market,Data,Information Utilization,Educational Improvement,Accountability,Employment Opportunities,Employment Patterns,Data Collection,Outcomes of Education,Wages,Resource Allocation,Educational Policy

Governors plays a central role in ensuring that public educational institutions provide students with the knowledge and abilities required for a successful life and career. The systemic use of data from education and labor markets informs governors and other policymakers of the effectiveness and efficiency of their existing postsecondary systems and students and employers of labor market conditions. States also can use such data systems to hold educators and trainers accountable for meeting the goals for degrees and certificates granted and to provide state residents with a clearer understanding of how they are progressing through postsecondary programs and how best to enhance their career opportunities. To determine whether a state's postsecondary education and training programs are achieving state goals, governors can ask the following questions: (1) How is the state using data to improve educational system outcomes to benefit workers and employers? (2) How is the state using educational and workforce information to improve programs and hold institutions and other state entities accountable for their goals? (3) Where do state graduates find jobs? This report profiles three promising practices that states are employing to address those questions: (1) Florida's statewide collection and reporting system provides information about the outcomes of former students across most of the state's education and training institutions; (2) Kentucky's community and technical colleges link education and wage records to provide outcome information to students, program staff, and policymakers; and (3) A pilot program by the Western Interstate Commission for Higher Education, a multistate collaboration among Hawaii, Idaho, Oregon, and Washington, connects education and wage data across states to track labor migration. The report includes an appendix: Florida Education and Training Placement Information Program Sample Report. [Additional support with writing and editing was provided by Scott Jenkins and Kelle Parsons.]
Expanding Student Success: A Primer on Competency-Based Education from Kindergarten through Higher Education. NGA Paper
Author: Laine, Richard
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Elementary Secondary Education,Higher Education,Educational Policy,State Policy,Educational Opportunities,Teacher Role,Educational Assessment,Accountability,Educational Finance,State Aid,Financial Support,Communication (Thought Transfer)

The education system of the United States is not adequately preparing a large proportion of its students for college, career-training, and, ultimately, jobs that provide enough income to support a middle class standard of living. Because the education system has failed to attain hoped-for outcomes, some states are investigating new systems, including competency-based education (CBE). A model based on CBE starts by assessing what a student knows and then allows that student to advance at a pace that reflects his or her knowledge and skills. In the process, CBE encourages student success by providing targeted learning support, thereby creating a more personalized educational experience. Once in higher education or job training, CBE allows older students (traditional-age college students or adult learners) to learn on their own time at their own pace. As competency-based pilot projects are developed in kindergarten to high school classrooms and schools (K-12) and higher education institutions, policymakers at the federal, state, and local levels are discussing options about how to support and expand CBE in both K-12 and higher education, as well as strengthen the bridge between the two systems. CBE has the potential to improve the education system of the United States by allowing more students to receive the support they need when they need it to learn effectively and master the desired content and skills, and governors are in a position to bring these efforts together and explore the transition from an education system that holds time constant and varies what students learn to a CBE system that varies time but holds content mastery constant. The promise of such a system is that it can adjust the methods of instruction and assistance to provide deeper, more personalized learning and help ensure that all students meet or exceed the high expectations of rigorous and relevant standards.
Designing and Implementing Neighborhoods of Learning in Cork&apos;s UNESCO Learning City Project
Author: Ó Tuama, Séamus
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Neighborhood Improvement,International Organizations,Program Design,Program Implementation,Lifelong Learning,Social Integration,Pilot Projects,Partnerships in Education,School Community Programs,Models,Community Education,Educational Improvement,Foreign Countries

