ethanporcaro/eric-fulltext-meta huggingface dataset:
Political Games in Universities: A Case Study
Author: Yazici, Elif
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Power Structure,Universities,Case Studies,College Faculty,Teacher Behavior,Semi Structured Interviews,Data Analysis,Content Analysis,Teacher Administrator Relationship,Teacher Rights,Phenomenology,Educational Change,Resistance (Psychology),Organizational Change

Power has a great importance in organization life, which has intense social relations. People working organizations might play various political games in order to get power or maintain the control they have over other people. The purpose of this study is to elicit political games that academicians play in universities. In this study data were collected through semi structured interview method and analysed with descriptive and content analysis. One of the results is that academicians working in universities challenge to formal authorities from time to time. Especially they react to the authorities when the problem is about their rights and duties... [This paper was presented at the International Conference on New Horizons in Education, INTE 2014.]
Community College Campus Carry Policy Analysis
Author: Alvarado, Joel
Date: 2017-10-00
Type: Reports - Research
Subjects: Community Colleges,School Policy,Urban Schools,Weapons,State Legislation,Public Colleges,Mixed Methods Research,Crime,Administrator Attitudes,Crime Prevention,School Safety,Enrollment,Correlation,Violence,Administrator Surveys,Technical Institutes

This study provides a policy network analysis on the implications of HB 792 and HB 280 at urban two-year open campuses, with specific attention to Georgia Piedmont Technical College (GPTC), a unit of the Technical College System of Georgia (TCSG). Georgia state legislators passed House Bills 792 and 280, which authorized any person 18 years of age or older to carry an electroshock device and firearm, respectively, on Georgia public colleges and universities effective. A mixed method research design was employed to assess crime rates and college administrator opinions on the need for the campus carry policy. Employing a policy network theory into this study provides greater clarity on how interest groups establish networks and maintain relationships with government officials to move political ideologies from the legislatures to college campuses.
Educational Technology Use among K-12 Teachers: What Technologies Are Available and What Barriers Are Present?
Author: Francom, Gregory M.
Date: 2016-10-19
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Integration,Elementary School Teachers,Secondary School Teachers,Public School Teachers,Teacher Surveys,Rural Schools,School Districts,Access to Computers,Student Centered Learning,Barriers,Statistical Analysis,Small Schools

In order to prepare teachers to integrate technology into teaching and learning activities, teacher educators and administrators need current information about the types of technologies available in classrooms. The current survey research study of K-12 public school teachers in a rural North Midwestern state provides updated information on available technology tools and resources in large (non-rural) and small (rural) public school districts. Results reveal that access to technology tools and resources is increasing, and in some cases is more abundant in smaller school districts. Participants in this study also report using both student- and teacher-centered learning techniques to integrate technology.
A Third Wave of International Student Mobility: Global Competitiveness and American Higher Education. Research &amp; Occasional Paper Series: CSHE.8.18
Author: Choudaha, Rahul
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Student Mobility,Higher Education,Foreign Students,Enrollment,Global Approach,Enrollment Trends,Universities,Student Recruitment,Trend Analysis,Competition,Foreign Countries,Tuition,Comparative Analysis,Terrorism,Economic Development,Study Abroad

International students are critical to the competitiveness of American higher education in terms of financial, intercultural, and educational contributions. However, recent data indicates that the U.S institutions enrolled 31,520 fewer international students in Fall 2017 as compared to Fall 2016. At average tuition and fees of US$ 25,000, higher education institutions are likely to lose potential revenue of US$ 788 million for the first year of studies alone. This paper examines the shifting landscape of international enrollment from the lens of three overlapping Waves spread over seven years and takes a deeper dive into implications for American universities. Wave I was shaped by the terrorist attacks in September 2001 and resulted in slower overall growth in international student enrollment of 11% between 1999 and 2006. Wave II has its origins in the global financial crisis which prompted universities to search for self-funded students and experienced overall robust growth of 44 percent in international student enrollment between 2006 and 2013. Finally, Wave III is shaped by the new political order and intensified competition from English-taught programs in Europe and Asia which will slow down the pace of projected growth in international enrollment to 18 percent between 2013 and 2020. In this current Wave of intensified global competition, overall international student enrollment is likely to flatten or decline for most universities. While the reputation and quality of American higher education is admired and emulated around the world, resting on its past laurels will not be sufficient for attracting international students in the Third Wave. This means that universities must get proactive and strategic in reaching, engaging and supporting international students throughout their educational lifecycle. Demand for studying abroad among international students remains robust, however, increasing competition and expectations for value for money will requires proactive and concerted efforts to maintain the global competitiveness of American higher education.
Psychopathology of Education: Emerging Mental Health Literacy
Author: Moradi Sheykhjan, Tohid
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Mental Health,Literacy,Psychopathology,Health Promotion,Behavior Change,Attitude Change,Mental Health Programs,Educational Needs,Relevance (Education)

