ethanporcaro/eric-fulltext-meta huggingface dataset:
An Overview of Accreditation of Higher Education in the United States. CRS Report R43826, Version 7. Updated
Author: Hegji, Alexandra
Date: 2017-03-23
Type: Reports - Descriptive
Subjects: Higher Education,Accreditation (Institutions),Educational History,Government Role,Federal Government,Public Agencies,Educational Legislation,Federal Legislation

Historically, accreditation in higher education developed as a part of the evolution of the American higher education system, at a time when it was becoming problematic that no single point of control or central body existed to set educational standards. In the late 19th century, there was no consensus on the content of the educational programs offered by postsecondary educational institutions or the distinctions between educational offerings at secondary and postsecondary institutions. Because the boundaries were unclear, the first voluntary association of postsecondary institutions was formed in 1895 to define the difference between high school and college and to develop some guidelines and procedures for peer review as a condition for membership. Over time, a number of regional associations formed whose membership was contingent on accreditation. The associations established separate accrediting bodies or commissions that were responsible for developing standards and passing on the institutional qualifications for membership. By the early 1970s, all but a small percentage of degree-granting institutions of higher education were either accredited or applicants for accreditation. This report provides an overview of accreditation of higher education in the United States including a description of the accrediting agencies, the accreditation process, the federal role in accreditation, and additional issues for consideration.
GI Bill Legislation Enacted in the 114th Congress. CRS Report R44586, Version 9. Updated
Author: Dortch, Cassandria
Date: 2017-03-02
Type: Reports - Descriptive
Subjects: Federal Legislation,Veterans,Veterans Education,Student Financial Aid,Educational Legislation,Change

The GI Bills® provide financial assistance to individuals, whose eligibility is based on their or a family member's experience in the uniformed services, while enrolled in approved programs of education or training programs. Throughout the 114th Congress, the House and the Senate committees on veterans' affairs have held several GI Bill oversight and legislative hearings. Congress has shown an interest in ensuring the GI Bills help veterans and their dependents realize the goal of attaining successful careers. This report discusses each of the measures enacted in the 114th Congress that made changes to GI Bill programs. It presents a thematic discussion of the primary changes adopted, initially offering contextual information on prior provisions and issues being addressed by amendments. It then describes the amendments. One amendment terminates the Reserve Educational Assistance Program (REAP). Several enacted provisions enhance GI Bill benefits. Several other provisions are designed to improve the processes and standards for approving and reviewing programs of education at which GI Bill benefits may be used by making the standards more rigorous and giving some participants more time before their programs are disapproved. Finally, one of the provisions enacted reduces benefit costs in order to help pay for the provisions that would increase other benefit costs. [For related reports, see ED597878 and ED597856.]
Programs for Minority-Serving Institutions under the Higher Education Act. CRS Report R43237, Version 15. Updated
Author: Hegji, Alexandra
Date: 2017-09-12
Type: Reports - Descriptive
Subjects: Colleges,College Students,Minority Group Students,Educational Legislation,Higher Education,Federal Legislation,Financial Support,Educational Finance,Low Income Students,Eligibility,American Indian Education,Tribally Controlled Education,Alaska Natives,Hawaiians,Asian American Students,Pacific Islanders,Black Colleges,African American Students,Masters Programs,Hispanic American Students,Graduate Study,Endowment Funds

Minority-serving institutions (MSIs) are institutions of higher education that serve high concentrations of minority students who, historically, have been underrepresented in higher education. Many MSIs have faced challenges in securing adequate financial support, thus affecting their ability to develop and enhance their academic offerings and ultimately serve their students. Federal higher education policy recognizes the importance of such institutions and targets financial resources to them. Funding for MSIs is channeled through numerous federal agencies, and several of these funding sources are available to MSIs through grant programs authorized under the Higher Education Act of 1965, as amended (HEA; P.L. 89-329). Over the years, HEA programs that support MSIs have expanded and now include programs for institutions serving a wide variety of student populations. In FY2016, MSI programs under the HEA were appropriated approximately $817 million, which helped fund more than 929 grants to institutions. This report describes the several programs devoted to financially assisting MSIs under the HEA. This report does not attempt to describe all HEA programs for which an MSI may be eligible; rather, it aims to describe those programs that are directed specifically toward one or more types of MSIs. This report first discusses how the various HEA MSI programs are funded. It then provides a description of each program, organized by the type of MSI to which the program is available. Included in each program description is a discussion of eligibility criteria for program participation; a description of authorized uses of financial awards; and administrative procedures, including a description of how funds are allocated among multiple institutions either via a competitive award process or a formula-based grant.
The Rural Education Achievement Program: Title V-B of the Elementary and Secondary Education Act. CRS Report R44906, Version 2. Updated
Author: Kuenzi, Jeffrey J.
Date: 2017-07-26
Type: Reports - Descriptive
Subjects: Rural Education,Academic Achievement,Federal Programs,Elementary Secondary Education,Educational Legislation,Federal Legislation,Rural Schools,Disadvantaged Schools,Low Income Students,School Districts,Eligibility,Certification,Federal Aid,Grants,Program Implementation

The Rural Education Achievement Program (REAP) is authorized by Part B of Title V of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA, P.L. 114-95) in 2015. Congress created this program to address the unique needs of rural schools that disadvantage them relative to non-rural schools. To compensate for the challenges facing rural schools, REAP awards two types of formula grants. The Small, Rural School Achievement (SRSA) program provides funds to rural local educational agencies (LEAs) that serve small numbers of students. The Rural and Low-Income School (RLIS) program provides funds to rural LEAs that serve high concentrations of low-income students, regardless of the LEA's size. Funds appropriated for REAP are divided equally between the SRSA and RLIS programs. The ESSA reauthorization of the REAP statute made major changes to the program by: (1) updating the locale codes used for determining the eligibility of LEAs; (2) clarifying that LEAs within educational service agencies are to be considered for SRSA eligibility; (3) extending to RLIS the alternative state certification option for meeting the rural criterion that already existed for SRSA; and (4) giving LEAs the option to choose which program to receive funds under if eligible for both SRSA and RLIS. This report discusses the challenges facing rural schools and the manner in which REAP attempts to address these challenges.
Students with Disabilities Graduating from High School and Entering Postsecondary Education: In Brief. CRS Report R44887, Version 2. Updated
Author: Dragoo, Kyrie E.
Date: 2017-07-10
Type: Reports - Descriptive
Subjects: Students with Disabilities,High School Graduates,Postsecondary Education,Secondary Education,Equal Education,Educational Legislation,Federal Legislation,Graduation Rate,Student Financial Aid,College Students,Transitional Programs,Special Education,Higher Education,Enrollment,Civil Rights,Access to Education

The skills, knowledge, and credentials obtained through education are widely believed to be connected to positive occupational and economic outcomes. In recent decades, considerable attention has been devoted to improving educational attainment levels of students with disabilities. This report discusses policies aiming to promote educational attainment and examines trends in high school graduation and college enrollment for students with disabilities. It begins with a discussion of the laws related to the education of students with disabilities at the secondary and postsecondary levels. Subsequent sections discuss the existing data on transition-aged students with disabilities, what is currently known about such students, and federal legislation and other factors that may have contributed to changes in students with disabilities' high school graduation rates and postsecondary enrollment over time. The report offers a brief overview of what is currently known about the U.S. population of students with disabilities in secondary and postsecondary education. It focuses on data gathered in conjunction with federal programs and federally funded studies of nationally representative samples of students with disabilities. The report provides an overview of the education and civil rights laws that aim to support students with disabilities as they work toward completing high school and potentially transition into further educational pursuits.
A Suggestion on How &quot;Edmodo&quot; Can Encourage a Lifelong Learning
Author: Ersöz, Abdullah R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Lifelong Learning,Educational Technology,Educational Benefits,Electronic Learning,Informal Education,Independent Study,Online Courses,Self Actualization,Learning Motivation,Teacher Role,Teacher Student Relationship,Web 2.0 Technologies,Foreign Countries

Edmodo is basically a web application that is similar to Facebook but provides educational tools instead of a social media platform. Edmodo also reinforces classroom activities. Another benefit of Edmodo is that it allows teachers to create online classes. Teachers post assignments, lecture notes, exams, competitions, and also evaluate students and communicate with them via Edmodo. E-Learning makes it possible to learn about information and communication technologies. Applications such as Edmodo Classroom 2.0 makes it possible to learn even outside the classroom. These applications are viewed as solutions to insufficient class hours and issues that are experienced within the class. In the digital age, new generations tend to maintain different opinions and also different learning capabilities. It's important that we care about how this generation can learn and respond to diverse teaching methods for the sake of their future. Online activities that support learning outside classroom is similar to other learning practices. Life-long learning is important for building the future of our education. A process is alternative to formal education. It has no place and no time. Life-long learning aims to ensure the community are aware of all learning opportunities, it establishes a culture of learning so that people are excited by learning and they can enhance independent learning through technology. Students who use technology as a part of their life makes life-long learning necessary. Environments and mass media are needed in lifelong learning activities to provide learning outside the school. In this study, a course work is explained with using Edmodo for life-long learning. It also explains how the learning continues in online environments and the benefits of life-long learning of Edmodo. In this way, it is thought that the researchers who study same subjects can benefit in an effective way.
A Pilot Study Examining the Effects of Time Constraints on Student Performance in Accounting Classes
Author: Morris, David E., Sr.
Date: 2017-03-00
Type: Journal Articles
Subjects: Accounting,Time Management,Pilot Projects,Tests,Grades (Scholastic),Undergraduate Students,Academic Achievement

The purpose of this study was to examine the effects, if any, of time constraints on the success of accounting students completing exams. This study examined how time allowed to take exams affected the grades on examinations in three different accounting classes. Two were sophomore classes and one was a senior accounting class. This limited pilot study consisted of a sample size of 80 students at one university covering one semester. Very little research has been conducted on the effects of time allowed for exams and student performance on exams. Students in this pilot study were given the same exam twice. First, they were allowed four minutes to complete the exam and then they were allowed 15 minutes to complete the same exam. Although students scored higher on the second exam in which they were given more time, the explanatory variables did not explain much of the variation between students.
Complex Contexts: Women and Community-Higher-Education in Ireland
Author: Quilty, Aideen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Community Education,Social Behavior,Social Control,Access to Education,Social Justice,Educational History,Context Effect,Disadvantaged,Gender Differences,Church Role,Catholics

Education is not a neutral process, it can be used to establish and maintain conformity or be part of a process of liberation and social change (Freire, 1979; hooks, 1994). The Irish State's failure to acknowledge this lack of neutrality has characterised the formal education system in Ireland since its inception. From the introduction of the National School System of education in 1831 to the present day, the ruling force of the Catholic Church within education is evidenced in the gendered and conformist nature of this formal education landscape. Systems of privilege have been maintained and reproduced through education, in which power is exercised by means of exclusion, coercion and control. However, simultaneously individuals and groups of women have challenged this formal, religiously infused conformist education system. Their demands for full and equal access to mainstream education at all levels, including within the academy, served to challenge this hegemonic force. They also pioneered the development of innovative and radical forms of adult and community education as a means toward individual and community empowerment. This paper seeks to highlight women's educational interventions historically and socially through an explicit gendered lens and with a particular focus on community-higher-education. (A bibliography is included.)
The Future Is Unwritten: Democratic Adult Education against and beyond Neoliberalism
Author: Finnegan, Fergal
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Adult Education,Neoliberalism,Politics of Education,Imagination,Educational Trends,Futures (of Society),Educational Change,Social Environment,Equal Education,Outcome Based Education,Resistance to Change

The paper discusses the value of imagination in educational debate and makes an argument for Irish adult educators making space and time to envisage a range of possible futures for the field beyond the terms offered in current policy. It explores this topic in relation to neoliberal educational reform and the broader social context. The second half outlines one possible future--adult education for a participatory democracy and sketches out some of what this might entail both in principle and in practice. (A bibliography is included.)
Men's Sheds--Sharing Knowledge and Learning in the Company of Men
Author: Carragher, Lucia
Date: 2016-00-00
Type: Journal Articles
Subjects: Males,Older Adults,Learning Experience,Learning Activities,Educational Attitudes,Informal Education,Community Organizations,Community Services,Mixed Methods Research,Questionnaires,Focus Groups,Demography,Learning Motivation,Social Environment,Sense of Community,Beliefs,Well Being,Educational Benefits,Foreign Countries

Despite evidence of the benefits of learning for well-being across diverse groups, little is known about older men's experiences of learning, the factors that influence whether they choose to engage in learning activities and what role learning plays in their lives as they grow older. The present study examines the attitudes and learning behaviours of older men participating in Men's Sheds in Ireland. Our findings point to the importance of Men's Sheds as sites of informal learning that encourage the sharing of skills, knowledge and wisdom between older men. We conclude that Men's Sheds facilitate sensitive conversations between older men as they actively engage in constructing masculine behaviours and identities in later life. (A bibliography is included.)
Photovoice: Facilitating Fathers' Narratives of Care
Author: Hegarty, Ann
Date: 2016-00-00
Type: Journal Articles
Subjects: Fathers,Research Methodology,Caring,Masculinity,Parent Attitudes,Child Caregivers,Parenting Skills,Family Life Education,Family Characteristics,Family Literacy,Photography,Personal Narratives,Foreign Countries

This paper critically explores the power of photographic images and photovoice research methodology to support the emergence of narratives of care amongst twenty Irish fathers. In the context of economic recession, the breadwinner role for these men was exchanged with one of at-home father. Men's daily care of children included language and literacy development, a role traditionally construed as feminine. Reflections on the feminist, adult education methodological approach used to discuss men's role in family literacy suggest that photovoice contributed to the disruption of patriarchal norms. It supported men to talk fluently and empathetically to one another about masculinity, care and fatherhood thereby freeing them to engage in counter hegemonic narratives of masculinity. (A bibliography is included.)
A Design for Life: A Consideration of the Learning Legacy of P.H. Pearse's &quot;The Murder Machine&quot;
Author: Cronin, James G. R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Recognition (Achievement),Progressive Education,Holistic Approach,Educational History,Educational Philosophy,Change Agents,Foreign Countries

In the centenary of the death of Patrick Henry Pearse--one of the leaders of Ireland's 1916 Rebellion--it is interesting to reflect on the relevance of his writing for contemporary approaches to lifelong and lifewide learning. Pearse's essay &quot;The Murder Machine&quot; was forged within the tradition of progressive education movements in the early 20th century rooted in a social pedagogy that focused on the value of holistic education. He proposed that the purpose of formative educational experiences should prepare students in learning for life. Pearse, through his educational manifesto, highlighted dissonances between instrumentalism and holism in the state education of his day. His resounding argument that a just society is not just an economy reminds present-day educators and policy makers of the continuing relevance of this manifesto in its centenary year.
Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community
Author: Carmichael, Tami
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Student Evaluation,Outcomes of Education,Integrated Activities,Student Development,High School Students,Grade Point Average,College Preparation,Skill Development,Critical Thinking,Creative Thinking,Learner Engagement,Academic Achievement,School Holding Power,College Freshmen,Curriculum Development,Student Centered Learning,Student Educational Objectives,Benchmarking

This article describes the development, implementation, and results of an extensive assessment of students and student learning outcomes in an interdisciplinary, integrative learning community. This assessment project took a comprehensive view of student learning by examining specific data and direct and indirect measures of academic growth for each learner, from high school GPAs and perceptions about academic preparation upon matriculation, to the development of critical and creative thinking skills while participating in the first-year learning community, to student engagement levels in their senior year.Where applicable, data were compared to data for students who did not participate in the learning community. The results of this panoramic assessment project indicate that interdisciplinary learning and learning community practices are effective in promoting academic improvement, retention, development of general education skills, and high levels of student engagement and can provide first-year students with an academic edge that follows them through their undergraduate careers. The article further discusses the value of using this type of 360-degree assessment to inform curricular decisions as well as to create institutional support for interdisciplinary, student-centered learning.
Biting into the Yellow Pepper: The Development of the Interdisciplinary Learner
Author: Haynes, Carolyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Integrated Activities,Learning Activities,College Faculty,Undergraduate Students,Figurative Language,Comparative Analysis,Scholarship

In the opening credits of the television cult classic &quot;Iron Chef,&quot; Chairman Kaga takes a huge bite out of a big yellow bell pepper. With the ensuing smirk on his face, he introduces the famous &quot;Kitchen Stadium,&quot; which he notes is his &quot;dream in a form never seen before.&quot; What follows is a learning experience in which three chefs with different specializations engage in a timed cooking competition focused on a specific theme ingredient. In this paper that was originally presented in a plenary session at the 2013 Association of Interdisciplinary Studies Conference in Oxford, Ohio, the author extends the Kitchen Stadium metaphor and draws upon the work of Marcia Baxter Magolda and Robert Kegan as well as other interdisciplinary scholars to discuss the challenges and joys of interdisciplinary education and to advance a call for a more developmental approach to interdisciplinary teaching and learning.