ethanporcaro/eric-fulltext-meta huggingface dataset:
Libraries for Lifelong Literacy: Unrestricted Access to Information as a Basis for Lifelong Learning and Empowerment. IFLA/FAIFE Theme Report. World Report Series Volume IV
Author: Seidelin, Susanne, Ed.
Date: 2004-00-00
Type: Collected Works - General
Subjects: Literacy,Access to Information,Lifelong Learning,Empowerment,Library Role,Public Libraries,Nongovernmental Organizations,Information Technology,Access to Computers,Disadvantaged,Indigenous Knowledge,Language Minorities,Books,Information Literacy,Internet,Sustainable Development,Developing Nations,Foreign Countries

The IFLA/FAIFE (International Federation of Library Associations and Institutions/Committee on Free Access to Information and Freedom of Expression) Theme Report 2004 presents visions of how libraries can promote literacy and lifelong learning. The literacy process has to be recognised as inclusive of all ranges of communication, and it occurs at all levels and ages of societies, whether they are predominantly oral societies or have a culture of reading as a basis for accessing information. The authors explore the relationship between unrestricted access to information and lifelong literacy in a wide variety of ways. Their approaches, however, have an underlying link in common. Each approach seeks to tell us something important about the way information nourishes the skills that a human being requires to function as an autonomous actor in the world. What is seen in the Report is that libraries in developing countries have to come up with novel ways to deal with problems that bigger, richer countries are able to tackle differently. The contributions to this report show how different processes--funding partnerships, community involvement, staff and user training--can be implemented to enable libraries to make a greater contribution to the lifelong learning process. The situations and solutions outlined here may inspire librarians in other countries in their quest to empower their users. Contents include: (1) Acknowledgements (Paul Sturges and Susanne Seidelin); (2) Preface (Kay Raseroka); (3) Introduction (Paul Sturges and Susanne Seidelin); (4) Democratic Access to Information in Chilean Public Libraries (Clara Budnik Sinay); (5) Central America: Diversity and Challenge for Literacy--The Case of Costa Rica (Ana Cecilia Torres Munoz); (6) Empowering People through ICT-Enabled Lifelong Learning, Role of Libraries and NGOs in South Asia (Basheerhamad Shadrach and Nikhil Raj); (7) Indigenous Knowledge, Minority Languages and Lifelong Learning: A Role for Public Libraries? (Peter Johan Lor); (8) Library Responses to Information Literacy and Life Long Learning in the SADC Region (Ellen Ndeshi Namhila); and (9) Conclusion: An Inclusive Information and Knowledge Society (Susanne Seidelin and Stuart Hamilton). Appendices contain: The IFLA Internet Manifesto; Statement on Indigenous Traditional Knowledge; and Statement on Libraries and Sustainable Development. (Individual chapters contain notes and references.)
The Education Innovator. Volume IX, No. 4
Author: Herbert, Doug, Ed.
Date: 2010-05-28
Type: Collected Works - Serial
Subjects: Educational Innovation,Politics of Education,Federal Government,Educational Policy,Government School Relationship,Elementary Secondary Education,Teacher Leadership,Information Dissemination,Technology Uses in Education,Hispanic American Students,Academic Achievement,Holistic Approach,Science Education,Technology Education,Engineering Education,Mathematics Education,Charter Schools,Early Childhood Education,Money Management,Knowledge Level

The purpose of the U.S. Department of Education's online newsletter "The Education Innovator" is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. This issue includes a feature article on the Teaching Ambassador Fellowship, a program which is making a valuable contribution to the U.S. Department of Education by helping to connect federal education policy to the classroom and by developing a cadre of teachers whose interest in policy can help to improve K-12 education. This month's feature presents a number of the Teaching Ambassador Fellows and describes their accomplishments in both the Nation's Capital and across the country. Regular sections include: (1) What's New?; and (2) Innovations in the News. [For "The Education Innovator. Volume IX, No. 3," see ED509496.]
Ken Wilber&apos;s Integral Vision: A Review of Applications in Education toward a &quot;Wisdom Culture&quot;
Author: Fisher, R. Michael
Date: 2003-00-00
Type: Information Analyses
Subjects: Educational Philosophy,Holistic Approach,Educational Change,World Views

