ethanporcaro/eric-fulltext-meta huggingface dataset:
Indicators of School Crime and Safety: 2011. NCES 2012-002/NCJ 236021
Author: Robers, Simone
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: School Safety,Crime,Violence,Death,Victims,Educational Environment,Weapons,Injuries,Fear,Discipline Problems,Juvenile Gangs,Bullying,Drinking,Drug Use,Student Attitudes,Teacher Attitudes,Discipline,School Security,National Surveys,School Surveys,Incidence,Public Schools,Private Schools,Statistical Data,Tables (Data)

This report is the fourteenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. Sources include results from a study of violent deaths in schools, sponsored by the U.S. Department of Education and the Centers for Disease Control and Prevention; the National Crime Victimization Survey and School Crime Supplement to the survey, sponsored by the BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the Centers for Disease Control and Prevention; and the Schools and Staffing Survey and School Survey on Crime and Safety, both sponsored by NCES. The most recent data collection for each indicator varied by survey, from 2007 to 2010. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. All comparisons described in this report are statistically significant at the 0.05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A. This report covers topics such as victimization, teacher injury, bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, and student perceptions of personal safety at school. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available. Preliminary data show that there were 33 school-associated violent deaths from July 1, 2009, through June 30, 2010 (Indicator 1). In 2010, among students ages 12-18, there were about 828,000 nonfatal victimizations at school, which include 470,000 victims of theft and 359,000 victims of violence (simple assault and serious violence) (Indicator 2). In 2009-10, about 74 percent of public schools recorded one or more violent incidents of crime, 16 percent recorded one or more serious violent incidents, and 44 percent recorded one or more thefts (Indicator 6). Appended are: (1) Technical Notes; and (2) Glossary of Terms. Individual chapters contain footnotes. (Contains 56 tables and 52 figures.) [For the previous report, &quot;Indicators of School Crime and Safety: 2010. NCES 2011-002/NCJ 230812,&quot; see ED512901.]
International Approaches to Teacher Selection and Recruitment. OECD Education Working Papers, No. 47
Author: Hobson, Andrew J.
Date: 2010-04-01
Type: Reports - Evaluative
Subjects: Evidence,Teaching (Occupation),Teacher Selection,Foreign Countries,Teacher Recruitment,Employment Practices,Trend Analysis,International Studies,Personnel Policy,Teacher Certification,Teacher Competency Testing,Readiness,Performance Factors,Teacher Evaluation,Teacher Effectiveness,Evaluation Methods,Comparative Analysis,Comparative Education,Measurement Objectives,Measurement Techniques

This report presents the findings of the review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations. It is intended that the report will be helpful to countries or states that are looking to review their existing methods of recruiting and selecting teachers, and to those who are advising them. The main focus of this report is on mechanisms and processes designed to assess the readiness or competence (to take up a teaching post or to remain in the profession) of newly qualified teachers (NQTs), by which we mean those who have recently completed (or are about to complete) a programme of initial teacher preparation (ITP). Nevertheless, we also address--and some of the discussion applies to--a number of related issues, such as: (i) means of ensuring that the quality of the pool of would-be teachers from which countries are selecting (or whose competence they are assessing) is as high as possible; and (ii) means of assessing the competence of those who have been teaching for a longer period but who were not originally "trained" to the current standards and/or who do not hold permanent posts. Appended are: (1) Examples of how ITP programmes are evaluated in some parts of the world; and (2) Accreditation Mechanisms for Licensing New Entrants to the Teaching Profession. (Contains 1 box, 1 table and 17 footnotes.)
Summary of the June 2009 Educationtoday Crisis Survey: Initial Reflections on the Impact of the Economic Crisis on Education. OECD Education Working Papers, No. 43
Author: Karkkainen, Kiira
Date: 2010-02-05
Type: Reports - Descriptive
Subjects: Educational Finance,Foreign Countries,Financial Support,School Surveys,Economic Impact,Reflection,Economic Change,Economic Factors,Educational Demand,Participation,Educational Supply,Barriers,Performance Factors,Unemployment,Investment,Financial Problems,Educational Assessment,Educational Indicators,Educational Policy,Change Strategies,Educational Change,Politics of Education

