ethanporcaro/eric-fulltext-meta huggingface dataset:
A Learning Alberta: Dialogue and Direction. Regional Discussions Summary
Author: Alberta Advanced Education
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Policy,Postsecondary Education,Lifelong Learning,Position Papers,Strategic Planning,Educational Principles,Access to Education,Educational Quality,Educational Innovation,Outcome Measures,Canada Natives,American Indian Education,Attitudes

&quot;A Learning Alberta: Framing the Challenge&quot; is a comprehensive review of the advanced education system in Alberta. The review brought together thousands of Albertans to talk about and seek answers to the challenges of creating a knowledge-based province. In particular, Albertans were encouraged to comment on a proposed policy framework that will help guide the future of advanced education in Alberta. This report provides a summary of input from all Regional Consultation Sessions. Participants in the regional sessions were provided with an Information Package for Discussion, which included the proposed policy framework, &quot;A Learning Alberta,&quot; and asked them to respond to specific questions about each section. Discussions were wide-ranging and clearly reflected the key factors/characteristics presented in the policy framework and the results from Stakeholder Roundtables in January and February 2005, in which institutional leaders, community-based educators, literacy groups, Aboriginal community leaders, business, industry and apprenticeship and industry training stakeholders were invited to present their views on where advanced education in Alberta should be in 20 years. To avoid repetition of those key factors, this report presents feedback specific to the questions about the proposed policy framework that were asked in the regional sessions. [For related report, &quot;A Learning Alberta: Dialogue and Direction. The Forum Background,&quot; see ED542069.]
Quality Procedures in the European Higher Education Area and Beyond--Second ENQA Survey. ENQA Occasional Papers 14
Author: Costes, Nathalie
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Quality Assurance,Higher Education,Educational Quality,Institutional Evaluation,Public Agencies,Administrative Organization,Evaluation Methods,Responsibility,Reports,Followup Studies,Meta Analysis,Organizational Development,Surveys

Quality assurance for higher education in Europe has developed significantly since 2002, and has increasingly influenced, and been influenced by, the Bologna Process. A major step in the Bologna Process was taken at the ministerial meeting in Bergen in May 2005, with the adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and of the Framework for Qualifications of the European Higher Education Area (FQEHEA). The ESG were developed to meet the need for a common understanding of quality assurance in European higher education. The FQEHEA was developed to meet the need for a common understanding of the generic learning outcomes that signified completion of each of the three cycles of higher education. Both documents have encouraged change and are having a growing impact on quality assurance procedures. The present report updates the findings of the first ENQA (European Association for Quality Assurance in Higher Education) survey on Quality Procedures in European Higher Education, undertaken by the Danish Evaluation Institute (EVA) in 2002, and considers the main developments that have taken place since then. In addition, the survey looks at agencies' views on their compliance with Part 3 of the ESG; their attitudes towards the European Quality Assurance Register for Higher Education (EQAR); and their external review plans. The results of this survey offer a valuable insight into quality assurance procedures across Europe, and it is hoped that this survey will contribute to further future discussions between agencies. &quot;The Quality Procedures Questionnaire&quot; is appended. A glossary is included. (Contains 68 figures, 66 tables, and 14 footnotes.)
A Learning Alberta: Fostering Innovation in Alberta. A Discussion Document
Author: Alberta Advanced Education
Date: 2005-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Policy,Strategic Planning,Position Papers,Educational Innovation,Postsecondary Education,Adult Education,Quality of Life,Knowledge Economy,Educational Principles,Human Capital,Technology Transfer,Interdisciplinary Approach,Research and Development

The Minister has initiated a comprehensive exercise to establish a new direction for Alberta's advanced education system. Through &quot;A Learning Alberta,&quot; a new vision and policy outcomes for the advanced education system will be articulated. The process provides an opportunity for government, stakeholders, and the public to consider how the advanced education system may be positioned and structured to create a learning society in Alberta. Embedded within the review process is the need to ensure opportunities are available for all Albertans to maximize their potential through higher learning. This document provides an opportunity to consider important issues related to innovation in Alberta. &quot;Unleashing Innovation&quot; has been identified as a key pillar in the Government of Alberta's 20-year strategic plan, &quot;Today's Opportunities, Tomorrow's Promise.&quot; The government's vision for innovation includes stimulating Alberta's traditional economic foundation, creating new economic opportunities, and enhancing the quality of life for all Albertans. This discussion document focuses on obtaining stakeholder feedback on how to foster innovation in Alberta. It provides a conceptual definition of innovation that expands beyond research and development activities, as well as providing a draft set of principles to potentially guide innovation in Alberta. It also begins the process of identifying key issues for consideration. A supporting document which provides additional data and information on research and innovation in Alberta is available. To access that report &quot;Profile of Alberta's Advanced Education System,&quot; see ED490046. (Contains 1 footnote.)
Advanced Education Business Plan 2005-2008
Author: Alberta Advanced Education
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Public Agencies,Postsecondary Education,Adult Education,Lifelong Learning,Apprenticeships,Industrial Education,Access to Education,Strategic Planning,Organizational Objectives,Administrative Organization,Advisory Committees,Expenditures,Income