For over 30 years, contemporary American integral philosopher, Ken Wilber, has challenged all of us to critically examine how biased, if not distorted, our current forms of thinking and knowledge are, and what kind of education ought to be developed in order to build, what he refers to as, a future &quot;Wisdom Culture.&quot; To date, no critical synthesis of Wilber's work and its relationship to the field of Education has been attempted. This paper offers three real classroom vignettes demonstrating the application of Wilber's integral approach, set within an opening fictional narrative. The remainder of the paper synthesizes an extensive search of Educational documents, and provides a critical review of 16 professional educators, from both schooling and adult education, who have published writing on applications and potential of Wilber's philosophy, toward laying the groundwork for future educational engagement with the integral approach. (Contains 64 footnotes.)
Strategic Plan for Higher Education, 2008-2017
Author: Fingerhut, Eric D.
Date: 2008-03-31
Type: Reports - Evaluative
Subjects: Higher Education,Strategic Planning,Human Capital,Educational Attainment,Educational Improvement,Student Recruitment,Competition,Access to Education,Graduation Rate,Campuses,Universities,Identification,Potential Dropouts,Adult Literacy

If the State of Ohio is to grow and prosper, it must raise the education level of its population. The goal of this 10-year strategic plan is to raise the educational attainment of the state each year, and to close the gap between Ohio and competitor states and nations. To accomplish this goal, stakeholders must do three things: (1) Graduate more students; (2) Keep more graduates in Ohio; and (3) Attract more degree holders from out of state. Meeting the goal of this plan will require mobilizing Ohio's extensive network of public universities and community colleges--the University System of Ohio--and a diverse collection of independent colleges and universities. The University System of Ohio consists of the state's 13 public university campuses, one medical college, 24 regional branch campuses, and 23 community colleges, as well as adult literacy and adult workforce centers. Through a combination of strategies, the University System of Ohio will become a high-quality, flexible system of higher education that offers a wide range of educational options, while driving down the average amount that students pay to among the lowest in the nation. Appendices include: (1) Legislative and Executive Mandates; (2) BAHEE/BRT Letter; and (3) Expected versus Actual Graduation Rates. (Contains 24 endnotes.) [For the executive summary, see ED510218.]
Strategic Plan for Higher Education, 2008-2017. Executive Summary
Author: Fingerhut, Eric D.
Date: 2008-03-31
Type: Reports - Evaluative
Subjects: Higher Education,Strategic Planning,Human Capital,Educational Attainment,Educational Improvement,Student Recruitment,Competition,Access to Education,Graduation Rate,Campuses,Universities,Identification,Potential Dropouts,Adult Literacy

If the State of Ohio is to grow and prosper, it must raise the education level of its population. The goal of this 10-year strategic plan is to raise the educational attainment of the state each year, and to close the gap between Ohio and competitor states and nations. To accomplish this goal stakeholders must do three things: (1) Graduate more students; (2) Keep more graduates in Ohio; and (3) Attract more degree holders from out of state. Meeting the goal of this plan will require mobilizing Ohio's extensive network of public universities and community colleges--the University System of Ohio--and a diverse collection of independent colleges and universities. The University System of Ohio consists of the state's 13 public university campuses, one medical college, 24 regional branch campuses, and 23 community colleges, as well as adult literacy and adult workforce centers. Through a combination of strategies, the University System of Ohio will become a high-quality, flexible system of higher education that offers a wide range of educational options, while driving down the average amount that students pay to among the lowest in the nation. [For the full report, see ED510217.]
Meeting the State's Current and Future Needs through a &quot;Student-Centered&quot; University System of Ohio. Third Report on the Condition of Higher Education in Ohio
Author: Ohio Board of Regents
Date: 2010-03-31
Type: Reports - Evaluative
Subjects: Higher Education,Educational Attainment,Student Surveys,Educational Quality,Education Work Relationship,School Readiness,College Administration,Articulation (Education),Administrator Effectiveness,Paying for College,Financial Support

The &quot;First Condition Report&quot; provided policymakers and the general public a snapshot of where Ohio stands in providing the higher education services needed to be competitive in today's world. The &quot;Second Report&quot; focused on facilities and technology. The &quot;Third Report&quot; underscores the need to deliver high quality education to more Ohioans within existing resources. In this report, the Regents ask: &quot;How can Ohio graduate more students with a high quality education that prepares them for careers along with intellectual opportunities that equip them for a better future?&quot; They answer this question by assessing Ohio's: (1) Streamlined Paths to Degrees; (2) College Affordability; (3) Readiness for College and Work; (4) Effective Management of Educational Programs; and (5) Efficient Management of Administrative Services. Information from the past three years was measured in these areas: (1) Educational Attainment; (2) Financial Condition of Colleges and Universities; and (3) Workforce and Research Contributions of Higher Education. Eight questions form the core of The Condition Report. Appended are: (1) Background for Financial Ratios; and (2) Student Surveys for Two and Four Year Institutions. (Contains 16 tables and 18 endnotes.) [For the first report, see ED505003. For the second report, see ED504910.]
The 2010 Horizon Report
Author: Johnson, L.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Qualitative Research,Cooperation,Computers,Program Effectiveness,Information Technology,Data Analysis,Technology Uses in Education,Influence of Technology,Educational Trends,Trend Analysis,Games,Handheld Devices,Computer Mediated Communication,Access to Information,Electronic Publishing,Books,Computer Simulation,Educational Technology,Higher Education

