ethanporcaro/eric-fulltext-meta huggingface dataset:
Arkansas Public Higher Education Operating Recommendations: Fiscal Year 2010-11. Volume 1: Universities
Author: Arkansas State Dept. of Higher Education, Little Rock.
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Universities,Two Year Colleges,Educational Finance,Expenditures,Enrollment,Tuition,Fees,Financial Support,State Aid,Income,Operating Expenses,Budgets

At its April 25, 2008 meeting, the Arkansas Higher Education Coordinating Board approved the funding models for the two-year colleges, universities, and the technical centers (former technical institutes merged with universities). These models had been developed in conjunction with presidents and chancellors after meetings and revisions. The funding models were used to develop the comparative needs of Arkansas institutions of higher education in terms of the average funding levels of schools in the SREB (Southern Regional Education Board) region. The legislative session in 2010 will be the first &quot;fiscal&quot; session of the legislature in which they will consider primarily appropriations. As a result of annual legislative session, there have been changes in the recommendation process that the ADHE (Arkansas Department of Higher Education) staff must follow. The difference between the funding model determined needs of the entities for Fiscal 2011 and the Fiscal 2010 appropriations was $169.9 million, a 20.8% percent increase. The funding gap (the difference between the formula determined need and the current fiscal year appropriation) is part of a phenomenon that occurs when there is an extended economic downturn which is invariably accompanied by enrollment increases, declining state support and tuition increases which are necessary to cover the loss of state support. It should be emphasized that the funding needs of the institutions are the funds needed to bring Arkansas higher education closer to the average funding level of the SREB region. The operating recommendations include: (1)  funds necessary to provide the state's share of a 2.3% COLA for all unrestricted educational and general staff; additional non-formula funds for Arkansas State University's Delta Heritage Centers ($2.1 million), UALR-RAPS Nano-Technology Centers ($2.3 million), and the ADTEC (Arkansas Delta Training and Education Consortium), ADWIRED (Arkansas Delta Workforce Innovations for Regional Development) and the Crossroads Coalition ($3.2 million), and UAPB's Land Grant matching funds ($0.5 million). (2) The 2.3% COLA for all unrestricted educational and general salaries represents a cost of approximately $27.8 million of which the state's portion is approximately $12 million. The recommendation summaries in (Table 1A) represent a 1.6% increase for colleges, a 1.5% increase for universities, a 5.2% increase for nonformula entities and a 1.5% increase for the technical centers for fiscal 2011. (Contains 8 tables.) [For Volume 2, see ED511330.]
Intercultural Dialogue in the Museum Context
Author: Jovana, Milutinovic
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Museums,Art Education,Nonschool Educational Programs,Elementary School Students,Cultural Education,Multicultural Education,Partnerships in Education,International Programs,Constructivism (Learning),Humanism,Action Research,Childrens Art

This paper underlies the importance of the museum and the international scientific partnership for the promotion and valorisation of regional cultural heritage, as a condition for developing greater awareness of civilizational framework of cultural inheritance at the global level. The goal of the action research that was carried out in parallel in Italy and Serbia and involved 170 children, was to devise, realize and evaluate an educational programme that would bring museums closer to children. Reflexivity and triangulation were used in this research endeavour based on constructivist theoretical framework. The data were collected by means of participatory observation protocol, children's artworks, audiovisual transcripts and working sheets. Upon reflection about the activities carried out and the data collected, the authors of this paper, as participants in the research, are able to validate several important roles of the museums, as the place that facilitates the development of an awareness of cultural heritage of one's own country, skills and capabilities, social and individual construction of meaning, as well as the development of an international partnership. Research findings confirm that the field of qualitative educational discourse offers museums a respectable future in terms of linking theory and practice. In other words, museums will make possible a closer application of scientific results with the purpose of improving educational practice. Details of the exhibition of children's work in the Diocesan Museum and the Gallery of Matica Srpska are appended. (Contains 2 footnotes.)
Black Boxes in Analytical Chemistry: University Students' Misconceptions of Instrumental Analysis
Author: Carbo, Antonio Domenech
Date: 2010-07-00
Type: Journal Articles
Subjects: Chemistry,Chemical Engineering,Misconceptions,Science Instruction,College Science,Scientific Concepts,Science Process Skills,Data Analysis,Spectroscopy

