ethanporcaro/eric-fulltext-meta huggingface dataset:
The Earthquake Awareness Levels of Undergraduate Students
Author: Sözen, Erol
Date: 2019-00-00
Type: Journal Articles
Subjects: Seismology,Natural Disasters,Undergraduate Students,Knowledge Level,Foreign Countries,Student Attitudes,Gender Differences,Place of Residence,Consciousness Raising,Risk,School Buildings,Dormitories,Majors (Students),Instructional Program Divisions

Natural disasters cause serious effects on economic, social and sociological areas in Turkey. Earthquakes are one of the major natural disasters in Turkey. They affect social and economic life and education negatively. The more preparedness and awareness are provided against natural disasters, the safer society will be. This study was carried out in order to determine the views of undergraduate students about earthquake awareness attitudes and to examine them in terms of various variables. The research was conducted as a screening design from quantitative research models. In the study, a scale was applied as a data collection tool. The study group of the research consists of 619 undergraduate students studying at undergraduate level in various faculties at Düzce University in the academic year 2018-2019. &quot;Earthquake Awareness Scale&quot;, developed by the researcher, was applied to these students. According to the results of the study, there was a significant difference in the effects of earthquake sub-factor of the scale in terms of gender of the students. There was no significant difference between grade levels and earthquake awareness levels of undergraduate students in all sub-factors of the scale. In the effects of earthquake sub-factor, a significant difference is seen in earthquake awareness of the students in terms of their residences. No significant difference was found in the other sub-factors of the scale according to the residence. There was no significant difference in the earthquake awareness of the undergraduate students in any sub-factors of the earthquake awareness levels according to the number of floors of the students' residences. As a result of the study, it was proposed to organize trainings and conferences on natural disasters, especially earthquakes.
Appropriate Accountability for Accreditation and Federal Policy. Position Paper. Revised
Author: Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Accountability,Accreditation (Institutions),Public Policy,Higher Education,Federal Government,Federal Regulation,Federal Legislation

The Council for Higher Education Accreditation (CHEA) is a national, nongovernmental membership organization of degree-granting colleges and universities, the only organization with the sole purpose of providing national coordination of accreditation of higher education institutions and programs. CHEA serves as an advocate, national authority and thought leader on U.S. accreditation and quality. CHEA plays a significant nongovernmental role in oversight of accreditation as the only source of quality review of accrediting organizations outside the federal government. In these roles, CHEA works with Congress and the U.S. Department of Education (USDE) on accreditation issues. Appropriate accountability for accreditation through federal oversight has become a prominent topic of discussion. The purpose of this CHEA &quot;Position Paper&quot; is to offer proposals for changes in federal oversight as this applies to accreditation, whether in law, regulation or sub-regulatory guidance. The suggestions are not intended nor should result in reduced accountability for accreditation, but can provide a more effective and efficient regulatory framework for this important work.
Policies and Actions of Accreditation and Quality Assurance Bodies to Counter Corruption in Higher Education. Project Report
Author: Glendinning, Irene
Date: 2019-02-00
Type: Reports - Research
Subjects: Accreditation (Institutions),Ethics,Quality Assurance,Higher Education,Educational Quality,Integrity,Values,Standards,Governance,Attitudes,Teacher Role,College Faculty,College Admission,Student Recruitment,Credentials,Qualifications,Research,Writing for Publication,Networks,Leadership

Corruption in its many forms is a great threat to the integrity of education and research, not least because it undermines the trust placed in the educational process, devalues academic qualifications and forces the outcomes of research to be questioned. All stakeholders interested in quality and standards carry tacit responsibility for identifying, addressing and helping to eradicate corrupt practices. However, it is difficult for individuals involved in quality assurance activities to &quot;swim against the tide&quot; either within or externally to an institution. Strong commitment and leadership on integrity are essential prerequisites for addressing corruption and malpractice within an institution. A key complementary component in supporting integrity, together with upholding quality and standards, comes from external scrutiny, both at institutional level and for the whole HE sector, regionally or nationally. In most educational systems, this monitoring is provided by at least one designated (or sometimes selected) accreditation or quality assurance body (AQAB), usually with overarching oversight from a government department or committee. This report sets out the results from a study conducted during 2017-18 for the Council for Higher Education Accreditation / CHEA International Quality Group (CHEA/CIQG). The study was designed to capture information about actions and responses of accreditation and quality assurance bodies (AQABs) for addressing different forms of corruption in higher education. Five appendices are included in this report. [For the executive summary, see ED597948.]
Policies and Actions of Accreditation and Quality Assurance Bodies to Counter Corruption in Higher Education. Executive Summary
Author: Glendinning, Irene
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Ethics,Quality Assurance,Higher Education,Educational Quality,Integrity,Values,Standards,Governance,Attitudes,Teacher Role,College Faculty,College Admission,Student Recruitment,Credentials,Qualifications,Research,Writing for Publication,Networks,Leadership

