ethanporcaro/eric-fulltext-meta huggingface dataset:
Community College Workforce Education Study. Methodology Report and Data Book
Author: Wilder Research
Date: 2021-06-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Geographic Location,Enrollment Trends,Certification,Costs,Data Collection,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

Opportunity America received a grant from Lumina Foundation to conduct a national research study of community colleges' credit and noncredit occupational education programs and their relationships with employers. Opportunity America contracted with Wilder Research to manage data collection and analysis for the study. The purpose of this study was to learn more about the important role that community colleges have in training and upskilling the U.S. workforce and how these institutions work with employers to address local and regional workforce demands. The study aims to answer the following questions: (1) How extensive is the workforce education offered on community college campuses? (2) How extensive are the workforce programs offered by community college noncredit divisions? and (3) What share of colleges are adopting the innovations seen at pioneering two-year schools, including intensive employer partnerships, shorter job-focused programs, and stackable credentials? The goal of this study is to produce and share knowledge with researchers, administrators, state-level leaders, and policymakers to inform community college workforce education policies and programs. This report describes the study methods and includes a data book of the study results. The Appendix includes supplementary information, including the survey instrument and glossary. [The individual studies are indexed in ERIC.]
&quot;CSI Vienna&quot; -- Design and Evaluation of the Out-of-School Lab &quot;ELKE&quot;
Author: Gross, Katharina
Date: 2020-06-00
Type: Speeches/Meeting Papers
Subjects: Informal Education,Extracurricular Activities,Chemistry,Science Teachers,Teaching Methods,Preservice Teachers,Learning Laboratories,Science Education,Teacher Education Programs,Program Effectiveness,Outcomes of Education,Experiential Learning,Foreign Countries,Homicide,Laboratory Experiments,Police,Law Enforcement

In the course of PISA and TIMSS a lot of out-of-school lab days have been established; as non-formal extracurricular learning environments they shall provide an efficient addition to formal learning at school. The &quot;ELKE&quot; project is a non-formal extracurricular learning lab that aims at linking curricular content and competence-centred activities. This makes it an effective addition to chemistry education at school. Additionally, &quot;ELKE&quot; is a teaching/learning-environment for university teacher training. The poster illustrates the general concept as well as the contextual design of &quot;CSI Vienna&quot;, the Viennese experimentation day. Furthermore, it shows first results concerning the effectiveness of the &quot;ELKE&quot; student lab on learning. These results will also be related to the outcomes of studies on &quot;ELKE&quot; as a teaching/learning-environment for future chemistry teachers. [This paper was published in: &quot;Research on Outdoor STEM Education in the digiTal Age. Proceedings of the ROSETA Online Conference in June 2020,&quot; edited by M. Ludwig, et al., WTM, 2020, pp. 205-208.]
Opening the Textbook: Educational Resources in U.S. Higher Education, 2015-16
Author: Allen, I. Elaine
Date: 2016-07-00
Type: Reports - Research
Subjects: Open Educational Resources,Textbook Selection,Higher Education,Textbooks,Educational Technology,Costs,Barriers,Copyrights,Compliance (Legal),College Faculty,Teacher Attitudes,Textbook Content,Satisfaction,Knowledge Level,Teacher Characteristics,Intellectual Disciplines,Decision Making,Media Selection,Courses,Technology Uses in Education,Online Searching

The objective of this study is to better understand the process by which faculty members select the educational materials that they employ in their courses. The educational resource that people are most familiar with is the required textbook: faculty members select one or more books that all students are required to use through the duration of the course. Faculty also employ a wide range of other materials, some of which are supplemental or optional, and others that are required for all students. In addition to examining the overall resource selection process, this study also explores two particular classes of educational materials: those classified as open educational resources (OER) and a sub-set of OER known as open textbooks. The study also examines the extent to which faculty are aware of and/or adopting open textbooks. The survey results, using responses of over 3,000 U.S. faculty, show that OER is not a driving force in the selection of materials -- with the most significant barrier being the effort required to find and evaluate such materials. Use of open resources is low overall, but somewhat higher for large enrollment introductory-level courses. [For &quot;Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014,&quot; see ED572730.]
Freeing the Textbook: Educational Resources in U.S. Higher Education, 2018
Author: Seaman, Julia E.
Date: 2018-00-00
Type: Reports - Research
Subjects: Open Educational Resources,Textbook Selection,Higher Education,Textbooks,Educational Technology,Costs,Barriers,Copyrights,Compliance (Legal),College Faculty,Teacher Attitudes,Textbook Content,Satisfaction,Knowledge Level,Teacher Characteristics,Decision Making,Media Selection,Courses,Technology Uses in Education,Electronic Publishing,Homework