The annual "Horizon Report" describes the continuing work of the New Media Consortium's Horizon Project, a qualitative research project established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, or creative inquiry on college and university campuses within the next five years. The "2010 Horizon Report" is the seventh in the series and is produced as part of an ongoing collaboration between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE program. In this edition of the "Horizon Report", six emerging technologies or practices are described that are likely to enter mainstream use on campuses within three adoption horizons spread over the next one to five years. On the near-term horizon--that is, within the next 12 months--are "mobile computing" and "open content". The second adoption horizon is set two to three years out, where people will begin to see widespread adoptions of two well-established technologies that have taken off by making use of the global cellular networks--"electronic books" and "simple augmented reality". On the far-term horizon, set at four to five years away for widespread adoption, but clearly already in use in some quarters, are "gesture-based computing" and "visual data analysis". Each of these technologies is described in detail in the body of the report. These sections open with a discussion of what the technology is and why it is relevant to teaching, learning, and creative inquiry. Examples of the technology in practice, especially in academia, are listed there to illustrate how it is being adopted at the current time. A research indicates that all six of these technologies, taken together, will have a significant impact on learning-focused organizations within the next five years. [This report is a collaboration between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative, an EDUCAUSE program.]
Findings Report: Fall 2008 Survey of New Jersey Campus Programs for Students with Disabilities
Author: New Jersey Commission on Higher Education
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: College Students,Disabilities,Private Colleges,Public Colleges,Community Colleges,Response Rates (Questionnaires),Measures (Individuals),Academic Accommodations (Disabilities),Measurement Techniques,Special Needs Students,Educational Trends,Trend Analysis,Attitudes toward Disabilities,Educational Indicators,School Surveys,Student Personnel Workers,Institutional Research,Institutional Characteristics

This biennial survey, issued to all New Jersey postsecondary institutions, provides the Commission on Higher Education with current information about both the population of college students with disabilities in the state as well as the extent to which this population is served by the state-funded regional centers. New for Fall 2008, the Commission issued the survey electronically and collected responses via an online instrument. The survey was sent to all senior public institutions, community colleges, and independent institutions. A 95.6 percent response rate, 43 out of 45 institutions, was achieved, although not all the surveys were completed in its entirety. The survey was sent to the person identified as the special needs service provider for the college. As the person responsible for coordinating accommodations for college students with disabilities, service providers generally have the greatest level of contact with these students. The data and opinions they have provided present an invaluable picture about the population of students with disabilities attending college in this state and the emerging trends and needs in this area. The information reported by survey participants form the basis of this report. Information reflects students who have self-identified as having a disability and/or who have benefited from accommodations. A survey instrument is appended.
GEAR UP: Providing Opportunities or Conflict?
Author: Walsh, Rachael
Date: 2008-12-15
Type: Reports - Evaluative
Subjects: Socioeconomic Status,Program Effectiveness,Educational Policy,Disadvantaged,Access to Education,Barriers,Educational Opportunities,Disproportionate Representation,Program Descriptions,Program Evaluation,Change Strategies,Federal Programs,Federal Legislation,Outreach Programs

