ethanporcaro/eric-fulltext-meta huggingface dataset:
Arrangements for Assuring and Improving the Quality of Provision and Services in Scotland's Colleges
Author: Education Scotland
Date: 2016-12-00
Type: Reports - Research
Subjects: Higher Education,Educational Quality,Educational Improvement,Quality Assurance,Multicampus Colleges,Excellence in Education,Foreign Countries,Labor Force Development,Learner Engagement,Educational Resources,Strategic Planning,Meetings,Outcomes of Education,Institutional Evaluation,Ownership,Educational Change,Leadership Effectiveness,Self Evaluation (Groups),Role,Committees,Audits (Verification)

The Scottish Funding Council (SFC) with Education Scotland is introducing new arrangements for assuring and improving the quality of provision delivered by Scotland's colleges commencing in AY 2016-17. The arrangements have been developed by Education Scotland and SFC at the end of a four-year cycle of external arrangements for review of colleges. During this period there has been transformational change within the college sector which has altered significantly the arrangements for planning and managing the delivery of learning. This includes the formation of new, very large, multi-campus colleges, the introduction of the senior phase of Curriculum for Excellence and implementation of arrangements to Developing the Young Workforce (DYW). The new arrangements are designed to take full advantage of the changed landscape and current and emerging government priorities. They are focused on supporting and bringing about continuous improvement through effectively deploying staff; engaging productively with key stakeholders including staff, learners, schools, and employers; and maximising resources. the following are appended: (1) Guidance--Evaluative Report and Enhancement Plan; (2) Agenda--Pre Analysis Meeting; (3) Agenda--College Tri-Partite Planning Meeting; (4) Annual Enhancement and Scrutiny Activity Schedule (AESAS); and (5) Learner Engagement.
External Quality Arrangements for the Review of Modern Apprenticeship Off-the-Job Training
Author: Education Scotland
Date: 2015-04-00
Type: Reports - Research
Subjects: Guidelines,Educational Quality,Apprenticeships,Off the Job Training,Educational Improvement,Quality Assurance,Skill Development,Foreign Countries,Standards,Outcomes of Education,Delivery Systems,Partnerships in Education,Program Evaluation,Educational Indicators,Stakeholders,Committees,Evaluators,Leadership Effectiveness,Staff Role,Employers

This publication provides a quality framework to provide a structure for external review of Modern Apprenticeship off-the-job training.? The indicators in this framework are arranged under three key principles, addressing five questions which Education Scotland is adopting for evaluation purposes. These are underpinned by a wider principle on the centre's &quot;Capacity for Improvement&quot; and the question &quot;How good is our capacity to improve?&quot; The external review of Modern Apprenticeships (MAs) by Education Scotland builds upon and complements Skills Development Scotland's (SDS) current quality assurance arrangements. These arrangements require all non-college training providers to demonstrate they are meeting SDS quality standards as set out in the SDS Quality Assurance Framework. SDS takes assurance of delivery within colleges from Education Scotland's college inspections. The external review arrangements encompass off-the-job training approaches within MA programmes and focus solely on the contribution made by training providers and the quality of the training they deliver. The following are appended: (1) The quality indicators: indicative themes for external reviewers; and (2) Grades used in reporting.
How Good Is Our College? First Edition
Author: Education Scotland
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Colleges,Universities,Higher Education,Educational Quality,Outcomes of Education,Educational Practices,Educational Indicators,Models,Alignment (Education),Quality Assurance,Educational Improvement,Leadership,Governance,Institutional Evaluation,Delivery Systems,Child Safety,Curriculum Evaluation,Educational Assessment,Well Being,Equal Education,Inclusion,Academic Achievement

The new quality framework, &quot;How good is our college?&quot; is a tool to support and enable colleges to evaluate the quality of provision and services alongside reporting on progress in relation to outcome agreements. It is designed to be used by all college staff. Colleges will evaluate the quality of their provision and services using the 12 quality indicators (QIs) to produce and submit an annual Evaluative Report and Enhancement Plan to Education Scotland and Scottish Funding Council for formal, independent endorsement. The framework aligns with a suite of Education Scotland quality improvement frameworks to support external stakeholders to engage with colleges to review and enhance the quality of provision and services. In addition, the arrangements seek to foster increased collaboration across colleges and other educational providers to exemplify and share excellent practice across sectors. This will contribute to the bank of resources available through the Education Scotland National Improvement Hub. A Glossary of terms is appended.
The Presentation of Animals in English as an Additional Language Coursebooks
Author: Jacobs, George M.
Date: 2016-00-00
Type: Reports - Research
Subjects: Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Classification,Critical Theory,Content Analysis,Teaching Methods,Textbook Content,Textbook Evaluation,Animals

