ethanporcaro/eric-fulltext-meta huggingface dataset:
Florida Atlantic University Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-05-15
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; (6) Appendix: Grad Rate Improvement Plan; and (7) Glossary.
Florida Gulf Coast University Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-05-01
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; (6) Appendix: Grad Rate Improvement Plan; and (7) Glossary.
Florida International University Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-05-23
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; (7) Appendix: Grad Rate Improvement Plan; and (8) Glossary.
University of Central Florida Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-05-24
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; (7) Appendix: Grad Rate Improvement Plan; and (8) Glossary.
New College of Florida Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-06-09
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; (6) Appendix: Grad Rate Improvement Plan; and (7) Glossary.
University of South Florida System Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; (7) Appendix: Grad Rate Improvement Plan; and (8) Glossary.
University of North Florida Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-05-10
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; (6) Appendix: Grad Rate Improvement Plan; and (7) Glossary.
University of West Florida Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-06-05
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; and (6) Appendix.
Summary of Recommendation 4 from the WWC Practice Guide &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2010-09-00
Type: Guides - Classroom - Teacher
Subjects: Reading Comprehension,Reading Improvement,Primary Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Instruction,Reading Material Selection,Literary Genres,Word Recognition,Difficulty Level

The WWC practice guide &quot;Improving Reading Comprehension in Kindergarten Through 3rd Grade&quot; presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. It offers five five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This document focuses on a summary of Recommendation 4: &quot;Select texts purposefully to support comprehension development.&quot; This brief summary suggests that choosing a text to develop reading comprehension is never a &quot;one-size-fits-all&quot; proposition. Exposing students to different types of texts early on builds their capacity to understand the wide variety of reading material they will encounter during their school years and beyond. In exposing students to a variety of texts, teachers should also ensure that a selected text (1) contains rich ideas and information; (2) is at an appropriate difficulty level for students' word-reading and comprehension skills; and (3) aligns with the purpose of the lesson. Although there are no specific texts considered more appropriate than others for strategy training, texts and instruction should require students to make inferences or check their understanding as they read. This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038,&quot; see ED512029.]
Summary of Recommendation 5 from the WWC Practice Guide &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2010-09-00
Type: Guides - Classroom - Teacher
Subjects: Reading Comprehension,Reading Improvement,Primary Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Instruction,Learner Engagement,Student Motivation,Classroom Environment,Reading Material Selection,Cooperative Learning

The WWC practice guide &quot;Improving Reading Comprehension in Kindergarten Through 3rd Grade&quot; presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. It offers five five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This document focuses on a summary of Recommendation 5: &quot;Establish an engaging and motivating context in which to teach reading comprehension.&quot; This brief summary suggests that teachers must create an environment where students actively engage with a text to extract and construct its meaning. This involves choosing reading materials that offer students a choice in what to read as well as opportunities to collaborate with one another. Creating this context by clearly conveying the purpose of each lesson, explaining to students how the comprehension strategies will help them learn, and impressing on them that the power to be successful readers rests as much with them as it does with their teacher will guide students to become better readers. Additionally, teachers must help students focus not only on completing classroom tasks but also, and more importantly, on the larger goal of learning. This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038,&quot; see ED512029.]
Across the Great Divide: How Today&apos;s College Students Engage with News
Author: Head, Alison J.
Date: 2019-08-05
Type: Journal Articles
Subjects: News Reporting,Student Behavior,Credibility,Information Sources,Majors (Students),Information Literacy,Citizen Participation,Trust (Psychology),Undergraduate Students,Assignments,Deception,Private Colleges,State Universities,Community Colleges,Discussion,Social Media,Political Attitudes,Classroom Techniques,Teacher Role