Misconceptions of chemistry and chemical engineering university students concerning instrumental analysis have been established from coordinated tests, tutorial interviews and laboratory lessons. Misconceptions can be divided into: (1) formal, involving specific concepts and formulations within the general frame of chemistry; (2) operational/topical, dealing with specific capabilities, problems and operations in chemistry; (3) methodological, associated to peculiar methods of analytical chemistry and data treatment; and (4) social, regarding the relation of analytical data with the social frame. Such misconceptions define a non-structured view of analytical methods, procedures and protocols related with analytical instrumentation. Instruments are frequently viewed as an autonomous, error-free black box providing non-structured data with no need of calibration or control, whereas weak relationships are established between data and aims along the analytical process. (Contains 7 tables and 8 figures.) [Financial support for this paper was provided by the University of Valencia research project "Desarrollo de herramientas para el diagnostico y evaluacion de errores conceptuales y metodologicos en la ensenanza de la Quimica instrumental."]
The EFQM Self-Assessment Processes in HEIs in Spain and in Jordan
Author: Tari, Juan Jose
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Public Colleges,Self Evaluation (Groups),Research Methodology,Case Studies,Total Quality Management,Comparative Analysis,Models,Higher Education,Decision Making,Departments

The purpose of this paper is to compare the European Foundation for Quality Management (EFQM) self-assessment model in higher education institutions (HEIs) in Spain and in Jordan. Case study methodology on eight services provided by a public university in Spain and seven services provided by one public university and one private university in Jordan is used. The findings show the steps that an administrative service may follow in order to apply the questionnaire approach to conduct self-assessment in a successful manner and the difficulties, benefits and success factors in both countries by comparing the results. This paper provides lessons for decision makers and managers of other universities in developing countries, who wish to perform an exercise in self-assessment using a questionnaire approach. (Contains 3 tables.)
Evaluation of Mobile Authoring and Tutoring in Medical Issues
Author: Alepis, Efthymios
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Medical Education,Medical Students,Animation,Multimedia Instruction,Instructional Design,Computer Assisted Instruction,Internet,Distance Education,Electronic Learning,Computer Software,Web Based Instruction,Computer Mediated Communication,Interviews,Student Attitudes,Teacher Attitudes,College Instruction,Instructional Effectiveness,Speech Communication,Affective Behavior,Handheld Devices,Asynchronous Communication,Synchronous Communication,Computer System Design,Programming,Computer Software Evaluation,Use Studies,College Faculty,College Students

Mobile computing facilities may provide many assets to the educational process. Mobile technology provides software access from anywhere and at any time, as well as computer equipment independence. The need for time and place independence is even greater for medical instructors and medical students. Medical instructors are usually doctors that have to treat patients on top of their tutoring duties. Mobile features are complementary to web-based features for desktop computers to a high extend in asynchronous e-learning environments. Time and place independence is also a considerable potential for medical students with overloaded educational duties. This paper examines the degree of the usefulness of mobile facilities for medical instructors who wish to author and manage their courses by using a mobile authoring tool. Furthermore, this paper investigates how acceptable and useful the mobile features of an e-learning system have been to medical students who have used the system, in comparison with the use of the system through a desktop computer. In addition, it investigates usability issues. (Contains 7 figures.) [Support for this work was provided by the General Secretariat of Research and Technology, Greece, under the auspices of the PENED-2003 program.]
Improving Student Learning: A Strategic Planning Framework for an Integrated Student Information System in Charlotte-Mecklenburg Schools
Author: Ngoma, Sylvester
Date: 2010-08-12
Type: Reports - Descriptive
Subjects: School Administration,Information Systems,Management Information Systems,Student Records,Strategic Planning,Academic Achievement,Educational Administration,Standardized Tests,Scores,Grade Point Average,State Programs,Parent School Relationship,Information Transfer,Computer Mediated Communication,Systems Approach