Education has been regarded as an essential concomitant of all human society. However, the functioning of the educational process itself may become a source of stress and strain and mental disorder for its participants. Mental and behavioural disorders are common, serious and global. Yet, these disorders have largely been absent from the global health agenda. The present education is the result of contradictions and conflicts. Is it possible to live without conflicts? What does it mean to live in this world? The results are wrong! Have we changed after millions years? Who is creating this situation? Is it possible to live peacefully on the earth? Why man kills another human being? We have to think: From where has the present man come? From where has the present society been born? All these mental and behavioural disorders, all this violence that goes on all around the world , this suffering, war, anguish, helplessness and poverty in the world- where are all these coming from? The factories of education are increasing and we call them schools and Universities. Do we have education? What do we want from the education? What kind of education do we want? These are factories where sick minds are created, and such sick minds are leading the world into a ditch. Violence is increasing and competition is increasing. Mental health disorders are not well recognized by the public and this lack of knowledge of disorders may lead to delays in seeking help as well as to inappropriate help-seeking behaviours. The paper is an effort to find out the ways for emerging mental health literacy through the psychopathology of education. In fact to be effective, mental health promotion must aim to change behaviour and attitudes, not just provide information. The secret of healthy mind is not related to what we have, but in how we are using what we have. We each must find the way to learn and move through the pain and pick ourselves back up.
Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 3 Evaluation Report
Author: D'Amico, Leigh Kale
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Annual Reports,Transitional Programs,Elementary Schools,Middle Schools,Academic Achievement,Student Behavior,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Parent Attitudes,School Surveys,Focus Groups,Interviews,Best Practices,Educational Change,Organizational Change,Organizational Climate,School Community Relationship,Collegiality,Educational Facilities,Student Experience

Charlotte-Mecklenburg Schools (CMS) closed three middle schools and transitioned eight elementary schools to PK-8 schools in 2011. The Office of Program Evaluation (OPE) at the University of South Carolina collaborated with CMS on a three-year evaluation of the transition. The evaluation focused on the perceptions and impacts of the PK-8 structure on student attendance, achievement, and behavior. Over the course of the three-year study, OPE staff collected information from approximately 700 teachers, 600 parents, 145 students, and 30 administrators through surveys, focus groups, and interviews (numbers may represent single participants more than once). [For &quot;Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 1 Evaluation Report,&quot; see ED582684. For &quot;Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 2 Evaluation Report,&quot; see ED582736.]
Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 1 Evaluation Report
Author: D'Amico, Leigh Kale
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Teacher Attitudes,Parent Attitudes,Student Attitudes,Administrator Attitudes,Focus Groups,Superintendents,Principals,Elementary Schools,Middle Schools,Interviews,Federal Programs,Educational Indicators,Efficiency,Performance Factors,Barriers,Enrollment Trends,Student Experience,Student Behavior,Attendance,Academic Achievement,Models,Best Practices,Organizational Change,Educational Change,Annual Reports,Transitional Programs,Educational Opportunities

