ethanporcaro/eric-fulltext-meta huggingface dataset:
Globalization and Dual Modes of Higher Education Policymaking in France: Je T'aime Moi Non Plus. Research &amp; Occasional Paper Series: CSHE.2.11
Author: Hoareau, Cecile
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Global Approach,Competition,Educational Change,Foreign Countries,International Organizations,Governance,Colleges,Epistemology,Models

The French Government has had a paradoxical relationship with globalization. Globalization is perceived as both a threat to react against and a cradle for new policy ideas. French policymakers have a love-hate relationship with the European higher education reforms that started in the 1990s, a mixed sentiment that French singer Serge Gainsbourg spoke of in his popular song, &quot;Je t'aime moi non plus&quot;. At the outset, most of higher education reforms, such as the Bologna declaration, were framed as a way to build Europe and fight against international competition. Yet, the mode of governance of these reforms mirrored the one recommended by international organizations and led to the precise outcome criticized in globalization, i.e. greater competition. This paper explores the relationship between international, European and domestic discourses and modes of governance. It uses insights from the literature on policy transfer to investigate such relationship and questions the sustainability of such ambivalent discourse. The French government should concentrate on the policy it started developing from 2007 consisting in opening French higher education to globalization. Such global openness requires a change in the academic culture that could be triggered by a reform of academic training. (Contains 3 tables, 1 footnote and 8 notes.)
Academic Disciplines and the Undergraduate Experience: Rethinking Bok's &quot;Underachieving Colleges&quot; Thesis. SERU Project and Consortium Research Paper. Research &amp; Occasional Paper Series: CSHE.6.11
Author: Brint, Steven
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Majors (Students),Undergraduate Study,Social Sciences,Engineering,Humanities,Higher Education,School Surveys,Undergraduate Students,Intellectual Disciplines,Engineering Education,Science Education,Underachievement,Academic Achievement,Critical Thinking,Outcomes of Education,Predictor Variables,Regression (Statistics),Grade Point Average

Using data from the 2008 University of California Undergraduate Experience Survey, we show that study time and academic conscientiousness were lower among students in humanities and social science majors than among students in science and engineering majors. Analytical and critical thinking experiences were no more evident among humanities and social sciences majors than among science and engineering majors. All three academically beneficial experiences were, however, strongly related to participation in class and interaction with instructors, and participation was more common among humanities and social sciences students than among science and engineering students. Bok's (2006) influential discussion of &quot;underachievement&quot; in undergraduate education focused on institutional performance. Our findings indicate that future discussions should take into account differences among disciplinary categories and majors as well. (Contains 4 tables and 13 footnotes.)
Excellence and Diversity: The Emergence of Selective Admission Policies in Dutch Higher Education--A Case Study on Amsterdam University College. Research &amp; Occasional Paper Series: CSHE.15.10
Author: Reumer, Christoffel
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Grade Point Average,Academic Achievement,Criteria,Program Effectiveness,Liberal Arts,Selective Admission,College Admission,Educational Policy,Colleges,Trend Analysis,Secondary Schools,Postsecondary Education,Interviews,Educational History,Undergraduate Study,Student Characteristics,Self Esteem,Communication Skills,Student Attrition

This paper explores the emergence of selective admission policies in Dutch university education. Such policies are being developed to promote excellence in a higher education system that is generally known to be &quot;egalitarian&quot; and increasingly criticized for a lack of differentiation. The changing policy context of admission in Dutch university education and its driving forces and rationales are discussed in the context of European-wide developments such as the Bologna Process. Especially the emergence of selective liberal arts colleges will be presented as a recent excellence initiative. A review of international trends, methods and criteria in selective admission (notably from systems with extensive experience in this field such as the USA), including historical pitfalls, provides an analytical framework for the discussion of the fostering of excellence in combination with the aim for diversity in the student population. The predictive value of selection methods and criteria used at Amsterdam University College (AUC) are evaluated against the study progress and performance of AUC students. This includes academic criteria such as GPA in secondary school, and AUC's use of interviews. Examining data from AUC's first entering class in 2009, the college has achieved enrolling students from different national and socioeconomic backgrounds. It is also achieving excellence in terms of study progress and academic performance, including an attrition rate of only 13 percent. The question is whether interviews generate sufficient added value, in particular with regard to the time and costs of this model and with a view to the risk of subjective interpretations of &quot;soft variables&quot; such as student motivation. The answer seems to be that interviews provide extra guidance to both the student and the institution as to whether the student is choosing the right study programme (and not so much as whether he or she is able to complete it successfully). Consequently, the combined model of selection on the basis of prior academic achievement at secondary school (GPA) and personal interviews will be continued. However, specific attention needs to be paid to the fact that the interviewer's estimate of academic performance seems to be less accurate to predict study success than the actual secondary school GPA (i.e. based on the former more students could have been wrongly rejected than on the basis of the latter). (Contains 6 tables, 11 figures and 27 endnotes.)
Financing EU Student Mobility: A Proposed Credit Union Scheme for Europe. Research &amp; Occasional Paper Series: CSHE.17.10
Author: Hoareau, Cecile
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: International Cooperation,Foreign Countries,Student Mobility,Financial Support,Student Financial Aid,Income,Paying for College,Loan Repayment,Costs,College Credits

