ethanporcaro/eric-fulltext-meta huggingface dataset:
Ignored, Punished, and Underserved: Understanding and Addressing Disparities in Education Experiences and Outcomes for Black Children with Disabilities
Author: Hinds, Harold
Date: 2022-00-00
Type: Reports - Research
Subjects: Students with Disabilities,Blacks,African American Students,Minority Group Students,Student Experience,Educational Experience,Outcomes of Education,Barriers,Investment,Social Capital,Family Needs,Racism,Disability Identification,Student Placement,Discipline,Family Involvement,Family Programs

The United States' child population is becoming increasingly racially diverse, and the proportion of children identified with disabilities is on an upward trajectory, but persistent disparities in outcomes based on race and disability status across education systems endure. At the intersection of these populations are children of color with disabilities, who experience greater obstacles along their education pathways and poorer academic outcomes than their nondisabled and/or white peers. For this report, the authors interviewed families of children of color with disabilities to understand their experiences with education, recognizing these families as experts in their own lives. While every interview was unique, the stories of these families illustrate the challenges many families of color with children with disabilities face in accessing high-quality services. Despite differences in geography, family structure, and the types of disabilities that their children have, the problems these families face -- and their ideas for how to make things better -- were consistent. [Funding for this report was provided by Easterseals.]
Minimum Qualifications for Faculty and Administrators in California Community Colleges. 2017 Handbook
Author: Woodyard, LeBaron
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,Governing Boards,College Governing Councils,College Faculty,Intellectual Disciplines,College Instruction,College Administration,Educational Legislation,Educational Policy,Administrator Qualifications,Teacher Qualifications,State Legislation,State Policy,Employment Experience

This 12th edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges is an update of the disciplines lists including those noticed to the Board of Governors of the California Community Colleges (Board of Governors) at the July 17, 2017 meeting. The handbook incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This edition amends the previous edition and is effective immediately to be employed as appropriate in each community college district.
Minimum Qualifications for Faculty and Administrators in California Community Colleges. 2018 Handbook
Author: Woodyard, LeBaron
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,Governing Boards,College Governing Councils,College Faculty,Intellectual Disciplines,College Instruction,College Administration,Educational Legislation,Educational Policy,Administrator Qualifications,Teacher Qualifications,State Legislation,State Policy,Employment Experience

This 13th edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges is an update of the disciplines lists including those noticed to the Board of Governors of the California Community Colleges (Board of Governors) at the March 19-20, 2018 meeting. The handbook incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This edition amends the previous edition and is effective immediately to be employed as appropriate in each community college district. [For the &quot;2017 Handbook,&quot; see ED626058.]
Minimum Qualifications for Faculty and Administrators in California Community Colleges. 2019 Handbook
Author: Arambula, Raul
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,Governing Boards,College Governing Councils,College Faculty,Intellectual Disciplines,College Instruction,College Administration,Educational Legislation,Educational Policy,Administrator Qualifications,Teacher Qualifications,State Legislation,State Policy,Employment Experience

This 14th edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges is an update of the disciplines lists including those noticed to the Board of Governors of the California Community Colleges (Board of Governors) at the January 13, 2020 meeting. The handbook incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This edition amends the previous edition and is effective immediately to be employed as appropriate in each community college district. For the &quot;2018 Handbook,&quot; see ED626059.]
Minimum Qualifications for Faculty and Administrators in California Community Colleges. 2020 Handbook
Author: Arambula, Raul
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,Governing Boards,College Governing Councils,College Faculty,Intellectual Disciplines,College Instruction,College Administration,Educational Legislation,Educational Policy,Administrator Qualifications,Teacher Qualifications,State Legislation,State Policy,Employment Experience

This 15th edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges is an update of the disciplines lists including those noticed to the Board of Governors of the California Community Colleges (Board of Governors) at the March 22, 2021 meeting. The handbook incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This edition amends the previous edition and is effective immediately to be employed as appropriate in each community college district. [For the &quot;2019 Handbook,&quot; see ED626060.]
Minimum Qualifications for Faculty and Administrators in California Community Colleges. 16th Edition
Author: Arambula, Raul
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,Governing Boards,College Governing Councils,College Faculty,Intellectual Disciplines,College Instruction,College Administration,Educational Legislation,Educational Policy,Administrator Qualifications,Teacher Qualifications,State Legislation,State Policy,Employment Experience

This 16th edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges is an update of the disciplines lists including those noticed to the Board of Governors of the California Community Colleges (Board of Governors) at the July 12 and September 20, 2021 meetings. The handbook incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This edition amends the previous edition and is effective immediately to be employed as appropriate in each community college district. [For the &quot;2020 Handbook&quot; [15th edition], see ED626061.]
Minimum Qualifications for Faculty and Administrators in California Community Colleges. 17th Edition
Author: Arambula, Raul
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,Governing Boards,College Governing Councils,College Faculty,Intellectual Disciplines,College Instruction,College Administration,Educational Legislation,Educational Policy,Administrator Qualifications,Teacher Qualifications,State Legislation,State Policy,Employment Experience