This paper provides initial reflections on the impact of the economic crisis on education across the Organisation for Economic Cooperation and Development (OECD) area by analysing the OECD educationtoday crisis survey responses of June 2009. It first looks at the impact of the crisis on education demand and participation, after which the focus turns to the supply side and education financing. The paper suggests that while the education sector appeared to experience increased demand and benefit from growing governmental financing in several OECD countries in June 2009, the crisis may have hidden negative effects particularly on decentralised service delivery and private involvement in education. (Contains 3 boxes and 1 footnote.)
School Evaluation: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 42
Author: Faubert, Violaine
Date: 2009-12-15
Type: Information Analyses
Subjects: Evidence,Academic Achievement,Educational Change,Foreign Countries,Literature Reviews,Best Practices,Educational Practices,Comparative Analysis,Comparative Education,Educational Policy,Elementary Secondary Education,Educational Assessment,Educational Indicators,Systems Analysis,Classification,Evaluation Criteria,Evaluation Methods,Program Implementation,Alignment (Education),Evaluation Problems,Evaluation Needs,Educational Responsibility,Evaluation Utilization,Outcome Measures,Teacher Evaluation,Student Evaluation

This paper examines the current academic and policy literatures concerning school evaluation in primary and secondary education within the OECD countries. First, it provides a typology of the existing systems of school evaluation across the OECD. It encompasses the diverse criteria and instruments commonly used to carry out schools evaluation, as well as the players involved in the design and implementation of school evaluation. It also describes potential consequences for schools. Second, this paper analyses how school evaluation schemes are interrelated with other components of the evaluation framework, such as teacher evaluation and system evaluation. The potential complementarities, duplication and inconsistency of objectives stemming from these interrelations are discussed. Third, this paper presents the advantages and drawbacks of different approaches to school evaluation, the resistance and implementation difficulties resulting from misalignment of interests between different stakeholders, and possible ways to overcome impediments to implementation. Finally, it reviews the quantitative and qualitative evidence available on the impact of different school evaluation schemes on school performance, student learning and the incentives for the teaching staff. It concludes by considering the circumstances under which school evaluation schemes seem to be more conducive to school improvement. The effectiveness of school evaluation schemes relies on developing competencies for evaluation and for using feedbacks. Alignment of stakeholders' interests is also critical to have the support of those being assessed.
How Technology Changes Demands for Human Skills. OECD Education Working Papers, No. 45
Author: Levy, Frank
Date: 2010-03-05
Type: Reports - Descriptive
Subjects: Foreign Countries,Job Skills,Technological Advancement,Influence of Technology,Skill Analysis,Skill Development,Workplace Literacy,Educational Needs,Labor Needs,Needs Assessment,Occupational Surveys,Performance Technology,Human Factors Engineering

This paper places the competencies to be measured by the OECD's Programme for the International Assessment of Adult Competencies (PIAAC) in the context of the technological developments which are reshaping the nature of the workplace and work in the 21st century. The largest technological force currently shaping work is the computer. Computers are faster and less expensive than people in performing some workplace tasks and much weaker than people in performing other tasks. On the basis of an understanding of the kinds of work computers do well, it is possible to describe the work that will remain for people in the future, the skills that work requires and the way that computers can assist people in performing that work. The paper argues that a technology-rich workplace requires foundational skills including numeracy and literacy (both to be tested in PIAAC), advanced problem-solving skills or "Expert Thinking" (similar to the construct of Problem Solving in Technology-Rich Environments to be tested in PIAAC) and advanced communication skills or "Complex Communication" (not being tested in PIAAC). (Contains 1 figure and 10 footnotes.)
Considering Culture in e-Learning Environments and Post-Secondary Learning Success
Author: Kinasevych, Orest
Date: 2011-12-30
Type: Information Analyses
Subjects: Foreign Countries,Cultural Influences,Electronic Learning,Online Courses,Correlation,Usability,College Students,Instructional Design,Instructional Effectiveness,Student Attitudes,College Instruction,Student Surveys,Student Characteristics,Data Analysis,Web Based Instruction

