ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons from VET Providers Delivering Degrees: Case Studies. Support Document
Author: Callan, Victor J.
Date: 2015-00-00
Type: Reports - Research
Subjects: Delivery Systems,Case Studies,Vocational Education,Associate Degrees,Bachelors Degrees,Interviews,Employee Attitudes,Institutional Characteristics,Qualifications,Performance Factors,Foreign Countries,Higher Education,Tables (Data),Operations Research,Guidelines,Best Practices,Educational Change,Incentives,Alignment (Education),Finance Reform,Quality Assurance,Strategic Planning,Competition,Access to Education,Recognition (Achievement),Teacher Effectiveness

The recent growth in the number of registered vocational education and training (VET) providers delivering associate degrees and bachelor degrees in their own right has been well publicized. However, little is known about why these VET providers have made this transition, what support is being provided to their staff and students, and how the associated operational issues are being managed. Through the completion of 23 interviews with key staff during the last half of 2013, six in-depth case studies were developed with the aim of establishing a better understanding of the major drivers and key challenges facing these institutions as they transition to offering higher education qualifications. The case institutions in this report are: Canberra Institute of Technology, Holmesglen Institute, Polytechnic West, TAFE SA, Tabor Adelaide, and Think Education. The case institutions were chosen for their diversity in size, type, the length of time they have delivered associate and bachelor degrees, the fields of study in which the degrees are being delivered, and the jurisdictions in which they operate. They are among a minority of public and private VET providers that have made the transition to delivering degrees in their own right. The six case studies in this report provide useful information for any VET provider who is considering adding higher education delivery to their suite of qualifications in the future. Contains one appendix: Interview guide for the case studies. [For &quot;Lessons from VET Providers Delivering Degrees&quot; (2015), see ED558060.]
VET Providers Planning to Deliver Degrees: Good Practice Guide
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Guides,Vocational Education,Bachelors Degrees,Best Practices,Higher Education,Delivery Systems,Case Studies,Qualifications,Strategic Planning,Institutional Mission,Operations Research,Change Strategies,Educational Development,Educational Change,Foreign Countries

This good practice guide is intended to assist public and private registered training organisations (RTOs) planning to commence higher education (HE) delivery. The guide is based on research undertaken by Victor Callan and Kaye Bowman, who completed case studies with six providers currently delivering higher education qualifications in addition to their vocational education and training (VET) offerings. They investigated the strategic reasons traditional VET providers decide to make this shift to deliver higher education qualifications, as well as the associated capability and operational issues. [For &quot;Lessons from VET Providers Delivering Degrees&quot; (2015), see ED558060.]
Individualized Education Program (IEP)/Individualized Family Service Plan (IFSP) Facilitation: Practical Insights and Programmatic Considerations
Author: Hedeen, Timothy
Date: 2013-01-00
Type: Information Analyses
Subjects: Individualized Education Programs,Individualized Family Service Plans,Early Intervention,Special Education,Federal Legislation,Educational Legislation,Disabilities,Equal Education,Literature Reviews,Best Practices,Meetings,Program Development,Program Implementation,Group Dynamics,Elementary Secondary Education,Related Services (Special Education),Delivery Systems,Guidelines

Over 6.5 million youth and their families are eligible for early intervention or special education services (Data Accountability Center, 2011) under the Individuals with Disabilities Education Act of 2004 (IDEA). The principal mechanism by which goals, objectives, services, and placements are determined for Part B of the IDEA are Individualized Education Program (IEP) meetings. Programs for children birth to three who receive services under Part C are developed in Individualized Family Service Plan (IFSP) meetings. Each plan or program is developed by a team of parents, early childhood service providers, teachers, administrators, and related service providers, as well as attorneys and advocates. These meetings represent an important opportunity to draw on participants' expertise and aspirations in the interest of developing a plan that leads to important learning outcomes for the child. Making important decisions and developing plans on one's own is often difficult. Making important decisions with others--particularly those who hold differing views--is further complicated. Fortunately, many groups find that the challenges of aligning diverse viewpoints can be overcome with the support of a facilitator--a term grounded in the Latin word for &quot;easy&quot;. An effective facilitator makes a group's work easier by supporting clear communication among prepared parties in a structured and focused process. The application of facilitation to IEP/IFSP meetings has significantly increased. In 2008, twenty-four states reported using IEP facilitation, and another eight states were in the planning or development stages. As the practice of IEP/IFSP facilitation has grown, a body of expertise and associated practice recommendations has emerged. This document summarizes practical insights and promising practices for IEP/IFSP facilitation, collected from a broad review of facilitation and special education literature.
Apprentices and Trainees 2014. Annual. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Trainees,Apprenticeships,Program Length,Enrollment Rate,School Statistics,Annual Reports,Tables (Data),Educational Research,Graduation Rate,Dropout Rate,Contracts,Geographic Distribution,Withdrawal (Education),Participant Characteristics,Occupational Clusters,Occupations