In collaboration with learning providers, the advanced education system, industry, communities, government agencies and non-governmental organizations, Advanced Education strives to create accessible, affordable and quality learning opportunities that are responsive to the ongoing learning needs of Albertans. The Ministry's 2005-08 Business Plan identifies how it plans to work over the next three years to enhance advanced education and learning opportunities for all Albertans. The Ministry of Advanced Education consists of two core program divisions--Adult Learning, and Apprenticeship and Industry Training--and a supporting division, Strategic and Corporate Services. The core divisions provide learning services and standards for the advanced education system. Advanced Education's vision, mission, values and principles define the Ministry. The Ministry's vision is its view of the future. The mission describes the Ministry's purpose and reason for existence. The values demonstrate the beliefs or traits that guide the Ministry's actions, and the principles identify the Ministry's method of operating. As a newly formed ministry, the strategic direction for Advanced Education will evolve. This may include redefining the vision, mission, values and principles in consultation with stakeholders and partners.
Learning Outcomes: Common Framework--Different Approaches to Evaluation Learning Outcomes in the Nordic Countries. Joint Nordic Project 2007-2008, by the Nordic Quality Assurance Network for Higher Education (NOQA). ENQA Occasional Papers 15
Author: Gallavara, G.
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Quality Control,Foreign Countries,International Cooperation,Educational Cooperation,Student Mobility,Guidelines,Outcomes of Education,Educational Quality,Futures (of Society),Models,Networks,Institutional Evaluation

The adoption of the Bologna process has influenced the development of quality assurance across many countries in Europe. In particular, the implementation of the Framework for Qualifications in the European Higher Education Area has stimulated discussion about the three cycle model, which uses generic descriptors for each cycle based on learning outcomes and competences. This in turn has led both agencies and institutions to seek to further define and understand the terms &quot;learning outcomes&quot; and &quot;competencies&quot; for use in their own national situations. This trailblazing report by the Nordic Quality Assurance Network in Higher Education makes a valuable contribution to expanding agencies' knowledge and understanding of the concept of learning outcomes, by examining the Nordic perspective. It outlines how the Nordic higher education institutions are currently working on developing and implementing learning outcomes, and focuses on preparations under way at the quality assurance agencies for future work to evaluate those outcomes. The value of learning outcomes has been recognised by all players--agencies, institutions, students, ministries--but in the future, measuring learning outcomes may prove to be both the greatest challenge, and the greatest reward. Appended are: (1) Questions to the agencies; (2) Questions to the institutions; and (3) The education systems in the Nordic counties. (Contains 5 figures and 11 footnotes.)
Foundational Learning and Diversity Sub-Committee: Report to the &quot;A Learning Alberta&quot; Steering Committee
Author: Alberta Advanced Education
Date: 2006-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Policy,Postsecondary Education,Adult Education,Basic Skills,Disproportionate Representation,Adults,Immigrants,Disabilities,Adult Learning,Adult Literacy,Language Proficiency,English (Second Language),Prior Learning,Community Education,Models