In 2011-2012, eight schools in the Charlotte-Mecklenburg Schools (CMS) adopted a PK-8 structure. The Office of Program Evaluation in the College of Education at the University of South Carolina is collaborating with the CMS Center for Research and Evaluation to better understand the PK-8 transition process as well as academic and behavioral outcomes of students enrolled in these schools. This preliminary report highlights the results of the qualitative data analysis in Year 1, which included zone superintendent and principal interviews and focus groups with key informants (teachers, parents, and students). A PK-8 Teacher Survey was also developed to explore trends in teacher attitudes and beliefs over a three-year period. Survey results are appended to this report and will be used to compare attitudes and beliefs over time in subsequent reports. Many informants expressed optimism in the attainment of positive achievement growth in PK-8 schools. Some informants expected more modest student achievement gains in 2011-2012 based on realities of the transition and the need to establish a new school culture. Some informants, particularly teachers and parents, perceived more negative behavior within the schools than in previous years. The majority of informants cited no perceptible differences in student attendance during Year 1; however, some informants believed attendance had the potential to improve in future years. Aspects cited that may facilitate enhanced student outcomes are the availability of more human and material resources, opportunities to work more closely with teachers across a broader grade span to understand student growth and achievement, and the ability to develop stronger, more lasting relationships within the school community. The transition to the PK-8 structure was a substantial influence on school functioning and facilities during Year 1, the 2011-2012 school year. School administrators concentrated much of their attention on reframing the school culture, restructuring school operations, addressing staffing needs, and redefining the school facility to accommodate a substantial increase in the student population. Issues related to the transition, adequacy of facilities, and the quest for best practices within the PK-8 environment resonated well into the school year at some of the schools. [For &quot;Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 2 Evaluation Report,&quot; see ED582736. For &quot;Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 3 Evaluation Report,&quot; see ED582683.]
PK-8 Transition Study: Charlotte Mecklenburg Schools Year 2 Evaluation Brief
Author: University of South Carolina, Office of Program Evaluation (OPE)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Student Behavior,Attendance,Student Experience,Models,Academic Achievement,Transitional Programs,Educational Change,Organizational Change,Annual Reports,Elementary Schools,Middle Schools

In the 2011-2012 academic year, Charlotte Mecklenburg Schools transformed eight elementary schools into PK-8 schools. The Office of Program Evaluation (OPE) at the University of South Carolina conducted a multi-year evaluation to understand the PK-8 transition process. OPE research staff collected information from district leaders, principals, teachers, parents, and students through interviews, focus groups, and surveys. The following themes emerged from the feedback from stakeholders: (1) outlook on the PK-8 model; (2) student achievement; (3) student attendance; (4) student behavior; and (5) student experience. [For &quot;Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 2 Evaluation Report,&quot; see ED582736.]
Diversifying the Field: Barriers to Recruiting and Retaining Teachers of Color and How to Overcome Them. Literature Review
Author: Carver-Thomas, Desiree
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Literature Reviews,Minority Group Teachers,Elementary Secondary Education,National Surveys,Diversity (Faculty),Teacher Shortage,Barriers,Teacher Recruitment,Teacher Persistence,Teacher Selection,Teaching Conditions,Educational Finance,Access to Education,Teacher Education Programs,Nontraditional Education,Mentors,Beginning Teacher Induction

This paper examines the current state of teachers of color in the workforce, the factors that affect the recruitment, hiring, and retention of teachers of color, and opportunities for growing a stable workforce of teachers of color. The first section of this paper, The Current State of Teachers of Color in the United States, includes a description of the proportion and growth and teachers of color in the workforce based on several national data sources and an analysis of the most recent nationally representative data sets from the U.S. Department of Education Schools and Staffing Survey (SASS) 2011-12 and the SASS Teacher Follow-up Survey 2013-14. This section also summarizes recent literature regarding the value to students of a racially diverse teacher workforce, followed by a discussion of the significant role teacher retention plays in shortages of teachers of color. The second section of this paper, Barriers to Recruiting &amp; Retaining Teachers of Color, summarizes the most recent literature on factors affecting the recruitment, hiring and retention of teachers of color. Included within this discussion is enrollment in and completion of high quality teacher preparation, school closure and turnaround policies, and teacher working conditions. The final section of the paper, Promising Practices, examines the evidence for promising practices aimed at overcoming the common barriers to recruiting, hiring, and retaining teachers of color identified in section two. These practices include funding high-retention pathways into teaching, such as teacher residencies, Grow Your Own programs, and college mentoring and support programs; creating pro-active hiring and induction strategies; and improving school teaching conditions through improved school leadership.
Grow Your Own Educator Programs: A Review of the Literature with an Emphasis on Equity-Based Approaches. Literature Review
Author: Valenzuela, Angela
Date: 2017-11-00
Type: Information Analyses
Subjects: Literature Reviews,African American Teachers,Disproportionate Representation,Teacher Recruitment,Models,Elementary Secondary Education,Partnerships in Education,School Community Relationship,Teacher Education Programs,Preservice Teacher Education,Selective Admission,Equal Education