Education materials can be analysed in many ways. The current study analysed EAL (English as an Additional Language) coursebooks as to the presentation of nonhuman animals in the books. The study examined 22 EAL coursebooks. The research looked at the percentage of activities that contained animals in the coursebooks, what types of animals were present, and whether animals were the focus of the activity. Animals that appeared were categorized as wild animals, animals for human consumption, animals used in research (e.g. rabbits for cosmetic products), companion animals, work animals, animals viewed as pests (e.g. rats), animals in entertainment and extinct animals. The Discussion section offers suggestions as to what teachers can do if they are dissatisfied with the content of their coursebooks in regard to presentation of nonhuman animals.
Teaching Meat Reduction: Insights from Multiple Intelligences Theory
Author: Jacobs, George
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Dietetics,Eating Habits,Health Promotion,Conservation (Environment),Multiple Intelligences,Teaching Methods,Consciousness Raising,Animals,Change Strategies,Nutrition Instruction

Diet change toward eating less meat and more plant foods is advocated for reasons of health, environmental protection, and kindness toward non-human animals. This article is written for people who advocate meat reduction, regardless of whether their audiences are in schools, universities, organizations, or in the general public. However, the article may also be of interest to people who teach other content. Multiple Intelligences is an optimistic theory which posits that people are intelligent in many ways and that people learn best when a wide variety of learning modes are deployed. The article begins by explaining Multiple Intelligences theory and its possible uses in education. The main part of the article makes suggestions for teaching meat reduction via a range of intelligences.
First Steps towards Successful Group Activities
Author: Jacobs, George M.
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Group Activities,Small Group Instruction,Teaching Methods,Workshops,Facilitators (Individuals)

The use in education of small groups of two to four members receives substantial support from both theory and research (e.g., (Deutsch, 1949, 1962; Gillies, 2007; Johnson &amp; Johnson, 2006; Lewin, 1935; Sharan, 1999; Slavin, 1995; Vygotsky, 1978, Webb, et al., 2009). This theory and research suggests that people learn more and gain affective benefits when they spend some time collaborating with others. However, in the author's experience, workshop facilitators and other educators are often reluctant to ask participants to form small groups and to participate in small group activities, especially when participants have not met each other or for whatever reason may be uncomfortable interacting with one another. Thus, workshop facilitators and other educators may hesitate to use small group activities. This paper proposes a wide variety of ideas that educators can try to increase people's willingness to form groups and participate in group activities. These ideas are divided into three groups: before the event, at the beginning of the event and at the end of the event and beyond. [Workshop presented at the conference of the International Association for the Study of Cooperation in Education in partnership with the University College Lillebaelt, Odense, Denmark, Oct 2015.]
Global Education in Second Language Teaching
Author: Jacobs, George M.
Date: 1999-00-00
Type: Reports - Descriptive
Subjects: Global Approach,Second Language Learning,Second Language Instruction,Civil Rights,Peace,Teaching Methods,Bibliographies,Environmental Education,Language Teachers,Teacher Role,Language Proficiency,Educational Resources,Cooperative Learning,Instructional Materials

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education. The following are appended: (1) Peace Education Bibliography; and (2) Environmental Education Bibliography. [This article was published in &quot;KATA,&quot; v1 n1 p44-56 1999.]
The Treatment of Ecological Issues in ELT Coursebooks
Author: Jacobs, George M.
Date: 2000-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Content Analysis,Environmental Education,Conservation (Environment),Textbook Content,Units of Study,Learning Activities,Foreign Countries,Interviews

This article reports a study examining the presence of environmental issues in ELT coursebooks published since 1990. Seventeen randomly-selected coursebooks were analysed in order to find the percentage of activities related to environmental issues. Such activities were then examined to establish whether they involved participation in environmental protection. The results are discussed in light of teaching methodology and United Nations environmental education objectives. [This article was published in &quot;ELT Journal,&quot; v54 p256-264 2000.]
Indicators of School Crime and Safety: 2016. NCES 2017-064/NCJ 250650
Author: Zhang, Anlan
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: Crime,Violence,School Safety,National Surveys,Suspension,Expulsion,Delinquency,Residential Programs,Individual Characteristics,Institutional Characteristics,Death,Victims,Incidence,Injuries,Weapons,Teachers,Student Behavior,Educational Environment,Policy,Public Schools,Discipline Problems,Juvenile Gangs,Substance Abuse,Verbal Communication,Bullying,Fear,Student Attitudes,School Security,Postsecondary Education,Elementary Secondary Education,Gender Differences,Age Differences,Racial Differences,Ethnic Groups

The nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community. Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators are important in ensuring the safety of our nation's students. This is the aim of &quot;Indicators of School Crime and Safety.&quot; This report is the 19th in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, principals, and postsecondary institutions. The information presented in this report serves as a reference for policymakers and practitioners so that they can develop effective programs and policies aimed at violence and school crime prevention. Accurate information about the nature, extent, and scope of the problem being addressed is essential for developing effective programs and policies. This report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available. The following are appended: (1) Technical Notes; and (2) Glossary of Terms. Supplemental tables are included. [For the previous report: &quot;Indicators of School Crime: 2015. NCES 2016-079/NCJ 249758,&quot; see ED565704.]
Comparison of University Governance USA, UK, France and Japan: Report of the International Seminar on University Governance, 2012. RIHE International Seminar Reports. No. 19
Author: Hiroshima University, Research Institute for Higher Education (Japan)
Date: 2013-06-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Comparative Education,Governance,Universities,Institutional Autonomy,College Administration,College Faculty,Teacher Participation,Educational Policy,Teacher Evaluation,Teacher Dismissal,Administrative Organization,Educational Finance,Educational Change,Centralization,Decision Making

In contrast with that basic understanding of university autonomy, in most continental European countries, such as France, and also in Japan, the government has tightly controlled universities, in terms of both their organization and activities. In these countries, the concept of &quot;governance&quot; is often lacking, as institutions were not expected to have a direction of their own, as distinct from the directives of government. In the state centered model, there is still much that needs to be studied in relation to how to govern universities. However, especially since the 1990s, due to a higher expectation for universities would contribute to a strong economy but use less public money, institutional autonomy has grown overall in most higher education systems, even in those countries where government control over public universities used to be very strong. This has created opportunities for universities to manage themselves efficiently through empowerment, corporate status, introduction of a board of trustees and block grants, determining their own profiles and strategies. The papers presented herein address this organizational integration and improved managerial capability within universities. Following a foreword by Masashi Fujimura, contents of this report include: (1) Governance at the University of California: An Example of Faculty (Ellen Switkes); (2) The Governance of Higher Education in England (Bahram Bekhradnia); (3) The Transformation of University Governance in France (1999-2011): Inertia, Institutionalization and Change (Stephanie Mignot-Gerard); (4) University Governance Reforms in Japan--Incorporation of National Universities (Jun Oba); and (5) Comments and Questions on the Presentations of University Governance (Fumihiro Maruyama). Two appendices include: (1) Seminar Program; and (2) List of Participants. Individual papers contain references. [Charles R. Barton edited the manuscripts in this report.]
ESSA: Mapping Opportunities for Civic Education. Education Trends
Author: Brennan, Jan
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Civics,Citizenship Education,Educational Trends,Democratic Values,Citizen Participation,State Programs,State Action,Educational Opportunities,Educational Legislation,Educational Practices,Educational Quality,Equal Education,Accountability,State Standards,Minimum Competencies,Teacher Education Programs,School Support,Relevance (Education)

The Every Student Succeeds Act (ESSA) builds upon recent state efforts to reinvigorate the commitment of education to prepare students, not just for college and career, but also for citizenship and full participation in democratic life. This report outlines how ESSA strengthens opportunities for states to expand and support civic learning and engagement.
How States Can Promote Local Innovation, Options, and Problem-Solving in Public Education. Linking State and Local School Improvement
Author: Posamentier, Jordan
Date: 2017-04-00
Type: Reports - Research
Subjects: Public Education,Educational Innovation,Problem Solving,State Policy,Educational Policy,Educational Improvement,State Legislation,Barriers,Institutional Autonomy