Governments worldwide face the challenge of financing a growing student population with limited resources, especially in the current context of difficult economic recovery. Student loan schemes, because they appear as cost-efficient and are defendable on the lines of social equity (students invest in their future), are increasingly politically attractive. It was therefore only a matter of time before the European Union considered the feasibility of implementing a similar scheme. Such a lending scheme faces EU-specific limitations. The Union has more limited resources than a fully-grown government. It is also bound by Treaty rules to complementary competencies and has to accommodate various levels of member states' willingness to integrate further. This paper offers a general discussion on the design of an EU-wide lending scheme for students. It argues in favour of a European Credit Union for Students, an EU-wide agency liaising with the European Investment Bank to raise the necessary funds and subcontracting other institutions for the administration of the loans. This agency would start by financing loans for the relatively narrow pool of mobile students under the Erasmus scheme. Doing so, it would lay down the foundation for a further integration of financing capacities as/if the Union becomes ever closer. Appended are: (1) existing modalities of student loans in selected EU member states; and (2) student loan management in selected EU member states. (Contains 8 tables, 5 figures and 49 endnotes.)
One University: The Evolution of an Idea. Research &amp; Occasional Paper Series: CSHE.1.11
Author: Pelfrey, Patricia A.
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Educational Change,Intellectual History,Educational Development,Articulation (Education),College Presidents,Change Agents,Change Strategies,Administrative Principles,Organizational Change,College Administration,Systems Development,Universities,Institutional Mission,Academic Standards,Campuses,Educational Quality,College Planning

The one-university idea--that the University of California is a single institution whose campuses are united in the pursuit of a common mission and common standards of quality--has been a guiding organizational principle since UC President Robert Gordon Sproul first articulated it in the 1930s. This paper examines the origins of the one-university idea in the Sproul era, the role it has played in UC's institutional development through waves of decentralization and campus expansion, and whether it remains relevant today. (Contains 38 footnotes.)
Policy Options for University of California Budgeting. Research &amp; Occasional Paper Series: CSHE.5.11
Author: Young, Charles E.
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Privatization,Academic Achievement,Partnerships in Education,State Colleges,Educational Finance,Financial Support,Political Issues,Higher Education

Within a quarter century after the end of World War II (1945-1970), largely because of the support and investment it received from the State, the University of California had changed from two modest-size general campuses (Berkeley and Los Angeles) and the medical campus in San Francisco (UCSF), to a system of eight general campuses. California was at the pinnacle of its success-its economy strong and growing. Since then, however, the fiscal and political problems facing California have led to a steady erosion in funding support for the University of California, and now are leading to a debate regarding its future. If UC has in the past been an engine propelling the growth of California's economy, it would appear to be wise policy to place a high priority on repairing the damage which has been done to it, and will weaken its ability to serve students and the people of the State and nation. While most observers acknowledge that this is a desired goal, there is little agreement on how best to achieve it. Setting aside the limited numbers who would opt for the status quo, this paper discusses three scenarios for UC. The first is a return to the status quo ante; the second is a full move toward privatization; and the third is a hybrid approach. This last option would mean retaining some of the elements of the past partnership between the state and the university, and could be implemented without unrealistic costs to the State or UC, and allow for the continuing academic health of the university. This last option could be exercised by UC as a whole, by several of the campuses operating through UC, or by several campuses (presumably the same ones as discussed under the &quot;privatization&quot; option) becoming quasi-independent of the current system. It could even be exercised, with the approval of campus and UC officials, by schools, colleges or other intra-campus organizations. (Contains 11 endnotes.)
What Made Berkeley Great? The Sources of Berkeley's Sustained Academic Excellence. Research &amp; Occasional Paper Series CSHE.3.11
Author: Breslauer, George W.
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Deans,Effective Schools Research,Performance Factors,Institutional Characteristics,School Effectiveness,Educational Quality,College Outcomes Assessment,Educational Indicators,Educational Development,Educational History,Sustainability,Success,Administrator Attitudes