This annual publication provides a summary of training activity in apprenticeships and traineeships in Australia, including information on training rates and duration of training, from 2004 to 2014. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 83 (March, 2015 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 6.0, March 2008. This report contains tables, figures, terms, and explanatory notes.
Can Using Rigorous Evidence to Guide Federal Education Funds Improve Student Achievement? Randomized Trials Show Encouraging Initial Results for DoED's Investing in Innovation Fund
Author: Coalition for Evidence-Based Policy
Date: 2014-01-00
Type: Reports - Research
Subjects: Educational Policy,Federal Aid,Educational Finance,Academic Achievement,Educational Research,Resource Allocation,Grants,Program Effectiveness,Research Methodology,Evidence,Reading Programs,Poverty,At Risk Students,College Students,Elementary School Students,Training,Secondary School Students,Teacher Competencies

An important recent development in evidence-based policy is the federal government's use of a &quot;tiered evidence&quot; approach to allocating funding in grant programs such as the U.S. Department of Education's Investing in Innovation Fund (i3). A central feature of this approach is that the largest grants are awarded to fund large-scale implementation (&quot;scale up&quot;) of program models backed by strong scientific evidence of effectiveness. Among the federal tiered-evidence programs, i3's evidence standard for such scale-up grants is particularly rigorous, requiring a demonstration of policy-important effects in scientifically-credible evaluations, with a preference for well-conducted randomized controlled trials. The key question is whether the government's use of such evidence to select program models for scale up will actually lead to the hoped-for gains in educational achievement. In other words, can the original findings of effectiveness for these models be reproduced as their implementation is expanded to new educational settings and conditions? Encouraging initial answers to that question are emerging from new randomized trials evaluating three of the four program models awarded scale-up grants in i3's initial year: Reading Recovery, Success for All, and Teach for America. The trials of Reading Recovery and Success for All evaluate these program models as they are being scaled up with i3 funding. The trial of Teach for America, which was commissioned by the Institute of Education Sciences, evaluates this program model as implemented with other (non-i3) funding. In all three cases, the randomized trials evaluate the program models as delivered on a relatively large scale, across multiple school districts and states. The findings of these trials are briefly described herein.
Statement of Jon Baron, President, Coalition for Evidence-Based Policy. House Committee on Ways and Means, Subcommittee on Human Resources Hearing on the Maternal, Infant, and Early Childhood Home Visiting Program
Author: Coalition for Evidence-Based Policy
Date: 2014-04-02
Type: Opinion Papers
Subjects: Federal Legislation,Federal Programs,Home Visits,Program Effectiveness,Mothers,Infants,Child Abuse,Outcomes of Treatment,Early Intervention,Hearings

In his testimony, Jon Baron, president of Coalition for Evidence-Based Policy, recommends reauthorization of the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) Program. He outlines three reasons that support his recommendation: (1) MIECHV represents an important, bipartisan departure from the usual approach to social spending: it uses scientific evidence of effectiveness as a main factor in determining which activities to fund; (2) This evidence-based design is important because there is great variation in the effectiveness of different home visiting program activities (&quot;models&quot;). Rigorous studies have identified several models that produce major improvements in the lives of children and mothers--such as 20-50% reductions in child maltreatment--as well as a larger number of models that produce no meaningful effects; and (3) MIECHV's evidence-based design has succeeded, in part, in focusing funds on the subset of effective models; and, with a few modest revisions, it could do even better. In his testimony, Baron also recommends steps to further strengthen the program as the reauthorization process goes forward. A letter from Baron to Chairman Dave Reichert in which Baron responds to follow-up questions about the testimony is also included.
An SAT® Validity Primer
Author: Shaw, Emily J.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Test Validity,Scores,Outcomes of Education,Scoring,College Admission,Grade Point Average,Grades (Scholastic),Academic Persistence,Graduation,Higher Education,Postsecondary Education,College Freshmen,High School Students,College Students,Generalization,Prediction,Language Arts,English Instruction,Mathematics Instruction,Reading Achievement,Writing Achievement,Mathematics Achievement,Test Content,Test Bias,Standardized Tests