This 17th edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges is an update of the disciplines lists including those noticed to the Board of Governors of the California Community Colleges (Board of Governors) at the July 12 and September 20, 2021 meetings. The handbook incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This edition amends the previous edition and is effective immediately to be employed as appropriate in each community college district. [For the 16th edition, see ED626062.]
State University System of Florida Summary: Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-09-14
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Strategic Planning,Statewide Planning,Trustees,Governing Boards,Cooperation,Educational Objectives,Performance Based Assessment,Educational Finance,Research Universities,Enrollment Projections,Definitions,Teaching Methods,Learning Processes,Educational Innovation

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. This System Accountability Plan summarizes the data from each university's Accountability Plan. Interested stakeholders are encouraged to also review each university's Accountability Plan for important narrative information detailing key opportunities and initiatives in the coming years. Contents include: (1) Introduction; (2) Performance Based Funding Metrics; (3) Board of Governors Choice Metric; (4) Preeminent Research University: 2022 Evaluation; (5) Key Performance Indicators; (6) Enrollment Planning; and (7) Definitions. [For &quot;State University System of Florida Summary: Accountability Plan, 2021,&quot; see ED616911.]
TEQSA Annual Report 2021-22
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2022-10-05
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Quality Assurance,State Regulation,Performance,Educational Finance,Accountability,Educational Quality,Student Needs,Standards,Well Being

The Tertiary Education Quality and Standards Agency (TEQSA) is responsible for the regulation and quality assurance of all providers offering higher education courses. TEQSA's annual report and annual performance statements have been prepared in accordance with the following requirements: (1) Subsection 46(1) of the Public Governance, Performance and Accountability Act 2013 (the PGPA Act) requires the accountable authority provide the responsible Minister with an annual report for presentation to Parliament; and (2) Paragraph 39(1)(a) of the PGPA Act requires the preparation and presentation of annual performance statements. This report is an account of TEQSA's performance for the past year against measures and targets set out in its &quot;2021-22 Portfolio Budget Statements&quot; and &quot;2021-25 Corporate Plan.&quot; This report provides a &quot;year in review,&quot; an organizational overview, a performance review, management and accountability, and financial report. [For the 2020-21 report, see ED616872.]
An International Partnership Workshop Report and Evaluation: Taibah University, Kingdom of Saudi Arabia and George Washington University, United States of America
Author: Alhazmi, Fatemah Abdullah
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Partnerships in Education,Universities,International Cooperation,Doctoral Programs,Program Development,Instructional Leadership,Educational Administration,Workshops,College Faculty,Feedback (Response),Program Improvement,Foreign Countries,Program Evaluation,Administrator Attitudes

This paper sheds light on one of the key phases in the service contract of the international partnership between TBU in Saudi Arabia and George Washington University (GWU) in the US to develop a doctoral program of philosophy degree (PhD) in educational leadership and administration. The aim of the research was to evaluate the first workshop that took place over six working days in TBU. The first part of the study provides an executive summary of the workshop. The second part analyses the data collected from a questionnaire distributed to all workshop attendees. On the basis of the data, a summary of the main themes that arose in the workshop is provided, and the action items and priority areas that require further deliberation are identified and analyzed. Most respondents expressed interest in participating in future workshops and other joint projects between the two universities, and only two negative comments were recorded throughout the data. After sharing the results with team members, they commenced work to improve the program in all its aspects on the basis of the feedback received. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Determining the Sport-Health Belief and Life Satisfaction of Participants in Recreational Activities: A Research on Private Sector Employees
Author: Temel, Abdullah Sencer
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Life Satisfaction,Correlation,Recreational Activities,Team Sports,Athletics,Employee Attitudes,Scores,Health Behavior,Gender Differences,Age Differences,Income,Marital Status,Departments,Leisure Time,Quality of Life,Foreign Countries,Likert Scales,Private Sector

The purpose of this research is to examine the relationship between the sport-health belief and life satisfaction of the employees participating in recreational sports activities according to few demographic variables. The research is a quantitative study and was conducted in a relational screening model. The sample of the study consists of 118 employees working in different departments of Konya Seker Industry Trade Inc. The data of the research were analysed by using statistical software program. For data analysis, arithmetic mean and standard deviation values were determined; t-Test and One-Way Variance Analysis (ANOVA) tests were used to determine the differentiation status of the scores obtained for the variables. In addition, correlation analysis was used to determine the relationship between variables, and regression analysis was used to test the predictive state of independent variables. As a result of the research, it was determined that the scores of the participants regarding the levels of recreational sport-health belief did not differ in terms of gender, age, marital status, monthly income, department, leisure time activity, participation in recreational activities and the type of participation, but there was a significant difference in terms of the professional seniority variable. According to life satisfaction scores; it was determined that there was only a significant difference found in monthly income variable. Overall, our study indicated that there were a positive moderately significant relationship between the participants' recreational sport-health beliefs and life satisfaction and this study emphasized that as individuals' perceptions of their recreational health beliefs increased, the quality of life satisfaction also increased. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
ICT Competence in Social Sciences: Designing Digital Resources for Teaching and Learning Cultural Heritage
Author: Carrillo, Ana Luisa Martínez
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Technological Literacy,Teaching Methods,Archaeology,Computer Software,Digital Literacy,Documentation,Databases,Photography,Field Instruction,Foreign Countries,Historic Sites,Higher Education,Geographic Information Systems