This study sought to identify the relationships between cultural factors, e-learning design, and learning success. It probed the cultures of respondents, their perceptions of the usability characteristics of e-learning tools, and their subjective assessments of their learning. The study aimed to identify correlations between culture and perceptions of usability, as well as between these perceptions and learning success. An extensive literature review identified appropriate cultural definitions, usability heuristics, education theory, and applicable research models. Participants were 40 students at two Canadian colleges who had been enrolled in online instruction. Their exposure to online learning tools was crucial to the study. A single online survey instrument was used to collect subjective data from the participants. The survey instrument made use of questions based on the work of Hofstede (2001), questions regarding e- learning usability, questions regarding subjective learning success, and questions about demographics. Methodology is described in detail. Response data were tested for potential correlations. Inferential statistics were used to identify whether the data may generalize to the larger population. Although some significant observations were made, the findings were not conclusive. Recommendations include additional study of cultural factors in e-learning. Appendixes present: (1) Research Approval, Central Michigan University; (2) Research Approval, Northern Alberta Institute Of Technology; (3) Research Approval, Red River College; (4) Permission To Use Survey Instrument; (5) Participant Invitation; (6) Participant Reminder; (7) Participant Final Reminder; (8) Research Consent; and (9) Survey Questions. (Contains 23 tables and 13 figures.)
Online Courses and Optimal Class Size: A Complex Formula
Author: Arzt, Judy
Date: 2011-10-21
Type: Reports - Research
Subjects: Higher Education,Electronic Learning,Online Courses,Class Size,Best Practices,Predictor Variables,Educational Technology,Access to Computers,Computer Uses in Education,Educational Development,Intellectual Disciplines,Course Objectives,College Faculty,Teaching Experience,Self Efficacy,Teaching Styles,Grouping (Instructional Purposes),Instructional Program Divisions,Teaching Load,Technical Support

The purpose of this study was to conduct descriptive, exploratory research to answer the questions: What is the ideal class size for online courses? What are the variables that affect optimal class size in this environment?  As a study of the literature, the goal was to collect research-based evidence supporting optimal class size. The initial impetus for the research was the planned implementation of a Nursing Doctoral Practice degree program with online components. Initially, 40+ sources were collected. Studies that used experimental design as well as qualitative methods were used for the final sampling. Research that was theoretical in nature was generally excluded unless it provided information about variables to study in answering the research questions.  Results of the studies revealed that 12-22 students per class were desirable.  Variables that affected decisions about optimal class size included: (1) the nature of the discipline, syllabus, course objectives, and expected outcomes; (2) instructor's prior experience teaching online and comfort level with the technology; (3) the nature of the students in the class, for instance, bachelor's, master's, or doctoral level; (4) overall institutional support in terms of faculty workload and technology staff assistance. Student learning styles and instructor teaching styles were also found to affect optimal learning in terms of class size. Future study needs to address the role of evolving technologies--social media, video conferencing, e-texts--on determination of optimal class size. Given the dramatic expected increases in the demand for online learning, educational institutions must continue to explore suitable class sizes within the context of prevailing variables.
Pan-African - Mediterranean Migrations: Implications for Education and Society
Author: Napier, Diane Brook
Date: 2011-11-30
Type: Reports - Research
Subjects: Migration,Refugees,Social Problems,Education,Immigrants,Cultural Differences,Family Relationship,Generational Differences,Emotional Adjustment,Language of Instruction,Labor Force,Public Policy,International Cooperation,Foreign Countries

The purpose of this study was to examine features of the contemporary migrant and refugee flows across Africa northward to the Mediterranean and then to European countries (sometimes called the &quot;new mass migration&quot; and also migrant flows southward to South Africa. In addition, the purpose was to examine dimensions of response and adaptation in receiving countries, also the interconnections between sending- and receiving countries. In the post-colonial era, a variety of political, economic, and other societal forces combined to generate increased and more frequent flows of people seeking a better life, worldwide. Migrations of Africans are part of this global phenomenon, with manifold implications for source countries in Africa and for receiving countries in Africa and Europe. This consideration of issues is framed in the context of contemporary globalization theory and migration theories including social capital theory and push-pull theory. Implications and challenges for education and society in receiving countries such as France and South Africa, and in African sending countries, are summarized, drawing on contemporary research and debate on the issues in education and other sectors of society and on policy-practice research. Prominent themes in the research literature are highlighted, including language issues, policy responses, demographic shifts and trends, transnational family relationships, labor market issues, and educational ramifications. The impacts of refugee influxes on intermediate destinations such as the Canary Islands, Ceuta and Melilla, and Istanbul are also considered. The study results indicate that Pan-African -- Mediterranean migrations have generated a significant new landscape of interconnectedness across the macro-region and that the challenges and responses in European countries--the target destinations of the northward migrations--have counterparts in South Africa--the south-end target destination for many desperate migrants and refugees. Current recommendations are for multiple levels of response to tackle crucial issues in education and wider society, including in-country improvement of conditions but also joint responsibility between sending- and receiving countries in Africa and across the Mediterranean to Europe. There is a need for more research on the specific experiences of desperate migrants in the macro-region to expand understanding of the full extent of this contemporary migration phenomenon and its ramifications. (Contains 2 figures.) [The original version of this paper was presented at the IV Mediterranean Society of Comparative Education (MESCE) Conference, Rabat, Morocco, 8 -10, November 2009.]
The Effect of Culture on Online Learning
Author: Kinasevych, Orest
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Online Courses,Foreign Countries,Values,Cultural Influences,Surveys,Computer Uses in Education,College Students,Student Attitudes,Social Values,Educational Technology