Since 1965 the federal government has attempted to provide low socioeconomic status students with equal access to postsecondary education through the Higher Education Act and its multiplicative programmatic efforts. Implemented as one such program in 1998, the Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, has been increasing high school graduation and college matriculation rates. Despite demonstrable statistical gains for low SES students, GEAR UP is still plagued by complications like the application process, implementation, scale, sustainability, and program redundancy. However, the creation of an application addendum, increased funding, additional research, inclusion as a Safe Harbor identifier, incorporation into daily activities, making universities stakeholders, and automatic applications for financial aid are recommendations to improve program effectiveness and efficiency that are discussed in greater detail. (Contains 1 figure.)
Nebraska Higher Education Progress Report, 2010
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2010-03-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Comparative Analysis,Migration,Statistical Data,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are compared to the quantitative baselines established for the LR 174 Higher Education Task Force in 2004. The complete report and its appendices provide a detailed and fully documented analysis. Appended are: (1) Nebraska College Enrollments; (2) Actual and Projected Numbers of Nebraska High School Graduates; (3) Nebraska High School Graduation and Dropout Rates; (4) Nebraska Scores on ACT and SAT Student Assessments; (5) Nebraska College Continuation Rates; (6) Nebraska and Non-Nebraska, First-Time Freshmen Migration Data; (7) Nebraska First-Time Freshmen Enrollments by Race/Ethnicity; (8) Financial Aid Programs; (9) IPEDS Freshmen Retention Rates; (10) IPEDS College Graduation Rates; and (11) Estimated Nebraska Net Migration of 22- to 64-Year Olds. (Individual sections contain footnotes. Contains 78 figures and 74 tables.)
Creating a University System for the 21st Century. Report of the State Board of Higher Education's Committee on Employee Compensation
Author: North Dakota University System
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Faculty,School Personnel,Compensation (Remuneration),Strategic Planning,Exhibits

This report examines measures associated with NDUS (North Dakota University System) faculty and staff compensation and highlights some positive indicators and some areas of concern, as well as suggestions for changes. The information in this report will enable the State Board of Higher Education to develop appropriate recommendations for compensation along with its strategic plan to fulfill the NDUS mission with North Dakota legislators and public. (Contains 21 exhibits.)
Survey of Programs and Courses Offered in Nebraska by Out-of-State Institutions, 2008-2009. Annual Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Institutional Cooperation,Educational History,Universities,Enrollment,State Legislation,Courses,State Regulation,Surveys

State statute and the Coordinating Commission's Rule 1 require any out-of-state institution wishing to offer courses or programs in Nebraska to receive Commission approval. This report provides information on the current course and program offerings as well as a historical perspective that includes institutions approved in the past but no longer offering courses or programs in the state (available online only). Some institutions were approved over twenty years ago and have not offered programs in Nebraska for many years. State statutes, however, do not include a sunset provision for approvals that become inactive in subsequent years.
Approaches of Bill &amp; Melinda Gates Foundation-Funded Intermediary Organizations to Structuring and Supporting Small High Schools in New York City
Author: Foley, Eileen
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Philanthropic Foundations,School Restructuring,Small Schools,High Schools,Educational Change,Grants,Resource Allocation,Politics of Education,Educational Facilities Design,Curriculum Guides,Exhibits,Urban Education

In 2003, a few years after the Bill &amp; Melinda Gates Foundation began implementing its small schools reform agenda, the Chancellor of the New York City Department of Education (DOE) announced a plan to replace large failing high schools in New York City with 200 small schools. In short order, the foundation and the Chancellor became partners with city labor unions, several other foundations, and several intermediary organizations in carrying forward this initiative. This study examines the role that intermediary organizations, the groups responsible for distributing grant funds and starting and advising new small schools, played in the Gates Foundation initiative. The study is part of a collaborative evaluation effort funded by the foundation and led by MDRC that included the Academy for Educational Development (AED) as well as Policy Studies Associates (PSA). Together the three groups, through four studies, aimed to clarify the characteristics, implementation, and impact of the New York City small schools initiative. In this study, PSA presents intermediaries' various approaches to school design and capacity-building, answering four descriptive questions: (1) What expertise did intermediary organizations bring to the small schools initiative?; (2) What were the key features of their school designs?; (3) What pressures and supports did intermediaries apply to encourage implementation of the school designs?; and (4) What challenges constrained their efforts to establish schools that prepared youth for college and careers? They also answer an analytic question: Did intermediary approaches to reform reflect the complexity of the challenge as it has been described and understood over the recent history of school reform? In carrying out this study, PSA researchers conducted 70 open-ended, hour-long, individual interviews with 53 leaders of 18 intermediary organizations (executive directors and senior staff). They also analyzed intermediary reports to the foundation and their online program materials (such as start-up manuals, curriculum guides, databases, evaluations). A summary of key findings and conclusions follows. Appended are: (1) Study Respondents; and (2) Summaries of Intermediary Organization Planning Processes, School Designs, and Support for Implementation. (Contains 9 footnotes and 9 exhibits.) [This paper was prepared with Erickson Arcaira, Stephen Coleman, Elizabeth Reisner, Troy Scott, Tandra Turner, and Yvonne Woods. For the executive summary, see ED510237.]