Currently, the use of technology in education has become more popular. Special attention has been given to the adaptation of computer technology into the teaching-learning process for effective learning and increasing students' achievement. In recent years, it has been realized that there is an immense benefit in applying computer technology in the social studies classroom in the context of the high school. The first purpose of this study is to investigate the degree of application of these technologies in the social studies classroom, specifically it application in the discipline of archaeology. The second purpose is to show the use of different technologies in order to replace the traditional process of archaeological documentation with a digital one. In this contribution it is presented the methodology used for recording archaeological data in the excavation and in the laboratory, which consist on online database system for field recording and photogrammetry as a means of graphical documentation for the development of the excavated trenches. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Caring Campus: Faculty Leadership in Student Success
Author: Barnett, Elisabeth A.
Date: 2023-01-00
Type: Reports - Research
Subjects: Caring,Teacher Leadership,College Faculty,Coaching (Performance),Student School Relationship,College Students,Teacher Collaboration,Teacher Attitudes,Academic Persistence,Teacher Student Relationship,Minority Group Students,First Generation College Students,Pandemics,COVID-19,Academic Achievement,Educational Environment,Diversity (Faculty),Student Diversity,School Holding Power,Educational Attainment,Program Descriptions

Caring Campus/Faculty brings together a group of college faculty and involves them in coaching sessions during which they identify behavioral commitments that can be employed in the classroom to increase students' connection to the college. These faculty then engage with other instructors at their college to expand the number who are willing to employ the commitments. Using interview, survey, and other data gathered from several colleges through virtual site visits, this report discusses early implementation and outcome findings from a study of Caring Campus/Faculty conducted in 2020-2022. The findings indicate that Caring Campus/Faculty has the potential to provide meaningful support to students who may need help and encouragement to persist in college. Such support may be crucial for students of color, first-generation students, and low-income students to navigate college well. These students often experience barriers at their institutions that make it difficult to feel welcome and comfortable. The findings also suggest that Caring Campus/Faculty is becoming a key avenue for faculty to take leadership in student success efforts and that it is working to support faculty as they seek to improve their ability to teach and support students. Finally, Caring Campus/Faculty is facilitating the development of a positive college climate, which students, faculty, and college leaders have viewed as especially helpful during the pandemic.
Assessment in Vocational Education and Training Aligned to the Intent of Underpinning Units of Competency -- An Australian Application Overview and Use Case to Competency Based Training
Author: Skiba, Richard
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Vocational Education,Competency Based Education,Evaluation,Benchmarking,Evaluation Criteria,Performance Based Assessment

This article explores approaches to assessment of competence against nationally recognized units of competency and considers these approaches with regard to the intent of the underpinning units of competency and the notion of compliance with the Standards for Registered Training Organizations (RTOs) 2015, in particular Clause 1.8. Specifically, the review investigates whether components of units of competency, such as performance criteria and performance evidence should be used as observation criteria for performance assessment tasks used to determine competence. The article concludes that the intent of a unit of competency is embodied in its components, and that units of competency outline competency standards. Given that units of competency provide a benchmark for assessment, they should be used as such. The benchmark can then be used for consistent approach to assessment and any assessment tool review or validation activities and can thus potentially limit the amount of non-compliances experienced in the vocational education and training sector. In order to do so, assessment tools should, for practical observation tasks include observation criteria that duplicate the performance criteria and performance evidence of a unit of competency together with robust task definitions. Using common benchmarks increases the likelihood that another Assessor would make the same judgement, based upon the same evidence. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Connecting Magnet Schools and Public Housing Redevelopment: January 2023 Update
Author: Mumphery, Darryn
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Magnet Schools,Public Housing,Urban Renewal,Federal Aid,Public Agencies,Federal Government,Education,Federal Programs,Agency Cooperation,Government Role,Racial Integration,Social Integration,Diversity (Institutional)

Poverty &amp; Race Research Action Council's (PRRAC's) March 2021 policy brief, &quot;Mixed income neighborhoods and integrated schools: Linking HUD's Choice Neighborhoods Initiative with the Department of Education's Magnet Schools Assistance Program&quot; (ED611507), highlighted an important opportunity for interagency collaboration, encouraging an explicit connection between HUD's Choice Neighborhoods Initiative (CNI) and the Department of Education's Magnet Schools Assistance Program (MSAP). As the authors advocated with both agencies, if funding connecting MSAP and public housing redevelopment were incentivized by both HUD and the Department of Education, applicants could create plans for their communities that include a vision for safe, accessible housing, as well as neighborhoods and schools with diversity of race and income. The purpose of this update is to determine: (1) whether HUD and the Department of Education incorporated any of these recommendations to encourage the connection of MSAP and CNI or other public housing redevelopment projects; and (2) whether applicants responded to such encouragement.