ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Society: Young People's Experiences and Outcomes in the Technologies. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Technology Uses in Education,Early Childhood Education,Child Care,Educational Technology,Technological Literacy,Curriculum,Interdisciplinary Approach,Academic Achievement,Achievement Gains,Technological Advancement,Elementary Education,Special Schools,Assistive Technology,Disabilities,Secondary Education,Information Technology,Business Education,Design,Engineering,Textiles Instruction,Computer Science Education,Foods Instruction,Food,Educational Environment,Skill Development

This report continues the series in which Education Scotland evaluates the quality of young people's learning and achievements, in this case in the technologies. The report contributes to the overall picture of what it is like to be a learner in a Scottish early learning or childcare setting or school in this second decade of the 21st Century. The technologies unarguably form a central part of Scotland's heritage, identity and future. Their importance cannot be overstated whether as an economic necessity, a social influence or a vital educational experience. The technologies make a core contribution to key Scottish Government policies, within and beyond education in aspects such as sustainable economic growth, a feature which echoes throughout this report. The technologies have the potential to impact hugely on children's and young people's learning, achievements and readiness for the world in which they will live and work. This report celebrates much that is good in learning in Scottish technologies, and equally sets out much that can be done to improve outcomes for our children and young people, and our communities. The report adopts the title &quot;Building Society&quot; to reinforce the values which underpin the Scottish concept of the technologies--as inspiring, enabling, supporting and equipping our children and young people to take their learning in the technologies and use it to make people's lives better. The following are appended: (1) Real-world, real-time technologies; (2) Messages from the statistics; (3) Messages from the research; and (4) Centres and schools visited as part of the task.
Business, Management and Administration: A Subject-Based Aspect Report by Education Scotland on Behalf of the Scottish Funding Council on Provision in Scotland's Colleges. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-06-30
Type: Reports - Research
Subjects: Foreign Countries,Focus Groups,Stakeholders,Higher Education,Colleges,Business Administration Education,Accounting,Observation,Strategic Planning,Program Development,Delivery Systems,Teaching Methods,Learner Engagement,Participation,Equal Education,Outcomes of Education,Evaluation Methods,Interviews,Intellectual Disciplines,Educational Methods,School Business Relationship,Formative Evaluation,Self Evaluation (Groups)

In preparing this report, reviewers visited a sample of four colleges, detailed in Appendix 1. They also drew on the findings of published Education Scotland external reviews of colleges, and examined other relevant publications and reports. They consulted and held focus groups with key stakeholders, including the Scottish Qualifications Authority (SQA), Skills Development Scotland (SDS), employers, professional bodies, universities and the College Development Network. A primary purpose of this report is to evaluate the progress made by colleges and stakeholders on the recommendations within the HM Inspectorate of Education (HMIE) subject-based aspect report on Business, Management and Administration (BMA) published in 2010. The following are appended: (1) Colleges visited in the field work for this report; (2) Table 1; and (3) Glossary.
Renewables (Energy): A Subject-Based Aspect Report by Education Scotland on Provision in Scotland's Colleges on Behalf of the Scottish Funding Council. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-09-26
Type: Reports - Research
Subjects: Foreign Countries,Energy,Reports,Program Descriptions,Industry,Economic Progress,Guidelines,Institutional Evaluation,Employer Attitudes,Stakeholders,Engineering Education,Gender Differences,Educational Practices,Energy Conservation,Higher Education,Education Work Relationship,Outcomes of Education,Employment Qualifications,Learning Processes,Teaching Methods,School Holding Power,Self Evaluation (Groups),Statistical Data

The Education Scotland publication, &quot;External Quality Arrangements for Scotland's Colleges, Updated August 2013,&quot; specifies that Education Scotland will produce a number of subject-based aspect reports each year. These reports complement, in a subject-specific context, the generic evaluations of learning and teaching in Education Scotland's external review reports of colleges. This report evaluates college programs within the energy (renewables) subject area. Programs covered by this report are offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). These programs provide education and training for an industry sector that is making an increasingly important contribution to Scotland's economy. In preparing this report, inspectors visited a sample of seven colleges, drew on the findings of published Education Scotland reviews of colleges, and examined other relevant publications and reports. They consulted with key stakeholders, including employers and professional bodies. The following are appended: (1) Colleges visited in the fieldwork for this report; (2) Equalities data--gender; (3) Data for construction and engineering programmes, 2010-11 to 2012-13; (4) Portraits of excellent practice; and (5) Glossary of terms.
Computing and Digital Media: A Subject-Based Aspect Report by Education Scotland on Provision in Scotland's Colleges on Behalf of the Scottish Funding Council. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-09-00
Type: Reports - Research
Subjects: Educational Practices,Case Studies,Educational Improvement,Educational Quality,Foreign Countries,Information Technology,Computer Science Education,Labor Force Development,Higher Education,Employment Qualifications,Program Descriptions,Consortia,Apprenticeships,Partnerships in Education,Postsecondary Education,Mathematics Instruction,Employment Potential,Work Experience Programs,Competition,Learning Processes,Learning Motivation,Computer Games,Enrollment,Student Characteristics,Self Evaluation (Groups),Technological Advancement