This primer should provide the reader with a deeper understanding of the concept of test validity and will present the recent available validity evidence on the relationship between SAT® scores and important college outcomes. In addition, the content examined on the SAT will be discussed as well as the fundamental attention paid to the fairness of SAT scores for all students.
AP® Potential Predicted by PSAT/NMSQT® Scores Using Logistic Regression. Statistical Report 2014-1
Author: Zhang, Xiuyuan
Date: 2014-00-00
Type: Reports - Research
Subjects: High School Students,College Entrance Examinations,Standardized Tests,Scores,Advanced Placement,Test Validity,Correlation,Grade Point Average,Grades (Scholastic),Regression (Statistics),Predictor Variables

AP Potential™ is an educational guidance tool that uses PSAT/NMSQT® scores to identify students who have the potential to do well on one or more Advanced Placement® (AP®) Exams. Students identified as having AP potential, perhaps students who would not have been otherwise identified, should consider enrolling in the corresponding AP course if they have the interest and motivation to do so. To date, several studies have been conducted to evaluate the validity of using PSAT/NMSQT scores to predict success on AP Exams (Camara &amp; Millsap, 1998; Ewing, Camara, &amp; Millsap, 2006; Ewing, Camara, Millsap &amp; Milewski, 2007). Results have shown that PSAT/NMSQT scores were moderately to strongly correlated with scores on most AP Exams and that self-reported high school grade point average (HSGPA), grades in related subjects, and total years of study in related subjects accounted for very little additional variance in AP Exam performance once PSAT/NMSQT performance was taken into account. The methodology used to develop prior versions of AP Potential was empirical; that is, it involved pooling test data across schools and computing expectancy tables showing the percentage of test-takers earning passing scores on AP Exams at various levels of PSAT/NMSQT performance. The study reported here has two purposes. The first is to switch from the empirical approach of building expectancy tables to the use of logistic regression models. Logistic regression models provide more flexibility when evaluating and additional variables if desired and can be to determine the PSAT/NMSQT score associated with a particular probability of success (e.g., 50%, 70%). The second purpose for the study is to update AP Potential predictions based on more current PSAT/NMSQT and AP score data. Drawn from 6,091,075 high school sophomores and juniors who took the PSAT/NMSQT in 2007 and 2008, the sample included 1,835,806 students who took the PSAT/NMSQT in October 2007 and October 2008 and then completed one or more AP Exams 19 months later in May 2009 and May 2010, respectively. PSAT/NMSQT scores were found once again to be moderately to strongly correlate with scores on AP Exams with the exception of AP world language and AP Studio Art exams. Using logistic regression models, the PSAT/NMSQT cut scores associated with different probabilities of success on each AP Exam were updated. Users can easily locate the minimum PSAT/NMSQT score for an individual student given an expected chance of success on a particular AP Exam, or derive the chance of success on different AP Exams given a student's specific PSAT/NMSQT scores.
AP®: A Foundation for Academic Success
Author: College Board
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Success,Academic Achievement,Advanced Placement Programs,College Preparation,College Readiness,Majors (Students),Time to Degree,Science Interests,Performance Based Assessment,Grade Point Average,Student Participation,College Credits,Socioeconomic Status,Ethnicity,Graduation Rate,Course Organization,Curriculum Design,Curriculum Development,Standard Setting,Educational Resources,College Faculty,Teacher Participation

This report presents research findings for Advanced Placement (AP) student success at the college level. Strong AP programs in high schools, coupled with strong AP policies at colleges, support many positive outcomes for students. Multiple research studies have confirmed that AP students who earn credit and advanced placement for the corresponding introductory college course: (1) Perform well in subsequent college courses in the discipline; (2) Are more likely to major in their AP subject or a related discipline; (3) Take more--not less--college course work in the discipline.; (4) Are more likely to graduate within five years; and (5) Can develop an interest in STEM subjects that leads to a STEM major in college. Key findings for each of these 5 areas are presented in this report.
Proposed Social Spending Innovation Research (SSIR) Program: Harnessing American Entrepreneurial Talent to Solve Major U.S. Social Problems
Author: Coalition for Evidence-Based Policy
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Entrepreneurship,Financial Support,Educational Finance,Educational Policy,Resource Allocation,Federal Government,Federal Aid,Grants,Program Proposals,Competition,Educational Innovation