This report and the companion backgrounder &quot;Supporting Persons with Disabilities in Post-Secondary Education&quot; represents the work of the &quot;Foundational Learning and Diversity&quot; sub-committee. Within the larger context and framework of &quot;A Learning Alberta,&quot; the sub-committee focused on identifying priorities for community learning opportunities to better meet the diverse learning needs of adults who are under-represented in existing formal learning opportunities, and looked specifically at adults who live with low literacy skills, low fluency in English and/or challenges of settlement in a new country. The sub-committee also looked at the situation of persons with disabilities in post-secondary institutions. The &quot;Foundational Learning and Diversity&quot; sub-committee calls on the Government of Alberta to invest in learning responses that increase the participation in learning of the province's diverse population. While Alberta has one of the best learning systems in the world, certain populations including Aboriginal people, Albertans residing in northern and remote communities, individuals whose parents have low income and/or lower levels of educational attainment, persons with disabilities and new immigrants remain underrepresented in their ability to participate and benefit from formal and informal learning. Appended are: (1) Government Support for Literacy, Upgrading and English as a Second Language programs in Alberta; and (2) Advanced Education Supported Community-Based Learning System. (Contains 3 endnotes.)
Reading Framework for the 2013 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Reading Achievement,National Competency Tests,Reading Comprehension,Grade 4,Vocabulary Development,Grade 8,Grade 12,Academic Achievement,Test Construction,Reading Processes,Reading Tests,State Standards,Multiple Choice Tests,Reading Research,Educational Indicators,Educational Assessment,Test Content,Abstract Reasoning,Reading Skills,Student Evaluation,Elementary Secondary Education,Cognitive Processes,Educational Legislation,Federal Legislation

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in reading various texts and responding to those texts by answering multiple-choice and instructed-response questions. The information NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. The 2013 NAEP Reading Assessment will measure national, regional, state, and sub-group achievement in reading but is not designed to report individual student or school performance. The assessment will measure students' reading comprehension and their ability to apply vocabulary knowledge to assist them in comprehending what they read. The reading assessment will use the same framework used in 2009. This document, the &quot;Reading Framework for the 2013 National Assessment of Educational Progress,&quot; presents the conceptual base for, and discusses the content of, the assessment. It is intended for a broad audience. A more detailed technical document, the &quot;Reading Assessment and Item Specifications for the National Assessment of Educational Progress,&quot; is available on the Web. The specifications will provide information to guide passage selection, item development, and other aspects of test development. The Governing Board, the policymaking body for NAEP, has stated that the NAEP Reading Assessment will measure reading comprehension by asking students to read passages written in English and to answer questions about what they have read. The NAEP Reading Framework results from the work of many individuals and organizations involved in reading and reading education, including researchers, policymakers, educators, and other members of the public. Their work was guided by scientifically based literacy research that conceptualizes reading as a dynamic cognitive process as reflected in the following definition of reading. Appended are: (1) Glossary of terms; (2) NAEP Reading Achievement Level Definitions; and (3) Special Studies: NAEP Reading Framework. A bibliography is included. (Contains 7 footnotes and 12 exhibits.)
Mathematics Framework for the 2013 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Mathematics Achievement,National Competency Tests,Grade 4,Grade 12,Educational Assessment,Test Items,Student Evaluation,Data Analysis,Mathematics Tests,Models,Trend Analysis,Elementary Secondary Education,Validity,Educational Trends,Mathematics Curriculum,Scores,Problem Solving,Predictor Variables,Difficulty Level,Test Construction,Objective Tests,Grade 8

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the subject, curriculum specialists about the level and nature of student achievement, and policymakers about factors related to schooling and its relationship to student proficiency in mathematics. The NAEP Assessment in mathematics has two components that differ in purpose. One assessment measures long-term trends in achievement among 9-, 13-, and 17-year-old students by using the same basic design each time. This unique measure allows for comparisons of students' knowledge of mathematics since it was first administered in 1973. The &quot;2013 Mathematics Framework&quot; reflects changes from 2005 in grade 12 only; mathematics content objectives for grades 4 and 8 have not changed. Therefore, main NAEP trend lines from the early 1990s can continue at fourth and eighth grades for the 2013 assessment. Special analyses have also determined that main NAEP trend lines from 2005 can continue at 12th grade for the 2013 assessment. Taken together, the NAEP Assessments provide a rich, broad, and deep picture of student mathematics achievement in the United States. Results are reported in terms of scale scores and percentiles. These reports provide comprehensive information about what students in the United States know and can do in the area of mathematics. These reports present information on strengths and weaknesses in students' knowledge of mathematics and their ability to apply that knowledge in problem-solving situations. In addition, these reports provide comparative student data according to gender, race/ethnicity, socioeconomic status, and geographic region; describe trends in student performance over time; and report on relationships between student proficiency and certain background variables. NAEP Mathematics Achievement Level Descriptions are appended. A bibliography is included. (Contains 12 exhibits.)
Mapping the Implementation and Application of the ESG (MAP-ESG Project): Final Report of the Project Steering Group. ENQA Occasional Papers 17
Author: Mazza, Elena, Ed.
Date: 2011-00-00
Type: Reports - Research
Subjects: Foreign Countries,Quality Assurance,Higher Education,Educational Quality,Program Implementation,Usability,Standards,Guidelines