This report evaluates college programmes which deliver education and training in computer and digital media technology, rather than in computer usage. The report evaluates current practice and identifies important areas for further development amongst practitioners. It provides case studies of effective practice and sets out recommendations for improvement. Education Scotland's publication, &quot;External quality arrangements for Scotland's colleges, updated August 2013,&quot; specifies that HM Inspectors will produce a number of subject aspect reports over the four-year period 2012-16. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of recommendations as part of their normal dialogue with colleges. They will wish to discuss issues arising from subject aspect reports during annual engagement visits. The following are appended: (1) Colleges visited in the field work for this report; (2) Equalities data; and (3) Glossary of terms.
English for Speakers of Other Languages in Scotland's Colleges: A Subject-Based Aspect Report on Provision in Scotland's Colleges by Education Scotland on Behalf of the Scottish Funding Council. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-06-13
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Quality,Educational Practices,Reports,Educational Improvement,Surveys,Program Evaluation,Performance Factors,Outcomes of Education,Higher Education,Continuing Education

Education Scotland's publication, &quot;External Quality Arrangements for Scotland's Colleges, Updated August 2013&quot;, specifies that HM Inspectors (HMI) will produce a number of subject aspect reports over the four-year period 2012-16. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of recommendations as part of their normal dialogue with colleges. They will wish to discuss issues arising from subject aspect reports during annual engagement visits. This aspect report evaluates current practice; identifies important areas for discussion and further development among practitioners; identifies effective practice found by inspectors; and sets out recommendations for improvement. In preparing this report, inspectors surveyed colleges in the sector and visited three colleges; drew on the findings of published HMIE and Education Scotland external reviews of colleges; and examined other relevant publications and reports. They consulted with key stakeholders, including the Scottish Qualifications Authority (SQA) and other professional bodies. This report evaluates college programs intended for teaching English to speakers of other languages (ESOL). Programs covered in this report are offered through a variety of modes of delivery at levels 2 to 6 of the Scottish Credit and Qualifications Framework (SCQF). The following are appended: (1) Colleges and agencies involved in the task; (2) Glossary of terms; (3) Performance indicators; (4) Useful resources; and (5) The Scottish Credit and Qualifications Framework.
Supporting Learners to Succeed: A Thematic Report by Education Scotland on Behalf of the Scottish Funding Council on Provision of Services Delivered by Scotland's Colleges to Support Learners to Succeed in Their Learning. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-10-00
Type: Reports - Research
Subjects: Foreign Countries,Student Participation,Learner Engagement,Attendance,Student Evaluation,Success,College Students,College Role,Student Personnel Services,Academic Support Services,Delivery Systems,Student Needs,Student Adjustment,Agency Cooperation,Well Being,Academic Achievement,Educational Attainment,Educational Quality,Stakeholders

This report focuses on the actions taken by colleges to help learners resolve issues which are affecting their ability to turn up for classes, engage fully in learning and undertake assessments successfully. It explains the range of services and the relationships colleges have with other external bodies to provide support for learning. This report identifies areas of positive practice and areas for development. Colleges should act on the recommendations contained in this report. College inspectors will monitor action towards implementation of these recommendations as part of their professional dialogue with colleges and will wish to discuss progress and issues arising from thematic aspect reports during annual engagement visits. The following are appended: (1) Glossary of terms; (2) Colleges which contributed to the fieldwork for this report; and (3) Useful resources.
Maximising Learner Success in Scotland's Colleges: A Thematic Aspect Report on Provision in Scotland's Colleges by Education Scotland on Behalf of the Scottish Funding Council. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-09-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Success,Trend Analysis,Course Selection (Students),Student Personnel Services,Educational Improvement,Evaluation Methods,Postsecondary Education,Stakeholders,Interviews,Questionnaires,Documentation,Content Analysis,Performance,Educational Indicators,Academic Persistence,Academic Achievement,Educational Attainment,Educational Technology,Withdrawal (Education),Student Needs,At Risk Students,Attendance Patterns,Proximity,Graduation,Student Characteristics,Age Differences,Youth Programs,Transitional Programs