This study is one of a series using consistent definitions of key concepts to support analysis of changes over time. The studies are designed to explore the process by which faculty members select and use the educational materials that they employ in their courses. The most common of these is the required textbook: faculty members typically select one or more books that all students are required to use throughout the duration of the course. Faculty also employ a wide range of other materials: some optional, others required for all students. In addition to examining the overall resource selection process, this study also explores the particular class of materials classified as open educational resources (OER). The 2017-2018 survey on teaching materials in U.S. higher education shows a steady growth in awareness of open educational resources (OER). Responses from over 4,000 faculty and department chairpersons paint a picture of steady improvement, with almost 50% of faculty now reporting OER awareness. [For &quot;Opening the Textbook: Educational Resources in U.S. Higher Education, 2017,&quot; see ED582411.]
Report of the Commissioner of Education for the Year 1874
Author: Department of the Interior, Bureau of Education (ED)
Date: 1875-00-00
Type: Historical Materials
Subjects: Public Education,Womens Education,Foreign Countries,Elementary Secondary Education,Teacher Education,American Indian Education,Deafness,Special Education,Business Schools,Colleges,Science Education,Theological Education,Legal Education (Professions),Medical Education,Dentistry,Pharmaceutical Education,College Entrance Examinations,Military Schools,Libraries,Museums,Blindness,Special Schools,Correctional Institutions,Educational Finance,Publications,Kindergarten,Intellectual Property,Furniture,Educational Facilities,Educational Equipment,Schools of Education,Urban Education,Teacher Salaries,Ventilation

In this report, the Commissioner of Education discusses data on science and education, state and territorial education by region, education in cities, interest in and preparations for featuring the condition of U.S. education at the Centennial observation, education in foreign countries, District of Columbia teacher payments, and his recommendations and conclusions. Appendices include abstracted school-officer reports from the states, territories, and cities, with additional information, and data and discussion on Indian education and on educational conventions and institutes. Statistical tables cover state and territorial school systems; cities with 10,000 or more population; normal schools; commercial and business colleges; kindergarten; secondary instruction; preparatory schools; institutions for the superior education of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; admissions examinations for the U.S. Military Academy and Naval Academy; degrees conferred; library status and the increase in libraries; museums; institutions for the deaf and dumb, and for the blind; reform schools; orphan asylums, miscellaneous charities, and industrial schools; schools and asylums for feeble-minded children; education benefactions; educational publications; and patentees for improvements in school furniture, apparatus, equipment, and ventilation.
Report of the Commissioner of Education for the Year 1872
Author: Department of the Interior, Bureau of Education (ED)
Date: 1872-00-00
Type: Historical Materials
Subjects: American Indian Education,Special Education,Deafness,Blindness,Foreign Countries,Public Education,Crime,Poverty,Art Education,Colleges,Enrollment,Attendance,Urban Education,Schools of Education,Business Schools,Secondary Education,Military Training,College Entrance Examinations,Womens Education,Single Sex Colleges,Agricultural Education,Science Education,Theological Education,Legal Education (Professions),Medical Education,Dentistry,Pharmaceutical Education,Libraries,Museums,Educational Finance,Special Schools,Correctional Institutions,Intellectual Property,Furniture,Resources,Educational Equipment,Educational Facilities,Publications,Census Figures