There is growing recognition that an electronic Student Information System (SIS) affects student learning. Given the strategic importance of SIS in supporting school administration and enhancing student performance, school districts are increasingly interested in acquiring the most effective and efficient Student Information Systems for their schools. Over the years, the Charlotte-Mecklenburg Schools (CMS), a school district in North Carolina, has adopted a number of disjointed SISs with limited results. Adopting a successful SIS that has direct and positive effects on standardized test results, grade point averages, and authentic assessments requires a sound strategic plan. This paper provides a critical overview of SISs currently used in CMS and outlines a strategic planning framework that can guide the selection, adoption, and deployment of an effective and cost-efficient SIS capable of improving student learning throughout Charlotte-Mecklenburg Schools. The framework combines existing SISs--NCWISE, EasyIEP, and T-Sparta--into one consolidated and integrated Student Information System. Appended are CIO's responses. (Contains 5 figures and 1 table.)
The Development and Administration of Teacher Education in Ghana from the Passing of the Education Ordinance of 1925 to 1997
Author: Gyansah, Samuel Tieku
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Preservice Teacher Education,Educational History,Teacher Effectiveness,Teacher Supply and Demand

This paper presents the historical growth of teacher education in Ghana and the various attempts made to ensure that societal demands are met as far as teacher effectiveness and supply are concerned.  Since the colonial period, teacher education has received the desired attention. This attention is seen in the manner in which teacher education has been changing both in structure and content. Various governments have been quick to realise that education holds the key to the development of the nation and at the heart of the education system is the teacher. In this Paper, the writers present the development of teacher education from 1925 to 1997.
The Thurgood Marshall School of Law Empirical Findings: A Report of the Statistical Analysis of the February 2010 TMSL Texas Bar Results
Author: Kadhi, T.
Date: 2010-06-18
Type: Numerical/Quantitative Data
Subjects: High Stakes Tests,Statistical Analysis,Scores,Predictor Variables,Educational Objectives,School Statistics,Educational Indicators,Law Schools,Law Students,Licensing Examinations (Professions),Repetition,Test Results,Black Colleges,Legal Education (Professions),Followup Studies

The following report gives the statistical findings of the 2010 Thurgood Marshall School of Law (TMSL) Texas Bar results. This data was pre-existing and was given to the Evaluator by email from the Dean. Then, in-depth statistical analyses were run using the SPSS 17 to address the following questions: 1. What are the statistical descriptors of the February 2010 TMSL Bar students? 2. What is the relationship of the subcategories, Times Taken the Bar, and Final Bar Score in the February 2010 TMSL Bar test takers? 3. What subcategory served as the best Predictor of the February 2010 TMSL Bar test taking students to their Final Bar Score? After the analyses, a findings and summary section is written at the end of this report/study addressing each of the research questions. Theoretically, the Texas Bar Examination's educational components could be found by further evaluating the learning objectives that were tested upon in the subcategories. If the goal is to address curricula initiatives that affect the Texas Bar Exam, then further study of those objectives should be done. This high stakes test is very well designed and could serve as a baseline for further TMSL educational studies. The high effect size yields statistically significant results with a very low N. Therefore, it is suggested that learning initiatives based on objectives be measured (summative) by analyzing changes in those subcategories of the Texas Bar.
The Thurgood Marshall School of Law Empirical Findings: A Report of Differences of Texas Bar Passing Percentages of Students Receiving the TMSL Scholarship during the Years 2005-2009 versus Those Not Receiving the TMSL Scholarship
Author: Kadhi, T.
Date: 2010-04-22
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Data Analysis,Correlation,Grade Point Average,High Stakes Tests,Scores,School Statistics,Educational Indicators,Law Schools,Law Students,Licensing Examinations (Professions),Black Colleges,Legal Education (Professions),Scholarships,Followup Studies