The author is conducting survey research to identify possible effects of culture on online learning success. The research will consider the cultural dimension of uncertainty avoidance identified by Hofstede (2001). The research participants will be students at Canadian post-secondary institutions. The survey will ask learners about their perceptions of the online learning tools they had used, their own impressions of their learning success as influenced by the online learning tools, and information about their cultural values. This paper outlines the research underpinnings, approach, and expected results. [This paper was published in: F. Sudweeks, H. Hrachovec and C. Ess (eds). Proceedings Cultural Attitudes Towards Communication and Technology 2010, Murdoch University, Australia, 420-427.]
Fall 2004 College and University Enrollment in Connecticut. Comprehensive Report.
Author: Connecticut Department of Higher Education
Date: 2005-03-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Enrollment,Private Colleges,Sex,Age,Out of State Students,Race,Public Colleges,Full Time Equivalency,In State Students,College Freshmen,Community Colleges,Trend Analysis,Educational Trends,School Demography

Total enrollment at Connecticut's 47 colleges and universities reached an all-time record of 172,740 in fall 2004. A November 2004 report, &quot;Fall 2004 College and University Headcounts in Connecticut,&quot; analyzed headcount enrollment by status, level, institution and sector. This broader report discusses general trends in headcount enrollment; analyzes data on full-time equivalent (FTE) enrollment and presents demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 13 tables and 7 endnotes.)
Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2005. Annual Report
Author: Connecticut Department of Higher Education
Date: 2005-02-00
Type: Numerical/Quantitative Data
Subjects: African American Students,Strategic Planning,Higher Education,Public Colleges,American Indians,Asian American Students,Minority Groups,Hispanic American Students,Disproportionate Representation,Enrollment Trends,Statistical Data,College Faculty,Minority Group Students,Minority Group Teachers,Professional Personnel,Student Diversity,Undergraduate Students,Administrators,Goal Orientation,Diversity (Faculty)

Representative parity of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's Strategic Plan was enacted by the state legislature, which since 1986 provides the Board with an annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and staff should reflect the diversity of the state's citizenry. Since enactment of the Strategic Plan, Connecticut's public colleges and universities have become more racially and ethnically diverse and 2004 continues a trend of year-to-year incremental progress. The overall numbers and proportions of minority group members among enrolled students and graduates at the undergraduate level reached record levels. This report summarizes the activities and progress achieved in 2004 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment of Hispanic/Latino Students; (2) Undergraduate Enrollment of African American Students; (3) Undergraduate Enrollment of Asian American Students; (4) Undergraduate Enrollment of Native American Students; (5) Undergraduate Degree Recipients: Hispanic/Latino Students; (6) Undergraduate Degree Recipients: African American Students; (7) Undergraduate Degree Recipients: Asian American Students; and (8) Undergraduate Degree Recipients: Native American Students. (Contains 4 charts, 2 graphs and 18 tables.) [For the previous report, &quot;Strategic Plan To Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. Annual Report 2004,&quot; see ED518622.]
Connecticut Public Higher Education: 2005 System Trends
Author: Connecticut Department of Higher Education
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Student Financial Aid,Enrollment Trends,Public Colleges,Trend Analysis,Tuition,Fees,Funding Formulas,In State Students,Financial Support,Academic Degrees,Student Costs,Budgets,Expenditure per Student,State Surveys,College Faculty,Operating Expenses,Part Time Faculty

This paper presents the public higher education system trends in Connecticut for 2005. This report contains the following sections: (1) FY 2005-2007 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget.