ethanporcaro/eric-fulltext-meta huggingface dataset:
Loans for Vocational Education and Training in Europe. Research Paper. Number 20
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Student Loan Programs,Student Financial Aid,Loan Repayment,Government Role,Program Administration,Comparative Analysis,Stakeholders,Attitudes

This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
Europe's Skill Challenge: Lagging Skill Demand Increases Risks of Skill Mismatch. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Employment Opportunities,Demand Occupations,Employment Patterns,Prediction,Labor Supply,Employment Qualifications

The main findings of Cedefop's latest skill demand and supply forecast for the European Union (EU) for 2010-20, indicate that although further economic troubles will affect the projected number of job opportunities, the major trends, including a shift to more skill-intensive jobs and more jobs in services, will continue. Between 2008 and 2010 Europe lost around 5.5 million jobs due to the economic slowdown. Although substantial, this is less than feared as EU Member States and social partners introduced policy measures (including support for short-time working arrangements) to avoid job losses. Cedefop's latest 2010-20 forecast assumes that problems in the Eurozone will not lead to another crisis and that a modest recovery will bring job growth in all Member States to varying degrees. The forecast is that there will be some eight million newly created jobs, but nearly 10 times more job opportunities, around 75 million, will arise due to the need to fill the jobs of people leaving the workforce. (Contains 2 tables, 4 figures and 1 footnote.)
All Students College Ready. The Jacqueline P. Danzberger Memorial Lecture (4th, Orlando, Florida, March 29, 2004)
Author: Gates, Melinda French
Date: 2004-03-29
Type: Opinion Papers
Subjects: Boards of Education,Instructional Leadership,College Readiness,Teachers,Goal Orientation,Governance,Graduation Rate,Educational Change,Access to Education

The National School Boards Association (NSBA) and the Institute for Educational  Leadership (IEL) are pleased to present a copy of the fourth annual Jacqueline P.  Danzberger Memorial Lecture, presented at NSBA's Annual Conference (March 2004). The lecturer, Mrs. Melinda French Gates, Co-Founder of the Bill & Melinda Gates Foundation, asserted that this had become one of the most important platforms in the country for discussing the hard issues facing educators and school boards. She used the platform to share her and the Foundation's vision for reforming America's high schools to insure that all students graduate "college ready," and she identified what school boards can do to help to provide better a education and a better future for our youth. This annual lecture, given in honor and memory of Jacqueline (Jackie) P. Danzberger, is a tribute to an individual who left an indelible mark on the world of school governance. During her 17-year tenure at Institute for Educational Leadership, Jacqueline (Jackie) P. Danzberger's work included initiating, developing, and managing programs and activities related to education governance, management, and evaluation.
A Call to Action: Transforming High School for All Youth. National High School Alliance
Author: Institute for Educational Leadership
Date: 2005-04-00
Type: Reports - Descriptive
Subjects: Achievement Gap,High Schools,Academic Achievement,Administrative Principles,Educational Principles,Change Strategies,Educational Strategies,Partnerships in Education,Developmental Studies Programs,Educational Improvement,Improvement Programs,Youth Opportunities,Youth Programs,Educational Change

This paper identifies six core principles and recommends strategies that will foster high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth in the high schools and communities. At the center of the framework is the Alliance's belief that the purpose of high school is to ensure that all high-school-age students are ready for college, careers, and active civic participation. It represents the collective knowledge of the National High School Alliance partners. It is designed to provide policymakers, practitioners, researchers, and the general public with a framework for guiding the complex process of transforming the traditional, comprehensive high school.
Is Spanish Pragmatic Instruction Necessary in the L2 Classroom If Latin American Speakers of Spanish Take on American English Pragmatic Norms Once Prolonged Exposure in the United States Occurs? A Study on Refusal Strategies
Author: Bachelor, Jeremy W.
Date: 2012-05-00
Type: Reports - Research
Subjects: Native Speakers,North American English,Pragmatics,Spanish,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Questionnaires,Task Analysis

As educators of foreign and second languages debate the most efficient methods of implementing pragmatic instruction in the L2 classroom, is it possible that Spanish pragmatic instruction is not necessary if American Spanish pragmatic norms are no different than American English norms? The present investigation studies the pragmatic norms in refusal strategies of speakers of Latin American Spanish who have had little exposure to English, speakers of Latin American Spanish who have spent over two years in the United States, and native speakers of American English. The study found that the Spanish speakers who had spent over two years in the United States took on the pragmatic norms of American English speakers in many instances when producing refusals. The broader question of this investigation is if instructors of Spanish are interested in teaching the Spanish of the United States, is pragmatic instruction still necessary if native Spanish speakers use the same strategies as American speakers of English? Study instruments are appended. (Contains 3 charts.)
Community Report from the Autism and Developmental Disabilities Monitoring (ADDM) Network: Prevalence of Autism Spectrum Disorders (ASDs) among Multiple Areas of the United States in 2008
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Incidence,Autism,Developmental Disabilities,Pervasive Developmental Disorders,Clinical Diagnosis,Disability Identification,Early Intervention,Age Differences,Young Children,Racial Differences,Gender Differences,Mental Retardation,Cognitive Ability,Symptoms (Individual Disorders),Screening Tests,State Programs

The Centers for Disease Control and Prevention (CDC) estimates that about 1 in 88 children has been identified with an autism spectrum disorder (ASD). CDC's estimate comes from the Autism and Developmental Disabilities Monitoring (ADDM) Network, which monitors the number of 8-year-old children with ASDs living in diverse communities throughout the United States. In 2007, CDC's ADDM Network first reported that about 1 in 150 children had an ASD (based on children who were 8 years old in 2002). Then, in 2009, the ADDM Network reported that 1 in 110 children had an ASD (based on children who were 8 years old in 2006). Most recently, the ADDM Network reported that 1 in 88 children had an ASD (based on children who were 8 years old in 2008). This means that the estimated prevalence of ASDs increased 23% during 2006 to 2008 and 78% during 2002 to 2008 (1-4). Furthermore, this report found that more children than ever before are being diagnosed with ASDs and they are not being diagnosed as early as they could be. The emotional and financial tolls on families and communities are staggering and therapies can cost thousands of dollars.
The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning
Author: Kezar, Adrianna
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Tenure,Outcomes of Education,College Faculty,Part Time Faculty,College Instruction,Educational Research,Research Reports,Correlation,Work Environment,Curriculum Development,Job Security,Teacher Student Relationship,Nontenured Faculty,Employment Practices,Teacher Selection,Faculty Recruitment,Teacher Orientation,Educational Policy,Policy Analysis,Educational Practices,Teacher Role,Administrative Policy,Faculty Development

It is important for administrators, faculty, and policy makers to understand and consider how policies commonly associated with non-tenure-track faculty roles and working environments impact student learning. Many policies impede the ability of faculty to provide effective instruction that is aligned with departmental and institutional goals for learning outcomes. On many campuses, current policies create conditions wherein these faculty are inaccessible to students outside of scheduled class time and are not permitted to have a role in decision-making, including decisions about the courses they teach. While many policies and practices negatively impact equity and morale, this paper discusses how certain conditions created by policies--or a lack of policies--influence the ability of institutions to maximize the benefits of non-tenure-track faculty contributions to student learning. [For the accompanying report, "The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes," see ED532270.]
The Changing Faculty and Student Success: National Trends for Faculty Composition over Time
Author: Kezar, Adrianna
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Tenure,Unions,Part Time Faculty,Public Colleges,Private Colleges,Proprietary Schools,Community Colleges,Intellectual Disciplines,College Faculty,Nontenured Faculty,Administrative Policy,College Instruction,Educational Trends,Educational Policy,Employment Practices,Teaching Assistants,Employment Statistics,Employment Patterns,Comparative Analysis

The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, the professoriate is now comprised of mostly non-tenure-track faculty. In 1969, tenured and tenure-track positions made up approximately 78.3% of the faculty and non-tenure-track positions comprised about 21.7% (Schuster & Finkelstein, 2006). Forty years later, in 2009 these proportions had nearly flipped; tenured and tenure-track faculty had declined to 33.5% and 66.5% of faculty were ineligible for tenure (AFT Higher Education Data Center, 2009). Of the non-tenure-track positions, 18.8% were full-time and 47.7% were part-time. The recent rate of growth underscores the significant increased reliance on non-tenure-track faculty, particularly part-timers. Analysis of data from the National Center for Education Statistics (NCES) and Integrated Postsecondary Education Data System (IPEDS) by the American Federation of Teachers (AFT, 2009) shows that between 1997 and 2007 tenure-track positions increased by 34,109 or 8.6%; full-time non-tenure-track positions grew by 64,733 or 38.2%; and part-time positions grew by 173,529 or 42.6% (AFT, 2009). Available IPEDS data from 2009 demonstrate a continuing decline in tenured and tenure-track positions from 34.5% in 2007 to 33.5% in 2009, offset by a 1% rise in part-time faculty (AFT Higher Education Data Center, n.d.). The AFT analysis did not include data from for-profit institutions, which are comprised almost entirely of non-tenure-track positions. Also, whereas the AFT study considered the number of graduate assistants employed in its reports, the role of graduate assistants in instruction is not always clear. The percentages included in this report have been adjusted to represent faculty positions only. (Contains 2 figures and 1 footnote.)
The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes
Author: Kezar, Adrianna
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Tenure,Outcomes of Education,Interaction,Educational Environment,College Faculty,Part Time Faculty,Nontenured Faculty,Higher Education,Administrative Policy,College Instruction,Educational Trends,Correlation,Work Environment,Curriculum Development,Teacher Student Relationship,School Holding Power,Academic Persistence,Educational Policy,Policy Analysis,Educational Practices,Teacher Role,Employment Practices,Employment Patterns,Comparative Analysis,Visual Aids,Concept Mapping

The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, more than two-thirds of the professoriate in non-profit postsecondary education is now comprised of non-tenure-track faculty. New hires across all institutional types are now largely contingent and this number will continue to grow unless trends change. This paper presents conceptual diagrams that show interactions of non-tenure-track policies and practices on student learning outcomes. [For the full report, "The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning," see ED532268.]
Program Manual for the High School/High Tech Program: Providing Careers in Technology for Youth with Disabilities
Author: Institute for Educational Leadership
Date: 2003-05-00
Type: Reports - Descriptive
Subjects: High School Students,Disabilities,Technology Education,Vocational Education,Youth Programs,Financial Support,Work Experience Programs,Leadership,Program Evaluation,Marketing,Federal Legislation,Program Implementation,Career Awareness,Vocational Evaluation,Skills,Tutoring,Mentors,Assistive Technology,Transportation,Postsecondary Education

This Manual should serve as a primary resource for site operators. It is organized so that all sites, no matter where they are in their development, will be able to find the information and resources they need to grow their initiative. In addition to offering suggestions on how to organize and conduct activities, this Manual provides research and standards-based design features that are attractive to funding sources. Anything in this Manual may be adapted for a site's use. The structure for this Manual is as follows: (1) Chapter 1 introduces HS/HT and describes why it exists; (2) Chapter 2 lays the foundation for the program components and for the documented need for intervention strategies for youth with disabilities; (3) Chapter 3 explains the process of becoming affiliated with the HS/HT network; (4) Chapter 4 provides direction on how to start a new state or local site; (5) Chapter 5 provides a wealth of information on finding financial resources to sustain your site; (6) Chapters 6 through 9 describe the design features for the HS/HT program. The chapter structure for each design feature includes an introduction to the design feature, a description of how to prepare for and implement the design feature component, suggested timelines for implementing the activities, and a listing of exhibits (including a citation of research findings to support the design feature); (7) Chapter 10 focuses on program evaluation, reporting, and outcomes; (8) Chapter 11 discusses how to market HS/HT to a variety of audiences; (9) Chapter 12 contains a glossary of HS/HT terms; (10) Chapter 13 provides research references and further resources to site operators. Each chapter includes references. [This document was developed by the National Collaborative on Workforce and Disability for Youth.]
The Changing Faculty and Student Success: Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning
Author: Kezar, Adrianna
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: College Faculty,Part Time Faculty,Tenure,College Instruction,Undergraduate Students,Academic Achievement,Outcomes of Education,Educational Trends,Educational Research,Research Reports,Annotated Bibliographies,Correlation,Work Environment,Curriculum Development,Compensation (Remuneration),Job Security,Teacher Student Relationship,School Holding Power,Academic Persistence,Graduation Rate,Transfer Rates (College),Nontenured Faculty,Administrative Policy

It is important to understand existing research on the connections between non-tenure-track faculty and student learning and to continue to research these issues. Although working conditions vary across the academy and even within a single institution, many faculty--particularly part-timers--are not permitted to contribute to curriculum planning and design, are often hired within days of the start of the semester (which impedes planning and preparation), are not provided office space for office hours and other work, and do not receive support from administrative staff or resources to support instruction. These conditions are problematic, but so are inequitable compensation, job insecurity, the denial of healthcare benefits and retirement plans, exclusion from meaningful participation in governance and professional development, and a lack of respect for non-tenure-track faculty from tenured faculty and administrators on many campuses. The cumulative impact of working conditions impedes individual instructors' ability to interact with students and apply their many talents, creativity, and varied knowledge to maximum effect in the classroom. Many prior studies and reports have been used to justify a positive working environment for tenured and tenure-track faculty. Yet, the same rationale is not always applied to the fastest-growing segment of the faculty on campuses. This paper presents a list of five effects on student outcomes that have been tied to overreliance on non-tenure-track faculty. The bibliography that follows on page 3 includes summaries of research on non-tenure-track faculty and student outcomes, followed by a list of citations for other selected publications and reports that detail the growing numbers of non-tenure-faculty and their working conditions more specifically. It is important to acknowledge that findings do not--or should not--implicate non-tenure-track faculty, as individuals, as being responsible for negative outcomes. In fact, research finds that these faculty, whose primary responsibility is to teach undergraduate students, are largely committed to teaching, student learning, and often bring useful professional and real-world experience to their work, enhancing the classroom experience.
The Changing Faculty and Student Success: Non-Tenure-Track Faculty Promising Practices
Author: Kezar, Adrianna
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Best Practices,Community Colleges,Higher Education,College Faculty,Tenure,Nontenured Faculty,Administrative Policy,Educational Trends,Work Environment,Compensation (Remuneration),Job Security,Educational Policy,Employment Practices,Equal Opportunities (Jobs)

The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, more than two-thirds of the professoriate in non-profit postsecondary education is now comprised of non-tenure-track faculty. New hires across all institutional types are now largely contingent and this number will continue to grow unless trends change. This paper presents a sample of reforms and practices implemented at institutions in response to the growing proportion of non-tenure-track faculty on campuses.
An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 1. Technical Report #1216
Author: Anderson, Daniel
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Test Reliability,Generalizability Theory,Curriculum Based Assessment,Elementary School Students,Reading Tests,Reading Fluency,Grade 1

This technical report is one in a series of five describing the reliability (test/retest/and alternate form) and G-Theory/D-Study research on the easy CBM reading measures, grades 1-5. Data were gathered in the spring 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due to the length of the results, we present results of each grade levels' analysis in its own technical report, sharing a common abstract, introduction, and methods section, while differing in the results and conclusions. Full Test form administration order is appended. (Contains 16 tables.)
An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 2. Technical Report #1217
Author: Anderson, Daniel
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Test Reliability,Generalizability Theory,Curriculum Based Assessment,Elementary School Students,Reading Tests,Reading Fluency,Grade 2

This technical report is one in a series of five describing the reliability (test/retest an alternate form) and G-Theory/D-Study on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from the convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due to the length of the results, we present results of each grade level's analysis in its own technical report, sharing a common abstract, introduction, and methods section, while differing in the results and conclusions. Test form administration order is appended. (Contains 8 tables.)
Social Promotion or Grade Repetition: What's Best for the 21st Century Student?
Author: Hernandez-Tutop, Jeanne
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Social Promotion,Grade Repetition,Educational History,Academic Standards,Academic Achievement,Academic Failure,At Risk Students,Low Achievement,Primary Education,Grade 2,Grade 3,Scaffolding (Teaching Technique),Evaluation Criteria,Decision Making,Role of Education

This paper investigates the issue of social promotion and grade repetition. The first section of the literature review examines research from the past 30 to 40 years which looks at the negative and positive effects of grade repetition. Next, recent studies are examined from the late twentieth and the twenty-first century which questions the methodology used in the past investigations and the results which their reports show.  When recent studies are compared to past studies, researchers discover contradictory findings in the effects that grade repetition has on students when they are retained. In the next section, the author discusses how retention isn't for all struggling students and suggests a method that may benefit the few students that should be retained in order to achieve academic success. A bibliography is included.