The following report of descriptive/inferential statistics describes the population of students receiving the Thurgood Marshall School of Law (TMSL) scholarship versus those who do not and their relationship with student Bar Passing rate and GPA. The timeline observed are the calendar years of 2005-2009. Data collection and analysis for this report was as follows:   Step 1) Student data on the Bar Examination was entered into the University Database by the TMSL Registrar and a query was ran from BANNER giving Name, PASS/FAIL information, and date each student took the Bar from 2005-2009. Step 2) A separate spreadsheet was created containing only pertinent information for the Five Year Study (Scholarship Received, Semester/Year). Step 3) Students were labeled in the spreadsheet created (referred in step 2) according to the year and semester they graduated and then either a P -- Passing score on the Bar Examination (675 and above), F -- Failing the Bar Examination (674 and below), and U -- Unknown status of student Bar Examination Outcome (may not have taken, out of state non reporting, etc.) Step 4) the spreadsheet was given to the Asst. Dean of Academic Affairs and information concerning students receiving the TMSL scholarship were given (Y/N). Step 5) the spreadsheet was given back to the Evaluator and a statistical analysis was done using the Statistical Package for the Social Sciences (SPSS version 17) and all data was reported in its original format. Furthermore, short summaries are given after each data table.
The Thurgood Marshall School of Law Empirical Findings: A Report of the Correlational Analysis of Bar Passing Rates and Final GPA of Years 2005-2009
Author: Kadhi, T.
Date: 2010-05-20
Type: Reports - Evaluative
Subjects: High Stakes Tests,Scores,School Statistics,Educational Indicators,Law Schools,Law Students,Licensing Examinations (Professions),Black Colleges,Legal Education (Professions),Followup Studies,Data Analysis,Correlation,Grade Point Average

The following analysis was done to investigate the findings of the Correlational Relationship (R) between the Bar Passing Rates and GPAs of the Years 2005-2009. This report of findings was done to see if there are any significant relationships between the three variables (Bar Pass/Fail/Unknown, Overall GPA, and Bar GPA). The following procedures were followed during Data collection and Analysis: 1. TMSL Registrar queried student information from Banner, collecting Name, Graduation Date, Overall GPA, Bar Pass/Fail/Unknown for all Graduates 2005-2009. 2. Spreadsheet given to TMSL Asst. Dean of Academic Support and Bar GPA supplied for a smaller sample of students. 3. Pass/Fail/Unknown information included on spreadsheet for smaller sample. 4. Bar Pass/Fail/Unknown (P/F/U) relabeled Bar 2/1/0 for analysis as Nominal Data. 5. The most common R (Pearson Correlation Coefficient) is given for all results. In addition, a summary of results is given after each table.
The Thurgood Marshall School of Law Empirical Findings: A Report of the Relationship between Graduate GPAs and First-Time Texas Bar Scores of February 2010 and July 2009
Author: Kadhi, T.
Date: 2010-06-03
Type: Numerical/Quantitative Data
Subjects: Grade Point Average,High Stakes Tests,Scores,School Statistics,Educational Indicators,Law Schools,Law Students,Licensing Examinations (Professions),Black Colleges,Legal Education (Professions),Data Analysis,Correlation,Followup Studies

The following report gives descriptive and correlational statistical findings of the Grade Point Averages (GPAs) of the February 2010 and July 2009 TMSL First Time Texas Bar Test Takers to their TMSL Final GPA. Data was pre-existing and was given to the Evaluator by email from the Dean and Registrar. Statistical analyses were run using SPSS 17 to address the following questions: 1) What are the statistical descriptors of the first-time February 2010 and July 2009 TMSL Bar students' GPAs in conjunction with their Bar scores? and 2) What is the relationship of the Final GPA of the First Time Bar Test Takers and their GPAs? After the presentation of the data findings, a summary section is written at the end of this report/study addressing the above research questions.
The Thurgood Marshall School of Law Empirical Findings: A Report of the Bar Passing Percentages of Years 2005-2009
Author: Kadhi, T.
Date: 2010-04-12
Type: Numerical/Quantitative Data
Subjects: High Stakes Tests,Statistical Analysis,Scores,School Statistics,Educational Indicators,Law Schools,Law Students,Licensing Examinations (Professions),Black Colleges,Legal Education (Professions),Followup Studies