The college sector has many examples where low learner success in specific subject areas has been identified and tackled successfully. In several colleges, programmes receiving attention through special measures based on careful self-evaluation often make marked improvements in a short period, with significant improvements in outcomes for learners. At this time of considerable change across the college sector, it is appropriate to focus on the reasons why some learners fail to achieve and to identify the conditions that promote success. This report evaluates how well colleges are providing and/or enabling those conditions. This report identifies examples where colleges have been particularly adept at this and also the processes and elements of change that lead to notable improvements in outcomes for learners. This aspect report evaluates current practice and identifies important areas for discussion and further development amongst practitioners. It identifies effective practice found by inspectors and sets out recommendations for improvement. In preparing this report, inspectors surveyed colleges in the sector and visited five colleges listed in Appendix 1. They also drew on the findings of other relevant publications and reports. They consulted with key stakeholders, including employers. The following are appended: (1) Colleges which contributed to the fieldwork for this report 23; (2) Glossary of terms 24; (3) SFC Positive outcome codes 25; (4) Performance Indicators 26; and (5) SCQF.
Validating the Use of AP® Exam Scores for College Course Placement. Research Report 2013-2
Author: Patterson, Brian F.
Date: 2013-06-25
Type: Reports - Research
Subjects: Advanced Placement,Scores,Student Placement,High School Students,Predictor Variables,Probability,Comparative Analysis,Measures (Individuals),Grades (Scholastic),Gender Differences,Racial Differences,Test Validity,College Entrance Examinations

The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area of the exam. The specific AP Exams examined were: Calculus AB, Calculus BC, Biology, Chemistry, Physics C: Mechanics, Microeconomics, Macroeconomics, Psychology, U.S. Government and Politics, and U.S. History. We based this study on a sample of 53 four-year institutions with publicly available AP Exam credit and placement policies that had a total of 95,518 first-time, first-year students entering college in fall 2006. Using a multilevel propensity score-matching approach, we constructed groups of AP and non-AP students who were comparable on a number of key characteristics, including gender, racial/ethnic identity, anticipated college major, high school grade point average, PSAT/NMSQT® section scores, and mean AP course enrollment at students' high schools. The results showed that after matching AP and non-AP students on those important covariates, the AP students performed as well as or better than comparable non-AP students in terms of subsequent college course grades. Tables presenting &quot;Propensity Score Models&quot; are appended.
Rating Quality Studies Using Rasch Measurement Theory. Research Report 2013-3
Author: Engelhard, George, Jr.
Date: 2013-08-00
Type: Reports - Research
Subjects: Measurement Techniques,Rating Scales,Test Theory,Scores,Scoring,Statistics,Test Items,Difficulty Level,Advanced Placement,Psychometrics,High School Students,Tests,Test Format,Models

The major purpose of this study is to examine the quality of ratings assigned to CR (constructed-response) questions in large-scale assessments from the perspective of Rasch Measurement Theory. Rasch Measurement Theory provides a framework for the examination of rating scale category structure that can yield useful information for interpreting the meaning of ratings assigned in large-scale performance assessment contexts. This study uses data collected as a part of the reader reliability studies (Miao &amp; Odumade, 2011) based on the 2010 administration of the AP® Statistics Exam (N = 238 students, N = 156 raters). The following research questions are addressed: (1) Do the raters on the AP Statistics Exam vary in severity? (2) Do the CR questions on the AP Statistics Exam vary in difficulty? (3) Is the structure of the rating scale comparable across the CR questions? An appendix contains two additional tables. [This paper was presented at the annual meeting of the American Educational Research Association in Vancouver, British Columbia, Canada, April 2012.]
An Investigation of College Students' Perceptions of Advanced Placement® Courses. Research Note 2013-2
Author: Cooney, Siobhan M.
Date: 2013-04-08
Type: Reports - Research
Subjects: Undergraduate Students,Student Attitudes,Student Surveys,Online Surveys,Advanced Placement,Advanced Placement Programs,Demography,Student Characteristics