This paper reports results from a mixed-methods study about how college students engage with news when questions of credibility and &quot;fake news&quot; abound in the U.S. Findings are based on 5,844 online survey responses, one open-ended survey question (N=1,252),and 37 follow-up telephone interviews with students enrolled at 11 U.S. colleges and universities. More than two-thirds of respondents had received news from at least five pathways to news during the previous week; often their news came from discussions with peers, posts on social media platforms, online newspaper sites, discussions with professors, or news feeds. The classroom was an influential incubator for news habits; discussions of news provided relevant connections to curricular content as well as guidance for navigating a complex and crowded online media landscape. Respondents majoring in the arts and humanities, social sciences, and business administration were far more likely to get news from their professors than were students in computer science or engineering. The interplay between unmediated and mediated pathways to news underscored the value of the socialness of news; discussions with peers, parents, and professors helped students identify which stories they might follow and trust. Opportunities and strategies are identified for preparing students to gather and evaluate credible news sources, first as students and then as lifelong learners, based on the assumption that instructors discussing news in class can demonstrate intentionally,or unintentionally, that familiarity with news is a social practice and a form of civic engagement.
Religion and Happiness in Korean Higher Education
Author: Lee, Jeong-Kyu
Date: 2019-08-05
Type: Reports - Evaluative
Subjects: Foreign Countries,Psychological Patterns,Correlation,Confucianism,Buddhism,Christianity,Cultural Influences,Private Colleges,Role of Religion,Moral Values,Philosophy,College Students,Curriculum Design,Student Welfare,Literature,Asian Culture,Ethical Instruction

The purpose of this study is to examine the relevance between religion and happiness in the aspect of Korean higher education. To review this paper logically, three research questions are addressed. First, is religion able to provide happiness for people? Second, what is the relevance between religion and happiness in the aspect of Korean higher education? Last, what are the implications of religion for happiness education in South Korean universities? In order to defend these questions, a descriptive content analysis method will be utilized with a cross cultural approach. As for the limitations of this study, religion is limited to four major religions, such as Confucianism, Buddhism, Taoism, and Christianity, which historically influencing Korean society and culture. In particular, the study is focused on The Great Learning in Confucian Classics, Dhammapada in Buddhist Sutras, Tao Te Ching in Taoist Sutras, and the Proverbs in the Old Testament in the Christian Bible. Additionally, education is mainly centered on South Korean higher education. The significance of this study is to provide not only basic theories but also useful resources regarding happiness education related to religion for educational theorists and practitioners. One of research results is that Buddhism and Christianity in contemporary Korea as two major religions not only have contributed to Korean society and culture, but have led Korean private tertiary institutions. In addition, Korean elite/higher education on the basis of religion has been a significant means to come up to the way of happiness as well as to open the door of social success.
A Critical Look at the Phenomenon of &apos;A Mixed-Up Use of Turkish and English&apos; in English-Medium Instruction Universities in Turkey
Author: Karakas, Ali
Date: 2019-08-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Second Language Learning,Foreign Countries,Universities,Private Colleges,Educational Policy,College Students,College Faculty,Turkish,Code Switching (Language),Language Variation,Dictionaries,Electronic Publishing,Information Sources,Morphology (Languages),Syntax,Vocabulary,Language Usage,Language Proficiency

In recent years, many Turkish universities, particularly the foundation universities in the private sector, have adopted English either in part or in full, as the language of instruction. In practice, this has meant that English should be the only working language of instruction in all academic activities, ranging from lectures, seminars, presentations to thesis defenses. However, little attention has been paid to the fact that the ideals of policymakers are not always in tune with the actuals of the policy implementers ( Jenkins, 2014; Karakas, 2016a). In the Turkish higher education, there is evidence that lecturers and students often breach the English-only policy by using a mixed-version of Turkish and English, which is widely known as Tarzanca (Tarzanish in English) in Turkey (Collins, 2010; Karakas, 2016b). This critical review seeks to explore the phenomenon of Tarzanish in general and its use in English-medium instruction (EMI) universities in particular. While doing so, it is also aimed to find answers to the following questions: (1) How is Tarzanish conceptualized and described in the dictionaries, literature, online sources (e. g. blogs, discussion forums, etc.) and by scholars? (2) What are its descriptive characteristics in terms of morphology, syntax, and lexis? (3) Why do EMI people (lecturers and students) resort to it? Moreover, (4) what can be done to resolve the issue of Tarzanish in EMI universities? Drawing on the answers to these questions, the paper suggests that the notion of Tarzanish means different things to different people, lay people and EMI people resort to it for different purposes, and its use by lay people and EMI people show divergences due to some variables such as the level of language proficiency and the domains of language use (e.g., tourism, business, and higher education). Finally, some suggestions have been offered for the solution of the issue of Tarzanish in EMI universities.