This is the executive summary for the report, &quot;Policies and Actions of Accreditation and Quality Assurance Bodies to Counter Corruption in Higher Education.&quot; Corruption in its many forms is a great threat to the integrity of education and research, not least because it undermines the trust placed in the educational process, devalues academic qualifications and forces the outcomes of research to be questioned. All stakeholders interested in quality and standards carry tacit responsibility for identifying, addressing and helping to eradicate corrupt practices. However, it is difficult for individuals involved in quality assurance activities to &quot;swim against the tide&quot; either within or externally to an institution. Strong commitment and leadership on integrity are essential prerequisites for addressing corruption and malpractice within an institution. A key complementary component in supporting integrity, together with upholding quality and standards, comes from external scrutiny, both at institutional level and for the whole HE sector, regionally or nationally. In most educational systems, this monitoring is provided by at least one designated (or sometimes selected) accreditation or quality assurance body (AQAB), usually with overarching oversight from a government department or committee. This report sets out the results from a study conducted during 2017-18 for the Council for Higher Education Accreditation/CHEA International Quality Group (CHEA/CIQG). The study was designed to capture information about actions and responses of accreditation and quality assurance bodies (AQABs) for addressing different forms of corruption in higher education. One appendix is included. [For the full report, see ED597946.]
Peer Mentors&apos; Experiences and Perceptions of Mentoring in Undergraduate Health and Sports Science Programmes
Author: Abrahamson, Earle Derek
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Undergraduate Students,Health,Sports Medicine,Podiatry,Student Attitudes,Program Effectiveness,Training,Role,Skill Development,Student Participation,Foreign Countries

Peer mentoring schemes are increasingly visible within professional practice, and in recent years, universities have integrated mentoring across undergraduate programmes. In order to provide the appropriate support to peer mentors and contribute to the future development and success of peer-mentoring schemes, it is necessary to investigate not only the benefits afforded to mentees, but also peer mentors' perceptions of their experiences. This small-scale qualitative study was conducted with participants who were recruited from the peer-mentoring scheme across two professional undergraduate health programmes: Podiatry and Sports Therapy. Semi-structured interviews were used to explore the early experiences and expectations of being a mentor, mentorship activities, reasons and personal narratives for becoming a mentor, and the effectiveness of the training they received. Findings suggest that constructive and destructive friction exist between how mentors perceive their mentorship role and the strategies and skills they develop and use during their mentorship experiences. The study concludes with recommendations for new mentors and implementation of mentorship schemes within the widening population context of higher education.
Across the Board: A Family&apos;s Guide to Understanding Charter School Boards in New Orleans
Author: Babineau, Kate
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Charter Schools,Governing Boards,Administrator Responsibility,Governance,Boards of Education,Accountability,Parent Participation,Personnel Selection

This report provides an introduction to the role and responsibilities of charter boards in the New Orleans public education system. Geared towards families, it explains the difference between charter boards and the Orleans Parish School Board, provides a list of all operational charter boards in the city, and answers some common questions regarding charter boards' responsibilities.
Empowering Families with Data: How Washington, DC, Engaged Stakeholders to Build Its School Report Card. Case Study
Author: Data Quality Campaign
Date: 2019-03-00
Type: Reports - Research
Subjects: Access to Information,School Effectiveness,Urban Schools,Stakeholders,Family Involvement,Accountability,Partnerships in Education,Community Organizations,Organizational Communication,Outreach Programs,Elementary Secondary Education