The following report of descriptive statistics gives the passing percentages of the Bar examination for the Thurgood Marshall School of Law (TMSL) for the calendar years of 2005-2009. A Five Year Analysis is given for the entire period, followed by a Three Year Analysis of years 2005-2007, 2006-2008, and 2007-2009.  In addition, an Annual Analysis of the same data is given. Data collection and analysis for this report was as follows: Step 1) Student data on the Bar Examination was entered into the University Database by the TMSL Registrar and a query was ran from BANNER giving Name, PASS/FAIL information, and date each student took the Bar from 2005-2009. Step 2) A separate spreadsheet was created containing only pertinent information for the Five Year Study (Passing Score, Year). Step 3) Students were labeled in the spreadsheet created (referred in step 2) according to the year and semester they graduated and then either a P -- Passing score on the Bar Examination (675 and above), F -- Failing the Bar Examination (674 and below), and U -- Unknown status of student Bar Examination Outcome (may not have taken, out of state non reporting, etc.)  Step 4) the spreadsheet was given to the Asst. Dean of Academic Support and Out of State Bar examinees Pass/Fail information was included after personal contact and official documentation. Step 5) the spreadsheet was given back to Program Coordinator and a statistical analysis was done using the Statistical Package for the Social Sciences (SPSS version 17) and all data was reported in its original format. Furthermore, short summaries are given on each data page to further highlight the information given and to specifically address the question of percentage passing rate and percentage of reporting Pass/Fail.
The Thurgood Marshall School of Law Empirical Findings:  An Updated Report of the Bar Passing Percentages of Years 2005-2009
Author: Kadhi, T.
Date: 2010-05-11
Type: Numerical/Quantitative Data
Subjects: Law Schools,Statistical Analysis,High Stakes Tests,Scores,School Statistics,Educational Indicators,Law Students,Licensing Examinations (Professions),Black Colleges,Pass Fail Grading,Legal Education (Professions),Accreditation (Institutions),Followup Studies

The following report of descriptive statistics gives the passing percentages of the Bar examination for the Thurgood Marshall School of Law (TMSL) for the calendar years of 2005-2009. A Five Year Analysis is given for the entire period, followed by Annual Analysis of the same data. This report is meant to serve as a continual update of the progress of the Law School in its effort to satisfy American Bar Association (ABA) Accreditation standards. Data collection and analysis for this report was described in the original report dated April 12, 2010. No new procedures were included. Statistical analysis was done using the Statistical Package for the Social Sciences (SPSS version 17) and all data was reported in its original format. Furthermore, the previous and updated short summaries are included on each data page to further highlight the information given and to specifically address the question of percentage passing rate and percentage of reporting Pass/Fail.
The Thurgood Marshall School of Law Empirical Findings: A Report of Bar Passing Percentages of Years 2005-2009--Updated May 2010
Author: Kadhi, T.
Date: 2010-05-20
Type: Numerical/Quantitative Data
Subjects: High Stakes Tests,Scores,School Statistics,Educational Indicators,Law Schools,Law Students,Licensing Examinations (Professions),Black Colleges,Legal Education (Professions),Accreditation (Institutions),Followup Studies,Data Analysis,Pass Fail Grading

The following report of descriptive statistics gives the passing percentages of the Bar examination for the Thurgood Marshall School of Law (TMSL) for the calendar years of 2005-2009. A Five Year Analysis is given for the entire period, followed by Annual Analyses. This report is meant to serve as a continual update of the progress of the Law School in its effort to satisfy American Bar Association (ABA) Accreditation standards. Data collection and analysis for this report was described in the original report dated April 12, 2010. No new procedures were included. Statistical analysis was done using the Statistical Package for the Social Sciences (SPSS version 17) and all data was reported in its original format. Furthermore, the previous and updated short summaries are included on each data page to further highlight the information given and to specifically address the question of percentage passing rate and percentage of reporting Pass/Fail.