The Social Spending Innovation Research (SSIR) proposal seeks to replicate, in social spending, the great success of the Small Business Innovation Research (SBIR) program in technology development. The SBIR program funds technology development by entrepreneurial small companies. The program has spawned breakthrough technologies in diverse areas such as computer chip production, commercial satellite communications, and medical imaging. The new program, SSIR, would apply the successful SBIR approach in a non-technology field--social spending. This paper provides a specific illustration of how the SSIR concept would work in the area of education policy through the creation of a three-phase process: (1) The Department of Education would allocate 1% of its discretionary spending to fund its SSIR program; (2) The Department would issue an annual solicitation, inviting grant proposals through a streamlined, competitive application process; and (3) Applicants--including nonprofits, small businesses, researchers, and state and local educational agencies--would apply for grant funding through one of three phases. The SSIR program would infuse U.S. education spending with a critically-needed supply of entrepreneurial new ideas, which has been shown to produce sizable improvements in important educational outcomes.
Saudi Students' Reactions to Peer Response Groups in EFL Composition Classrooms
Author: Alqurashi, Fahad
Date: 2009-00-00
Type: Reports - Research
Subjects: Foreign Countries,Writing (Composition),Student Reaction,Peer Groups,English (Second Language),English Language Learners,College Students,Feedback (Response),Student Surveys,Student Attitudes,Writing Instruction,Process Approach (Writing),Writing Skills,Positive Attitudes

The aim of the present research was to investigate how Saudi college students would respond to peer response techniques introduced in composition classrooms. The study was conducted over two consecutive semesters, namely the Fall 2005 and Spring 2006. Throughout the two semesters students were grouped in small groups of three, required to look at each other's work and comment on one another's writing. At the end of the second semester, 24 students responded to a four-point survey. Results of the survey showed that most students thought their English writing skills improved as a result of studying writing as a process. In addition, most students had positive attitudes toward both giving and receiving comments and advice from peer writers. Moreover, most students mentioned they changed their texts because of opinions and suggestions from peers. Such positive attitudes reflect the need to update composition teaching methods and foster group work strategies in composition classrooms in Saudi Arabia. Students' answers to the four-question survey are appended.
Meeting the Needs of Learners and Employers through Effective Planning, Application and Admission Processes in Scotland's Colleges: An Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-02-28
Type: Reports - Research
Subjects: Student Needs,Educational Quality,Education Work Relationship,Employment Qualifications,College Admission,Admission Criteria,Academic Achievement,Strategic Planning,College Applicants,Institutional Evaluation,Employer Attitudes,Student Recruitment,Interviews,Student Attitudes,Universities,Vocational Education,Professional Continuing Education,Foreign Countries

Education Scotland's publication, &quot;External Quality Arrangements for Scotland's Colleges, Updated August 2013,&quot; specifies that HM Inspectors will produce a number of subject aspect reports over the four-year period 2012-16. This report reviews college admission policies, procedures, and the criteria used when selecting applicants for a place on a college program. It assesses how effectively these arrangements meet learners' needs and maximize their chances of success. The report describes college processes for meeting employers' needs (demand) and informing colleges' strategic planning of provision (supply). It investigates arrangements for processing late and unsuccessful applications, reviews joint-working practices with other agencies, and recommends improvement where appropriate. In preparing this report, HM Inspectors, accompanied by associate assessors, visited a sample of six colleges located in four college regions across Scotland. This report includes recommendations, a glossary of terms, and a list of colleges that contributed to the fieldwork for this report.
Texts, Structure, and Collaboration: Reflections of a Professional Development Addressing Homophobia in Secondary Schools
Author: Jones, Joseph R.
Date: 2015-00-00
Type: Reports - Research
Subjects: Secondary School Students,Secondary School Teachers,Faculty Development,Homosexuality,Social Bias,Instructional Design,Controversial Issues (Course Content),Text Structure,Course Organization,Course Descriptions,Cooperative Learning,Teacher Collaboration,Educational Practices,Capacity Building,Teacher Competencies,Qualitative Research

Homophobia is an incredible problem within educational settings. Therefore, we must begin examining how we can address the challenge in an effective manner. Researchers postulate professional development (PD) discussing homophobia is an appropriate method to address the problem. To date, there is little published literature that discusses how a PD exploring homophobia should be structured. Therefore, this article attempts to provide some insights for possible PD constructions.