Every family deserves access to the information they need to understand the quality of their community's schools and to make the best decision about their child's education. School report cards are the primary way that states communicate the information that families want and need about schools, but too often, the report cards are more focused on compliance with federal law or meeting the needs of more technically proficient audiences, such as researchers. To reverse this pattern and ensure that states' new report cards are accessible and relevant to families, state leaders have called for new accountability systems, and clear, accessible report cards that will communicate new types of school data available, and the ways in which schools are being held accountable for their performance. Leaders in Washington, DC, capitalized on this opportunity to completely rethink their approach to stakeholder engagement. With an organization wide commitment to reaching families across the city, leaders in DC's Office of the State Superintendent of Education (OSSE) implemented a multiphase process that provided different opportunities for families to engage (both in person and electronically), minimized barriers to participation, and engaged community partners across the city to hear as many voices as possible. This case study tells the story of DC's strategy and provides key lessons for states to consider when approaching their own stakeholder engagement. Data Quality Campaign (DQC) staff attended multiple events and community engagement sessions and conducted interviews with key participants to better understand this robust stakeholder engagement initative. The key lessons identified in this case study are directly informed by that research and reflect the process as observed by DQC staff and described by participants.
Inquiry-Based Learning and the Pre-Requisite for Its Use in Science at School: A Meta-Analysis
Author: Heindl, Manuela
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Prerequisites,Academic Achievement,Science Education,Program Implementation,Effect Size,Program Effectiveness,Outcomes of Education,Elementary Secondary Education

The purpose of this meta-analysis was to determine the pre-requisite for and the efficacy of inquiry-based learning to improve academic performance in contrast to traditional lessons. Randomised studies with pre- and post-test design with control and treatment groups were filtered with a priori inclusion criteria and analysed in Review Manager (2014). Out of the results in ERIC 13 studies were found, which show that inquiry-based learning can be more effective when the students and the teachers are well-prepared (Messner, 2009). The results of this meta-analysis of the studies between 2011 and 2017, as well as the theory in the literature, show that there is a positive effect size towards its regular implementation in primary (d= 0.67) and secondary schools (d = 0.81). Therefore, there should be more inquiry-based learning lessons taught in science and in other school subjects and the pre-requisite according to Messner (2009) have an effect of d = 0.88.
Evaluation of Factors Affecting Students&apos; Performance in Tertiary Education
Author: Tani, Kawtar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Academic Achievement,Low Achievement,Family Influence,Employment Problems,Financial Problems,Attendance,Grade Point Average

The aim of this study is to evaluate factors contributing to poor academic performance of students in higher education. Data was collected in 2017 from 216 students enrolled in different programmes at a higher education provider in New Zealand. The effect of factors relating to family obligations, work and social commitments, and financial concerns were analysed. Results showed significant relationship between academic performance of students and their attendance. Other significant findings included the relationship between attendance and the level of study; work shift; ethnicity; whether participants had any dependents; and how studies were funded. Implications and limitations of this study are presented.
Local District Preschool Inclusion Self-Assessment
Author: Cate, Debbie
Date: 2018-02-01
Type: Tests/Questionnaires
Subjects: Self Evaluation (Groups),Early Childhood Education,Child Care,Partnerships in Education,Inclusion,Students with Disabilities,Family School Relationship,Educational Quality,Access to Education,Faculty Development,Resource Allocation,Cooperative Planning,School Community Relationship,Individualized Education Programs

This self-assessment tool provides a framework for discussion to promote partnerships among schools and early care and education providers to promote the inclusion of young children with disabilities and their families in early childhood programs. Forming a cross-sector team to complete the self-assessment is recommended. As the team considers each item, reflect on the team's experience working together to provide services to young children and families. Once the tool is completed, decide which item(s) will be a priority for future action to improve the quality of services.
Let&apos;s Get This Conversation Started: Steps Every State Should Take to Map Out Its ESSA Engagement Strategy
Author: Council of Chief State School Officers (CCSSO)
Date: 2016-04-00
Type: Guides - Non-Classroom
Subjects: Stakeholders,Feedback (Response),Statewide Planning,Educational Planning,Educational Strategies,Program Implementation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Objectives,Alignment (Education),Guidelines,Student Needs,Goal Orientation,Partnerships in Education,Information Dissemination,Participative Decision Making,Teamwork,Agency Cooperation