University of California (UC) Berkeley's chief academic officer explores the historical sources of Berkeley' academic excellence. He identifies five key factors: (1) wealth from many sources; (2) supportive and skilled governors; (3) leadership from key UC presidents; (4) the pioneering ethos within the State of California; and (5) a process of continuous devolution of authority within the State and the University. He then addresses the extent to which these factors continue as causal drivers today. He concludes by identifying optimistic and pessimistic scenarios, based on contrasting assumptions about the strength of those causal drivers, and ends with a call for the State and the UC system not to inhibit efforts by UCB's leaders to do what is needed to sustain Berkeley's academic excellence. (Contains 14 footnotes.)
Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3
Author: Francis, David J.
Date: 2006-00-00
Type: Books
Subjects: Intervention,Secondary Education,Federal Legislation,Academic Achievement,Second Language Learning,Guidelines,English (Second Language),Language Proficiency,Academic Support Services,Student Characteristics,Change Strategies,Educational Strategies,Educational Change,Improvement Programs,Educational Practices,Adolescents,Evidence,Delivery Systems,Immigrants,English for Academic Purposes,Teaching Methods,Educational Policy,Disadvantaged

The fundamental principles underlying the &quot;No Child Left Behind&quot; (NCLB) Act of 2001&quot; focus on high standards of learning and instruction with the goal of increasing academic achievement--reading and math in particular--within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to this special and heterogeneous group of learners. However, ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. Educators have raised multiple questions about effective practices and programs to support the academic achievement of all ELLs, including questions about classroom instruction and targeted interventions in reading and math, the special needs of adolescent newcomers, and the inclusion of ELLs in large-scale assessments. While ELLs vary in their academic outcomes and many thrive in U.S. schools, there is indeed a significant proportion--whether or not formally designated Limited English Proficient (LEP) or English Language Learner (ELL) and thus receiving support services for language development--who struggle considerably in developing English proficiency and academic skills, as well as meeting grade-level standards. This document was written primarily with this latter group in mind, and, in particular, the group of ELLs who are adolescent newcomers. This group of ELLs has a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. This document provides evidence-based recommendations for policymakers, administrators, and teachers in middle and high schools who seek to make informed decisions about effectively serving adolescent newcomers. (Contains 42 endnotes.) [For related reports, see &quot;Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3&quot; (ED517790) and &quot;Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3&quot; (ED517792).]
Language Development for English Language Learners. Facilitator's Guide
Author: Rivera, Mabel O.
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Second Language Learning,Professional Development,English (Second Language),Language Acquisition,Facilitators (Individuals),Guides,Technical Assistance,School Cadres,Learning Modules,Delivery Systems,Lesson Plans,Instructional Design,Vocabulary,Teaching Methods,English for Academic Purposes,Individual Differences

This Facilitator's Guide has been prepared for presenters of the "Language Development for English Language Learners" professional development module. It accompanies the 67-slide PowerPoint presentation with speaker's notes and contains materials to help prepare for a professional development session, including activity instructions, handouts, agendas, references, and templates for contacting participants. Intended for audiences of state and district leaders, the "Language Development for English Language Learners" professional development module provides background knowledge on language development, language assessment of English Language Learners, academic language instruction, and vocabulary in grades K through 12. It is expected that technical assistance providers or states will use the module to train department of education and school district personnel involved in professional development for principals, coaches, and teachers of English Language Learners. Through this professional development, it is hoped that: Participants will: collaborate in activities that clarify the meanings of key questions and terms about language development for ELLs; and apply the content as they plan to deliver instruction to ELLs. Facilitators will learn about additional resources to adapt, modify, enrich, and further explain content to meet participants' needs. A glossary and templates are included.
Instructional Models and Strategies for Teaching English Language Learners
Author: Moughamian, Ani C.
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Educational Strategies,Language of Instruction,Second Language Learning,Cooperative Learning,English (Second Language),Teaching Methods,Bilingualism,Academic Achievement,Outcomes of Education,Bilingual Education,Reading Instruction,Writing Instruction,Writing (Composition),Academic Discourse,Linguistic Theory