In 2010 the organisations that form the E4 Group, notably ENQA (European Association for Quality Assurance in Higher Education), ESU (European Students Union), EUA (European University Association), and EURASHE (European Association of Institutions in Higher Education) launched the &quot;Mapping the Implementation and Application of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (MAP-ESG)&quot; project in order to gather information on how the ESG have been implemented and applied in the 47 Bologna signatory countries in higher education institutions and in quality assurance institutions, and to launch a thorough discussion on the ESG in their entirety. In doing so the E4 Group responded to a discussion which has gained momentum since 2009 and which suggested that there should be a review of the ESG. This report presents the results of the activities carried out in the context of the MAP-ESG project. In doing so the report provides the first overarching study on the implementation of the ESG in all its parts, and a thorough analysis of their impact. The report is based on the analysis of expert views from all relevant actors and stakeholders in higher education, notably teachers and students, higher education management and internal quality assurance bodies, external quality assurance agencies, EQAR and ministries, and the social partners. Therefore the recommendation of the project consortium to the Bologna Follow-up Group and the Ministerial meeting in Bucharest in April 2012 is to mandate a careful revision of the ESG in order to improve their clarity, applicability and usefulness. It integrates the perspectives of all stakeholders and, thus, forms a sound basis for ministers to take a well-informed decision on the further development of the ESG. Appended are: (1) Report on the ENQA consultation; (2) Executive Summary of the ESU consultation report; (3) EUA Consultation on the Implementation of the ESG; (4) General Introduction to the EURASHE Consultation; (5) Abbreviations; and (6) Steering Group Members. (Contains 10 footnotes.
Compare and Contrast Inductive and Deductive Research Approaches
Author: Soiferman, L. Karen
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Research Methodology,Qualitative Research,Statistical Analysis,Comparative Analysis,Educational Research,Data Analysis,Data Collection,Validity

This discussion paper compares and contrasts "inductive" and "deductive" research approaches as described by Trochim (2006) and Plano Clark and Creswell (2007). It also examines the "exploratory" and "confirmatory" approaches by Onwueghuzie and Leech (2005) with respect to the assumption each holds about the nature of knowledge. The paper starts with an historical overview of the two main types of research commonly used in educational settings. It continues with a discussion of the elements that showcase the differences and similarities between the two major research approaches. The elements discussed include: intent of the research, how literature is used, how intent is focussed, how data are collected, how data are analyzed, the role of the researcher, and how data are validated. In addition, there is a section which addresses the decisions researchers must make in choosing the research methodology that allows them to answer their research question. The focus of the discussion is on how the two types of research methodology can be used effectively in an educational setting. It concludes with a look at how the different methods of research can be used collaboratively to form a more complete picture of a research study.
Quality Procedures in the European Higher Education Area and Beyond--Visions for the Future: Third ENQA Survey. ENQA Occasional Papers 18
Author: Grifoll, Josep
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Quality Assurance,Higher Education,Educational Quality,Institutional Evaluation,Public Agencies,Best Practices,Methods,Outcomes of Education,Employment Potential,Qualifications,International Programs,Lifelong Learning,Electronic Learning,Accreditation (Institutions),Stakeholders,Surveys

Higher education reforms over the last decade, resulting in the establishment of the European Higher Education Area, with new social demands and expectations, have greatly impacted quality assurance in higher education. As a follow-up activity to two previous surveys on external quality procedures, the European Association for Quality Assurance in Higher Education (ENQA) conducted a third survey concentrating on good practice in external quality assurance in order to explore the changes that are taking place, as well as the future areas of focus and activities of quality assurance agencies. The report presents a collection of current features of good practice in external quality assurance within the new priorities formulated by ENQA and following the Leuven/Louvain-la Neuve and Budapest/Vienna Communiques, highlighting the connection between the practices and the expected benefits for higher education institutions and stakeholders. In addition, the present report identifies practices that are expected to be implemented by quality assurance agencies, as well as areas where progress needs to be made, thus proposing a vision of the future of quality assurance procedures. The purpose of the report is also to promote technical and strategic networks among ENQA members addressing future challenges. &quot;The Quality Procedures Questionnaire&quot; is appended. (Contains 11 tables and 8 footnotes.)