The Every Student Succeeds Act (ESSA) has drastically changed the federal education landscape for the first time in more than a decade. State education agencies (SEAs) have been granted additional flexibility under the new law but first must establish their state strategic vision and evaluate how the new law will affect their accountability, funding, school improvement and grant-making systems. And, thanks to the new law, states will not be doing this alone -- ESSA requires that states design their new systems with input from dozens of stakeholder groups, ranging from teachers to parents to community organizations. But before SEAs reach out to their stakeholders, they should carefully plan their approach to ensure each engagement effort is meaningful, the right people are reached, the right questions are asked, and SEA staff are able to get the information necessary to design the best systems for the students in their state. This tool is meant to inform that planning and provide general guidance, successful examples, and questions for SEAs to consider before stakeholder outreach and engagement begins. [For a companion to this report, &quot;Let's Keep This Conversation Going: Steps to Ensure That Stakeholders Get Engaged and Stay Engaged through the ESSA Development Process and Beyond,&quot; see ED597959. This report was developed with input from the National Association for the Advancement of Colored People (NAACP), National Urban League, Partners for Each and Every Child, National Council of La Raza and the PIE Network.]
Careers and Labour Market Information: An International Review of the Evidence
Author: Alexander, Rosie
Date: 2019-00-00
Type: Information Analyses
Subjects: Occupational Information,Information Sources,Access to Information,Labor Market,Career Choice,Career Education,Career Guidance

Effective careers advice is impossible without good quality labour market information. Careers professionals and advisers, the people whose job it is to offer and support careers advice in the community or in schools, are key to success. Vital to their work is access and familiarity with a robust and sophisticated body of intelligence about the labour market. Through the publication of this review we seek to provide clarity and practical insight for two key audience groups -- policymakers and practitioners involved in careers services. We draw lessons from the evidence to enable policymakers to create excellent careers services, supported by excellent LMI; and we assist the providers and users of LMI with insight into what constitutes good practice in its creation and use. We have identified evidence for the following key findings in the literature: (1) There is a need for a clear and inclusive view about what is meant by LMI; (2) Technology can improve access to LMI but can also create problems in terms of quality; (3) The LMI available to service users is not always sufficiently comprehensive; (4) For the end-user, the quality of LMI is more important than quantity; (5) Careers professionals need to be appropriately skilled in the use and mediation of LMI and keep their knowledge up to date; and (6) The use of LMI should be linked to insights derived from the developing 'theory' of careers decision-making. The findings of this review suggest that central, regional and local government action can play an important facilitative and integrating role, creating the conditions for a strong careers service based on good LMI. This report explores steps that could be taken to achieve this.
Let&apos;s Keep This Conversation Going: Steps to Ensure That Stakeholders Get Engaged and Stay Engaged through the ESSA Development Process and Beyond
Author: Council of Chief State School Officers (CCSSO)
Date: 2016-11-00
Type: Guides - Non-Classroom
Subjects: Stakeholders,Feedback (Response),Statewide Planning,Educational Planning,Educational Strategies,Program Implementation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Objectives,Alignment (Education),Guidelines,Student Needs,Goal Orientation,Partnerships in Education,Information Dissemination,Participative Decision Making,Teamwork,Agency Cooperation

The Every Student Succeeds Act (ESSA) asks states to engage with a wide array of stakeholders throughout the development of their plans, encouraging outreach that goes well beyond the organizational leaders with whom the state education agency is most familiar. The purpose behind this outreach is to ensure that the state's ESSA plan truly represents the needs of every student, including those from communities whose voices are not typically heard. This level of outreach requires a new approach to stakeholder engagement that goes well beyond the traditional level of outreach. States need to think creatively about how to reach these new groups, and even more importantly, how to build relationships with them so they can continue to be engaged throughout the development and implementation of the state's plan and beyond. This tool was developed to be a companion to &quot;Let's Get this Conversation Started,&quot; a comprehensive guide to stakeholder engagement published by the Council of Chief State School Officers in partnership with national civil rights, advocacy groups and organizations that represent historically underserved communities in June 2016. The guide detailed 10 key steps to authentic, meaningful stakeholder engagement: (1) Clarify your goals; (2) Work with partner organizations to identify and engage with your stakeholders; (3) Speak to your audience; (4) Use multiple vehicles; (5) Identify your best ambassadors; (6) Ask for input before decisions are made, and use it; (7) Keep your materials simple and brief; (8) Communicate early and often; (9) Keep your team informed; and (10) Turn these new connections into long-term relationships. This tool aligns with the original 10 engagement steps and offers an array of engagement strategies and successful state examples. All of the strategies -- from the traditional ones to the exemplars -- represent ways that SEAs can transform their current approach to engagement into a series of impactful efforts to reach, engage and build lasting relationships with all stakeholders. [For the companion to this report &quot;Let's Get This Conversation Started: Steps Every State Should Take to Map Out Its ESSA Engagement Strategy,&quot; see ED597957.]