Cork, the Republic of Ireland's second most populous city, is one of 12 UNESCO Learning Cities globally. Becoming a learning city requires a sophisticated audit of education, learning and other socio-economic indicators. It also demands that cities become proactively engaged in delivering to the objectives set by the &quot;Beijing Declaration on Building Learning Cities&quot; which was adopted at the first UNESCO International Conference on Learning Cities in Beijing (2013) and the &quot;Mexico City Statement on Sustainable Learning Cities&quot; from the second conference in Mexico City (2015). The UNESCO learning city approach lays heavy emphasis on lifelong learning and social inclusion. In addressing these two concerns Cork city is piloting the development of two Learning Neighborhoods. The pilots are a collaboration between the City Council, University College Cork and Cork Education and Training Board who will work with the learning and education organizations and residents in each area to promote, acknowledge and show case active local lifelong learning. This paper looks at the context and design of these Learning Neighborhoods. [For the complete proceedings, see ED570489.]
Leadership outside the Box: The Power of Nurturing the Human Spirit at Work in an Era of Globalization
Author: Rutigliano, Nancy Kymn Harvin
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Sense of Community,Organizational Culture,Industrial Psychology,Spiritual Development,Workplace Learning,Work Environment,Humanization

The human spirit is an untapped resource that can fuel organizations in this era of globalization. While workplace spirituality is often seen as an abstract philosophical construct that may be defined differently by each individual who studies it, fulfillment at work, shared values and sense of meaning along with a sense of belonging or connectedness are largely agreed-upon aspects. When attention is given to these arenas of human behavior, higher levels of engagement that lead to stronger performance and increased satisfaction can be achieved. A new mindset for leadership and education at all levels, local and global, and in all kinds of organizations is proposed to bring the human spirit into the light as a key resource for excellence, esprit de corps, and high performance. Tapping the power of the human spirit has become an educational and international requirement given the challenge of globalization. [For full proceedings, see ED570489.]
Evolution and Revolution of Adult Learning: Exposition of Open and Distance Learning in Nigeria
Author: Umezulike, Nneka A.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Learning,Distance Education,College Programs,Program Descriptions,Open Education,School Surveys,Educational Objectives,Success,Failure,Barriers,Program Content,Intercollegiate Cooperation,Change Strategies,Educational History,Educational Development

The educational system has witnessed a number of laudable programs since inception in both formal and non-formal systems of education programs that were set up to empower adult educational skills, knowledge, decision-making processes.Correspondence education transformed into distance education which--with the advent of information and communication technology--is being referred to as Open and Distance Learning. The study looked at some of the existing Distance Learning Institute initiatives and other programmes in Nigeria. The programmes include National Teacher Institute (NTI) and Degree programme through Open and Distance Learning (OPL) in some universities including National Open University (NOUN) degree programmes. The researcher used descriptive survey to examine the institutions involved in Open and Distance Learning in Nigeria. The following were examined: their goals, scopes, successes, failures and challenges. The researcher recommended among other matters, that there should be academic collaboration between Nigerian Federal Universities and Open and Distance Learning Institutions in Nigeria. [For full proceedings, see ED570489.]
Yes I Need Help! A Day in the Journey of Adult Learners Pursuing Higher Education: A Caribbean Perspective
Author: Hunter-Johnson, Yvonne
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,Adult Students,Nontraditional Students,Barriers,Access to Education,Higher Education,Student Needs,Paying for College,Family Influence,Student Employment,Time Management,Psychological Patterns,Institutional Characteristics,Social Support Groups,Foreign Countries,Interviews,Student Characteristics,Student Attitudes,Qualitative Research,Structured Interviews

Within more recent years, there has been a gravitation of non-traditional adult learners to higher education. Despite the motivational factors associated with this decision, it is evident that compared to the traditional learner, the non-traditional learner journey in higher education is equipped with numerous barriers. Such barriers can hinder or delay the process of completing higher education. On this premise, it is crucial that adequate support systems are not only identified but utilized while pursuing higher education. This qualitative study explored the perceived barriers of 100 non-traditional adults who pursued or attempted to pursue higher education and the support systems needed for them to be successful. The major themes that emerged as influential barriers were (a) financial, (b) family, (c) work, (d) time management, (e) psychosocial and (f) institutional. Regarding support systems needed to ensure success, the major themes that emerged were: (a) family, (b) spirituality, (c) friends, and (d) work. This study has practical implications for the adult learner, adult educator and higher education institution. [For full proceedings, see ED570489.]
Lifelong Learning and Vocational Education: Institutional Requirements and University Didactical Concept of a Master Degree Program &quot;Teaching Qualification for Vocational Education in the Field of Health Care and Nursing&quot; at the Otto-von-Guericke-University (Germany)
Author: Seltrecht, Astrid
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Vocational Education,Masters Programs,Nursing Education,Teacher Education Programs,Andragogy,Foreign Countries,Evidence Based Practice,Methods Courses