This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners (ELLs). The authors begin by outlining key contextual factors that decision-makers should take into account when making instructional choices for English language learners, then follow with a brief overview of bilingual and English-only instructional models. Finally, they consider the influence of the language of instruction on academic outcomes for English language learners. Regardless of the model that school districts select, teachers must use the most effective strategies to accelerate student learning and maximize instructional time; this publication suggests research-based instructional strategies appropriate for a range of ELL instructional models. Appendices include: (1) Instructional Methods and Strategies; and (2) Bilingual Cooperative Integrated Reading and Composition (BCIRC) Activities. (Contains 1 table and 5 footnotes.)
Effective Practices for English Language Learners: Principals from Five States Speak
Author: Rivera, Mabel O.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Language of Instruction,Academic Achievement,Second Language Learning,Literacy,Native Speakers,Student Characteristics,English (Second Language),Principals,Best Practices,Educational Practices,Effective Schools Research,Administrator Attitudes,Limited English Speaking,Educational Strategies,Academic Support Services,Barriers,Instructional Effectiveness,Performance Factors,Demography

From classroom teachers to researchers, education professionals have raised questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. This document addresses these questions by looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language. The authors begin with a brief look at some research on language of instruction and literacy programs for English language learners (ELLs). Most of the document describes practices and programs in schools where English language learners have done exceptionally well. It details findings from 49 school principals on nine factors, including school and student characteristics, instructional supports and strategies for ELLs, and barriers to effective instruction for ELLs. The document ends with a consideration of its limitations and implications. Appendices include: (1) School Selection by State; and (2) Survey. (Contains 16 tables and 3 footnotes.)
Squeezed from All Sides: The CSU Crisis and California's Future
Author: University of California, Los Angeles, Civil Rights Project / Proyecto Derechos Civiles
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Student Surveys,Student Attitudes,Retrenchment,Economic Impact,Economic Climate,Parent Role,Student Role,Emotional Problems,Employment Potential,Youth Opportunities,Youth Problems,Salary Wage Differentials,State Surveys

California long enjoyed rapid growth, abundant jobs, and expanding college opportunity--key elements of the California dream. Now the state is struggling to recover from its worst economic crisis in generations, a demographic slowdown, a devastating collapse of the wealth of the state' families from the housing crisis, and severe cutbacks in higher education. California' students are being asked to pay much more to get less. There can be no doubt that these are extraordinary times and if California is to emerge from its worst fiscal crisis in modern times, it will require sacrifice on everyone's part. Yet, in spite of a lot of discussion about the budget crisis, there has been too little analysis of the consequences of the budget cuts and far too little information on how the cuts have affected the lives and prospects of the young people trying to finish college and prepare for a future. The choices are grim for California students. Either the state develops the talent of its young people or it declines. There is no easy answer in this difficult time, but everyone needs to listen carefully to the struggling students who are the state's future. (Contains 11 tables and 4 footnotes.)
Building on Success: Educational Diversity and Equity in Kentucky Higher Education. Choices before the Commonwealth. Final Report
Author: Ancheta, Angelo
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Higher Education,School Desegregation,Equal Education,Student Diversity,State Universities,College Admission,Graduation,Community Colleges,State Aid,Financial Support,Federal Legislation,Civil Rights Legislation,Law Enforcement,Economic Development,Affirmative Action,Educational Attainment,Academic Persistence

This report is an effort to assess what has been accomplished in successfully diversifying and desegregating historically segregated and unequal higher educational institutions across Kentucky, and how this was done. The report discusses the changing legal setting for these initiatives, analyzes the educational achievements and challenges, and suggests how the progress can be continued and expanded in changing circumstances. Much has been accomplished, but educational inequality continues in some important ways. There are still massive gaps in the educational pipeline that threaten realization of the state's goals. Changing circumstances, both in law and in the state's demography, require new approaches that deal both with major vestiges of the historic discrimination against African Americans as well as equity for Latinos, whose numbers are now growing fast. Legal Principles for a Diversity Plan are appended. (Contains 13 tables, 2 figures and 234 footnotes.)