The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of 3 or higher) on at least one AP Exam. For the purposes of this research, the College Board Advanced Placement Program partnered with a large public university in the southwestern United States. In April 2012, freshmen and sophomores who had taken at least one AP course in high school were recruited via the university's email system. Participants (n = 128) completed an online survey that included closed- and open-ended items. About two-thirds of participants reported taking an AP Exam for each of their AP courses. Although three-quarters of participants reported scoring a 1 or 2 on one or more exams, only a small subset (n = 16) did not have AP Exam success; one participant had never taken an AP Exam, and 15 participants had never scored higher than a 2 on an AP Exam. Participants on the whole tended to report that their AP courses were of high quality, challenging, and ultimately beneficial in terms of improving specific skills (including writing, test taking, revising work based on feedback, balancing study time with competing demands, and analyzing the strengths and flaws of different points of view) and giving them the confidence to believe that they could do well in college. Participants were largely in agreement that their AP teachers were passionate about their subject areas and had high expectations for their students. The importance of students' AP teachers was also reflected in many open-ended responses: Teaching quality reportedly affected not only how much students enjoyed the experience but also how much they benefited from each of their AP courses. Students without AP Exam success tended to report positive AP course experiences and a range of benefits attributed to their AP courses. Their responses were very similar to those of students with AP Exam success; only a few small differences were noted. Given the small number of participants in this study, particularly when focusing on those without AP Exam success, further research is recommended with a larger sample.
A Comparison of CLEP® and Non-CLEP Students with Respect to Postsecondary Outcomes. Research Note 2013-9
Author: Barry, Carol L.
Date: 2013-12-16
Type: Reports - Research
Subjects: Higher Education,College Credits,Educational Testing,Prior Learning,Scores,Outcomes of Education,Demography,Academic Achievement,Comparative Analysis,Associate Degrees,Bachelors Degrees,College Students,Measures (Individuals),Predictor Variables

The College-Level Examination Program® (CLEP®) is an exam program consisting of 33 exams in five subject areas that typically correspond to single-semester courses, but some correspond to full-year or two-year courses. CLEP exams offer students the opportunity to receive college course credit for learning that has already occurred outside of the traditional college classroom. The current research provides a necessary step in understanding the relationship between receiving course credit via exam scores and important postsecondary outcomes by examining whether differences exist between CLEP and non-CLEP students on postsecondary performance outcomes. The study examined data for matched samples of CLEP and non-CLEP students from a large, diverse state in the southeastern United States. Overall, CLEP students graduate sooner, enroll in fewer semesters, graduate with fewer credits, and have GPAs higher than non-CLEP students, when controlling for demographics and prior achievement. Generally, the differences between CLEP and non-CLEP students were more pronounced for students receiving associate degrees than for students receiving bachelor's degrees. CLEP students also tended to perform better than non-CLEP students in subsequent English courses. There were no differences for subsequent math course performance. An appendix contains three additional tables with descriptive statistics.
Religious and Moral Education 3-18. Transforming Lives through Learning
Author: Education Scotland
Date: 2014-02-00
Type: Reports - Research
Subjects: Religious Education,Moral Development,Learning Experience,Excellence in Education,Faculty Development,National Organizations,Curriculum Design,Philosophy,Networks,Teacher Collaboration,Catholic Schools,School Districts,Educational Improvement,Moral Values,Elementary Secondary Education,Student Attitudes,Parent Attitudes,Administrator Attitudes,Educational Practices,Foreign Countries

This curriculum impact project report evaluates current practice in Religious and Moral Education in Scotland. Curriculum for Excellence supports two frameworks for learning, teaching and assessment within the Religious and Moral Education curriculum area. This acknowledges, within the Scottish context, the different aims and purposes of Religious and Moral Education (RME) in non-denominational schools and Religious Education in Roman Catholic (RERC) schools. This report sets out to encourage professional learning across the two approaches. The report was compiled with the input of young people, parents and local authorities and following independent inspection activities in schools and other learning environments. It identifies strengths in a number of areas of Religious and Moral Education, including in children and young people's learning experiences. Some aspects for improvement are also identified for example, in relation to the senior phase of RME in non-denominational schools. The report also identifies a need for more subject specific career-long professional learning opportunities to be provided for practitioners. The report reinforces the aims and purposes of Religious and Moral Education in Scotland and highlights the value of the subject for our children and young people. It is intended that this report acts as a stimulus for ongoing professional dialogue and development. Practitioners are encouraged to engage with each other and with Education Scotland staff to discuss and share practice and address areas requiring development via Glow and other professional networks locally and nationally. The following are appended: (1) List of establishments included in the sample of focused visits; (2) The Curriculum Impact Review Reference Group; (3) National organisations supporting Religious and Moral Education; (4) National reports and useful resources; (5) Religious, Moral and Philosophical Studies Analysis 2013; and (6) Principles of curriculum design self-evaluation tool for Religious and Moral Education.