Professional biographies of US-American nursing staff emphasize that these staff have consciously decided to conduct research for a Ph.D. in Adult Education instead of Nursing Sciences. The evaluation of the interview transcripts revealed two main categories: &quot;Doctoral degree as an expression of a 'lived' lifelong learning&quot; and &quot;Doctoral degree as a scientific adaptation of skills&quot; (Seltrecht 2014). However, these insights into the data material also revealed significant research desiderata: Can country-specific differences be made out concerning the understanding of what lifelong learning is thought to be? How can the relationship between lifelong learning and occupational education be described and what share do the specific requirements of nursing have in this context? A more in-depth comparison of countries is necessary for the professionalization of both nursing and education sciences in Germany. Such a comparison may reveal &quot;institutional conditions&quot; that accommodate a way of understanding &quot;lived&quot; lifelong learning that would be beneficial to the individual professionalization of each professional nurse--and could promote the collective professionalization of nursing beyond the individual case. The &quot;institutional conditions&quot; will be the focus of this year's paper. The example of a master's degree program &quot;Teaching Qualification for Vocational Education in the Field of Health Care and Nursing&quot; at the Otto-von-Guericke University Magdeburg (Germany) is used as a starting point for discussion. This degree program prepares nurses, therapists and other nursing staff for teaching positions. These future teaching staff will deliver training and vocational education programs in a variety of health care and nursing occupations such as physiotherapists, elderly care nurses, medical care assistants, dental care assistants, and many others. The crucial point is: students of this program have never practiced these occupations. [For full proceedings, see ED570489.]
Implicit Attitudes of International and American Adult Students toward Black and White Teachers
Author: Na, Eunkyung
Date: 2015-11-00
Type: Reports - Research
Subjects: Adult Students,Foreign Students,Student Attitudes,Racial Attitudes,African American Teachers,Whites,Social Desirability,Racial Bias,Attitude Measures,Comparative Analysis,Gender Differences,College Students,Statistical Analysis,Surveys

The purpose of this study was to examine hidden prejudice in two groups of adult students, international and American, against black compared to white teachers. Social desirability in the minds of participants may affect the result of a study involving racial bias (Mullins, 1982). For this reason, the researchers created a computer protocol using the standard Implicit Association Test (IAT) to measure the implicit attitudes of participants. The IAT relies on the idea of automatic information process within the mind that is not impacted by social desirability. A clear concern in education is that the racial bias toward minority students will let those implicit biases affect the way they teach those students, creating a self-fulfilling prophesy of poor student performance. But the implicit bias can work both ways and can impact a teacher's effectiveness. Traditional racial prejudice theories usually looked at white's attitudes toward blacks and other groups. This study had a significant directional shift by focusing on the international students' racial attitudes toward black and white teachers. The implicit racial attitudes of international students were also compared to those of American students. The result and evaluation of this study may be a valuable tool to improve student services and teacher professional development in higher education. Suggestions for future research are also provided.[For full proceedings, see ED570489.]
Diversity to Inclusion: Expanding Workplace Capability Thinking around Aboriginal Career Progression
Author: Morris, Kaye
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Populations,Work Environment,Human Resources,Employees,Equal Opportunities (Jobs),Role Models,Ethnic Diversity,Salaries,Females,English (Second Language),Disabilities,Professional Development,Measurement