The report provides abstracted reports from state, territorial, and city school officers. Information is also given on Indian education, educational conventions and institutes, education of the deaf and dumb, and education of the blind, as well as an annual review of foreign education. Special articles discuss education in the Hawaiian Islands, the value of common-school education for common labor, the relationship between crime and education, the relationship between education and pauperism, and suggestions on art training in American colleges. Statistical tables cover states' and territories' enrollment, attendance, and school duration; city education; normal schools; commercial and business colleges; secondary education institutions; U.S. Military Academy and Naval Academy admissions examinations, U.S. colleges; female colleges; agricultural and scientific, theology, law, medical, dental, and pharmaceutical schools; U.S. libraries; museums; educational benefactions; institutions for the blind and for the deaf and dumb; penitentiaries and jails; reformatories; orphan asylums; patents for school furniture, stationery and writing supplies, equipment, and physical plant features; educational publications; and census-derived statistics.
Living Longer, Working Longer, Learning Longer
Author: Cummins, Phyllis A.
Date: 2022-00-00
Type: Reports - Research
Subjects: Adult Education,Work Life Expectancy,Lifelong Learning,Community Colleges,College Role,Older Workers,National Surveys,Adults,Job Skills,Computer Literacy,Employment Potential,Participation,Educational Attainment,Developed Nations,Automation,Age Differences

In this chapter, we discuss changes in the age structure of the labor force, the need for continued skill upgrading over the life course to remain employable, patterns of participation in adult learning and development activities, and the role community colleges play in providing education and training to middle-aged and older adults. In an increasingly global and technology-based economy, it is relevant to compare the U.S. to other developed countries. [This paper was published in: E. F. Fideler (Ed.), &quot;Handbook on Aging and Work&quot; (pp. 327-347). Rowman &amp; Littlefield, 2022.]
Report of the Commissioner of Education. 1871
Author: Department of the Interior, Bureau of Education (ED)
Date: 1872-00-00
Type: Historical Materials
Subjects: American Indian Education,Conferences (Gatherings),Science Education,Blindness,Deafness,Students with Disabilities,Foreign Countries,Womens Education,Private Colleges,Art Education,Kindergarten,Music Education,Mental Disorders,Crime,News Media,Statistical Data,Census Figures,Educational Finance,Urban Areas,Teacher Education,Business Schools,Secondary Schools,Military Schools,Colleges,Agricultural Education,Religious Education,Medical Education,Law Related Education,Dentistry,Pharmaceutical Education,Libraries,Special Schools,Residential Programs,Intellectual Disability,Alcohol Abuse,Philanthropic Foundations,Costs,Correctional Institutions,Reports,Superintendents,Publications

This report provides abstracts of official reports from state, territorial, and city school officers. The appendices give information and statistics on Indian education; education conventions and institutes; national science schools; education for the blind; education for the deaf and dumb; foreign education; German education; women's educational progress; Cooper Union; artisan education; kindergarten objectives; music education; the relationship between education and insanity; the relationship between education and crime; and the press as an educator. General school statistics cover census statistics; school statistics; school finance; cities; normal schools; commercial and business schools; secondary education institutions; U.S. Military and U.S. Naval Academies' appointments, examinations, and projections; colleges; scientific, agricultural, theological, legal, and medical, dental, and pharmaceutical education institutions; major U.S. libraries; institutions for the deaf and dumb, and for the blind; asylums for idiots; a summary of unfortunates; inebriate asylums; educational benefactions; education costs in the states, and in the cities; reformatory and prison statistics; city superintendent reports; and education publications. [This report is part of Vol. 2 of the Secretary of the Interior's report to Congress.]
Inflection Point: Educational Resources in U.S. Higher Education, 2019
Author: Seaman, Julia E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Textbooks,Textbook Selection,Higher Education,Open Educational Resources,Educational Trends,Inclusion,Electronic Publishing,Printed Materials,Student Costs,Copyrights,Textbook Evaluation,Educational Quality