State policy plays a critical role in determining whether and how well local education improvement strategies can be implemented. As states rework their education policies under the Every Student Succeeds Act (ESSA), state and local leaders need a way to assess their current policy environment and identify the changes needed to encourage local innovation and problem-solving. To identify the legal and regulatory barriers to local autonomy, the Center on Reinventing Public Education (CRPE) researched 14 states that already have one or more large cities pursuing local innovation strategies. We find that: The accretion of state law over the years has constrained local education leaders' ability to innovate, improve, and transform their schools; States have set up command-and-control frameworks, viewing districts rather than schools as public education's first responders, which is at odds with school-level efforts to address the particular needs of students and communities; and State policy leads to conflicts and disincentives that play out for worse at the local level. This analysis is intended to help policymakers, education leaders, and advocates understand the changes in state law and policy needed to support local strategies that empower educators, promote new schooling options, and let parents choose.
Let's Chat: Using Dialogue Journals
Author: Jacobs, G. M.
Date: 1996-00-00
Type: Reports - Descriptive
Subjects: Dialogs (Language),Journal Writing,Student Journals,Diaries,Teaching Methods,Elementary School Students,Secondary School Students,Postsecondary Education,Educational Benefits,Interpersonal Communication,Teacher Student Relationship,Writing Instruction,Feedback (Response),Foreign Countries

We, the two authors of this article, have used dialogue journals for many years: Pearly with primary school students and George with secondary, tertiary, and adult students. Below, we share our ideas and those of others about this valuable learning tool. In the examples from our students' journals, names have been replaced with letters. [This article was published in &quot;Teaching English Language and Literature (TELL),&quot; v12 n1 p2-4 1996.]
Bias against Other Animals: A Language Awareness Issue?
Author: Jacobs, G. M.
Date: 2006-06-00
Type: Reports - Evaluative
Subjects: Animals,Bias,Second Language Instruction,English (Second Language),Language Attitudes,Second Language Learning,Language Teachers,Empathy,Language Usage,Metalinguistics

The present article suggests that teachers bring students' attention to the link between language and bias against nonhuman animals. First, the social phenomena that have brought our attention to the issue of what is known as speciesism (&quot;a failure, in attitude or practice, to accord any nonhuman being equal consideration and respect&quot;, Dunayer 2004, p. 5) are discussed. Second, speciesism in English is exemplified. Third, the wisdom of bringing the issue into ELT is discussed. Finally, brief suggestions are made as to how ELT teachers might include a focus on speciesism in their instruction. [This article was published in &quot;Global Issues: Integrating Global Issues into Language Teaching,&quot; v19 p25-29 Jun 2006.]
Comparing Student Performance on Paper-and-Pencil and Computer-Based-Tests
Author: Hardcastle, Joseph
Date: 2017-04-30
Type: Speeches/Meeting Papers
Subjects: Academic Achievement,Computer Assisted Testing,Comparative Analysis,Student Evaluation,Multiple Choice Tests,Science Tests,Probability,Scores,Item Response Theory,Elementary School Students,Secondary School Students,Quasiexperimental Design,Test Format,Statistical Analysis,Gender Differences,Language Minorities

Can student performance on computer-based tests (CBT) and paper-and-pencil tests (PPT) be considered equivalent measures of student knowledge? States and school districts are grappling with this question, and although studies addressing this question are growing, additional research is needed. We report on the performance of students who took either a PPT or one of two different CBT containing multiple-choice items assessing science ideas. Propensity score matching was used to create equivalent demographic groups for each testing modality, and Rasch modelling was used to describe student performance. Performance was found to vary across testing modalities by grade band, students' primary language, and the specific CBT system used. These results are discussed in terms of the current literature and the differences between the specific PPT and CBT systems.
Validating an Assessment for Tracking Students&apos; Growth in Understanding of Energy from Elementary School to High School
Author: Hardcastle, Joseph
Date: 2017-04-15
Type: Speeches/Meeting Papers
Subjects: Energy,Elementary Secondary Education,Science Instruction,Test Construction,Scientific Concepts,Concept Formation,Multiple Choice Tests,Elementary School Students,Middle School Students,High School Students,Test Validity,Statistical Analysis,Student Evaluation,Item Analysis

Energy is a critically important topic in the K-12 science curriculum, with many applications in the earth, physical, and life sciences and in engineering and technology. To meet the challenges associated with teaching energy, new tools and assessment instruments are needed. In this work we describe the development of a three-tier assessment instrument designed for measuring students' understanding of energy at basic, intermediate, and advanced levels. Using a bank of 372 multiple choice items targeting 14 different key energy ideas, three assessment instruments were created to test each of the three levels. These instruments were pilot tested with elementary, middle, and high school students and results were analyzed using Rasch modeling. Our findings show that by using linking items the three instruments form a common scale, allowing items and students to be compared across forms. Each instrument was found to contain items with suitable difficulties for students with a range of understandings of energy. Together these instruments form a reliable tool for measuring the growth of students' understanding of the energy concept as they progress from elementary school to high school.