Optimally all individuals should contribute fully to the collective spirit and human capital within the workplace, supporting and enabling the development of a mature workforce. Human resource policies endeavour to address diversity and inclusion in the workplace through a variety of methodologies including training and professional development programs. However the shift from achieving organisational diversity to organisational inclusion is not automatic. Organisational maturity demands careful diversity planning to embed inclusive practice. The Office of Environment and Heritage (OEH), is on track in providing opportunities for a diverse range of employees. In 2015 OEH exceeded the Council of Australian Government (COAG) target for Aboriginal Employment. OEH is role modelling best practice for Aboriginal recruitment within the Public Sector. Once employed however, Aboriginal staff are not progressing to higher salary bands. This paper attempts to prompt thinking around Aboriginal Progression in OEH and look at ways to achieve the NSW Public Sector Aboriginal Employment Strategy 2014-2017 which sets a target of 1.8% salary band increase across all classifications for Aboriginal people by 2021. [For full proceedings, see ED570489.]
Faculty Development and Teaching International Students: A Cross-National Study of Faculty Perspectives in a Global Era
Author: Coryell, Joellen E.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Foreign Students,Global Approach,Comparative Education,Cross Cultural Studies,Educational Research,Communities of Practice,Learning Experience,College Faculty,Semi Structured Interviews,Educational Needs,Barriers,Research Needs,Research Problems,Foreign Countries,Qualitative Research

This paper describes a component of a larger cross-national comparative study on faculty development for teaching international students. Here we describe the study and report preliminary findings that offer analyses of the informal and formal means by which Italian and US university instructors enhance the knowledge and skills they find necessary to teach international students successfully in this era of educational globalization. We also offer insights and challenges of conducting cross-national adult educational research and explain why such studies across international adult and higher education contexts are essential in understanding how the world of academe is learning to adapt to globalization and international student mobility. [For full proceedings, see ED570489.]
Learning Lives of North Korean Young Defectors: A Preliminary Study of Reconstructing Identity in Career Development
Author: Park, Hyewon
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Career Development,Refugees,Case Studies,Identification (Psychology),Sociocultural Patterns,Young Adults,Semi Structured Interviews,Participant Observation,Archives,Daily Living Skills,Adult Basic Education,Social Theories,Social Adjustment

This study of eleven young North Korean Defectors (NKDs) examines how they engage in daily learning focusing on the process of identity reconstruction through their attempt to engage in career development activities. For the purposes of this paper one case was selected to illustrate how a reconstructed identity is learned. The main research questions for the study were: a) how do young NKDs reconstruct their identity in career development activities? and b) how do young NKDs learn through the identity reconstructing process? This research was based on a Cultural-Historical Activity Theory and data were analyzed by adopting a theory-driven approach. For data analysis, open, focused, and axial coding was conducted. Conclusions are preliminary, as the analysis is ongoing. [For full proceedings, see ED570489.]
Teaching Nonliterate Adults in Oral Cultures: Findings from Practitioners
Author: Thompson, LaNette W.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Illiteracy,Adult Education,Language,Oral Tradition,Adult Educators,Individual Characteristics,Teacher Competencies,Educational Strategies,Delphi Technique,Questionnaires

Literacy is the gatekeeper to modern information. In the world today, approximately 740 million adults are excluded from adult education if that education uses literate instructional strategies. Nearly 3/4 of a billion adults, many of whom speak unwritten languages, do not use reading to learn new information nor share information through writing. Most nonliterate adults live in oral cultures where information and culture are transmitted in the same way they have been shared for centuries, using oral strategies. Though becoming literate should be encouraged where possible, there are times, as the Ebola outbreak of 2014 illustrated, when literates need to share information with nonliterates quickly. This paper reviews some of the findings of a research study in which 54 literates who have experience teaching nonliterate adults without using literacy shared their perceptions of characteristics of nonliterate adults, personal competencies of effective literate instructors, and effective instructional strategies. Using a modified Delphi method, the researcher sought consensus from the participants on 85 statements concerning the topic of teaching nonliterate adults in oral cultures. By the end of the second round of questionnaires, the participants had reached a consensus, defined as an interquartile range of one or less, on 93% of the 85 statements. [For full proceedings, see ED570489.]