This study is one in a series designed to explore the process by which faculty members select and use the educational materials employed in their courses. The most common of these is the required textbook: faculty members typically choose one or more books that all students are required to use throughout the course. Faculty also employ a wide range of other materials -- some optional, others required for all students. In addition to examining the overall resource selection process, this study also explores the particular class of materials classified as Open Educational Resources (OER). This study also examines a new trend in the provision of course materials: inclusive access. Inclusive access agreements are an emerging distribution model that go by a variety of names, with no single clear definition. After decades of stability in the textbook market, the last five years have seen substantial changes in the selection process for course materials. The evidence suggests that even more change is coming. There is no indication that the pace of these changes is slowing. If anything, the next five years may see the pace of change accelerate. [For &quot;Freeing the Textbook: Educational Resources in U.S. Higher Education, 2018,&quot; see ED616828.]
Report of the Commissioner of Education Made to the Secretary of the Interior for the Year 1870, with Accompanying Papers
Author: Department of the Interior, Bureau of Education (ED)
Date: 1870-00-00
Type: Historical Materials
Subjects: African American Education,American Indian Education,Kindergarten,Foreign Countries,Judaism,Religious Education,Special Education,Deafness,Working Class,Education,Medical Education,Schools of Education,Conferences (Gatherings),Universities,Crime,Criminals,School Supervision,German,Immigrants,Labor,Illiteracy,School Statistics,Educational Finance,Colleges,Professional Education,Special Schools,Religious Organizations,Libraries,Correctional Institutions,Military Schools,Teachers,Students

The bulk of this report from the Commissioner of Education is made up of appendices. The appendices begin with abstracts of reports submitted by state, territorial, and city school officers. Data is then presented on the general condition of colored schools operated by the Freedmen's Bureau; Indian education; kindergarten culture; Hebrew education; Argentine education; deaf and dumb education; education in England; education in Bengal, India; education of the working classes in Austria; education in Victoria, Australia; Ecuadorian education; U.S. medical education; normal schools; educational conventions; an American university; society, crime, and criminals; the Chinese migration; school supervision; German schools and teaching German; the relationship between education and labor; inquiries and replies relating to education and labor; illiteracy in the U.S.; and general U.S. school statistics. The latter includes statistics on pupils and teachers; school finances; colleges; theological seminaries; law schools; medical, dental, and pharmaceutical institutions; normal schools; agricultural and scientific schools; commercial colleges; institutions serving the deaf and dumb, the insane, the blind, the idiotic, inebriates, and miscellaneous special schools; the Young Men's Christian Associations; major U.S. libraries; reformatories and state prisons; and appointments, examinations, and rejections at West Point.
Digital Texts in the Time of COVID: Educational Resources in U.S. Higher Education, 2020
Author: Seaman, Julia E.
Date: 2021-00-00
Type: Reports - Research
Subjects: Electronic Publishing,Textbooks,Textbook Selection,Textbook Evaluation,Higher Education,Large Group Instruction,Introductory Courses,Educational Change,COVID-19,Pandemics,Textbook Standards,Open Educational Resources,Textbook Content,Copyrights

This study explores how faculty members select and use the educational materials employed in their courses. The primary sample represents all teaching faculty across all types of degree-granting higher education institution in the United States. Two subgroups of faculty are called out for detailed examination: those teaching large-enrollment introductory level courses, and those teaching at minority serving institutions. The most common educational material employed in a course is the required textbook: faculty members typically choose one or more books that all students use throughout the course. Faculty also employ a wide range of other materials -- some optional, others required for all students. This study also examines an emerging distribution model typically called &quot;inclusive access,&quot; which often goes by various names and has no single clear definition. The changes to higher education induced by the COVID-19 pandemic came amidst a time of considerable evolution in how publishers distribute and market their content, and how faculty discover, evaluate, and select course materials. New, digital-centric alternatives played a large part in supporting the massive teaching changes in Fall 2020. [For &quot;Inflection Point: Educational Resources in U.S. Higher Education, 2019,&quot; ED616836.]
Community College Workforce Education Study: Connecticut
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Connecticut community colleges participated in a national study of community college workforce education. Connecticut was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Connecticut to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Hawaii
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Hawaii community colleges participated in a national study of community college workforce education. Hawaii was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Hawaii to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Indiana
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Indiana's Ivy Tech Community College participated in a national study of community college workforce education. Indiana was one of 14 states where education authorities encouraged colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Indiana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]