This literature review provides an overview of the research on Grow Your Own (GYO) educator programs as a strategy for states and district to employ to help recruit and retain teachers of color. It emphasizes equitable approaches and critical perspectives that combine the powerful roles of &quot;homegrown&quot; teachers, culturally-relevant curriculum and social justice pedagogy in addressing achievement and opportunity gaps, especially for the nation's woefully underserved, largely urban schools serving students of color (e.g., Rivkin, Hanushek, &amp; Kain, 2005; Sanders &amp; Rivers, 1996). This review begins with a summary of the vast inequities in the representation of teachers in color in our nation's primary and secondary schools. It next defines important terms in GYO scholarship, such as pathways, pipelines, and partnerships (Gist, Bianco, &amp; Lynn, in press). Next follows a discussion of community solidarity, which provides helpful language for distinguishing GYO models like those examined here, from perhaps many, if not most, university-based teacher preparation programs in the United States (Zeichner, 2016; Kretchmar &amp; Zeichner, 2016). The review ends with a summary of specific GYO-program types that could potentially not only increase equity in terms of the number of teachers of color entering the profession but also help ensure that those teachers are critically conscious leaders (Valenzuela, 2016)
Resources on Student Discipline Policy and Practice, Second Edition
Author: Intercultural Development Research Association
Date: 2016-11-00
Type: Books
Subjects: Discipline Policy,Educational Practices,Educational Resources,Minority Group Students,Equal Education,Statistical Data,Educational Strategies,Educational Research,Technical Assistance,Zero Tolerance Policy,Student Attrition,Educational Discrimination,Civil Rights,Nontraditional Education,Educational Administration,Social Justice,Elementary Secondary Education,Disadvantaged

The reasons minority students are subject to exclusionary discipline more often than others are varied, but many experts agree that they often have little to do with the students themselves. Large rates of suspensions and expulsions tend to result from discipline policies in need of revision that are exacerbated by numerous administrators and teachers who are not provided enough support about how best to handle discipline issues in school. The issue of implicit bias also has a role to play in these numbers, and that too is an area where educators, students, and their families need to be given proper information and support. Expulsions and suspensions are in violation of civil rights laws if they are found to be administered in such a way that targets minority students. The data show nationally that children are up to 10 times more likely to drop out of high school if they've been expelled or suspended. This eBook was developed by the Intercultural Development Research Association Equity Assistance Center-South (IDRA EAC-South), which is one of the federally-funded equity assistance centers that help school districts build capacity to confront educational problems occasioned by race, national origin, sex and gender, and religion. The expert staff have effectively assisted several hundred school districts across the South to help desegregate the schools and programs and engender a more equitable learning environment for all students. The IDRA EAC-South provides technical assistance and training to build capacity of local educators in multiple areas including reducing disproportionate school discipline for school districts cited by the Office for Civil Rights.
Incarceration to Reentry: Education &amp; Training Pathways in Indiana. Reconnecting Justice in the States
Author: Pham, Duy
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Correctional Rehabilitation,Institutionalized Persons,Educational Opportunities,Investment,Educational Change,Correctional Education,Federal Aid,Postsecondary Education,Outcomes of Education,Sustainability,Change Strategies,State Programs,Adult Education,Reentry Students

This brief examines how Indiana is aligning education and training opportunities for people who are currently or formerly incarcerated. This is the second brief in the series &quot;Reconnecting Justice in the States,&quot; which explores coordinated justice, education, and workforce policy and practice at the state level. It is part of CLASP's continued commitment to leverage criminal justice reform to expand economic opportunity and help achieve racial equity. Because the social, economic, political, historical, and racial context that shapes the criminal justice system is both complex and extensive, individuals who have been incarcerated face limited opportunities--particularly for education and training--both during and after incarceration. Historical investments in corrections and policies that prioritize punishment over prevention and rehabilitation have been unsuccessful in improving public safety and have greatly marginalized low-income communities and communities of color. Research has shown, however, that correctional education and training can significantly improve the outcomes of those returning to society. These positive outcomes are leading to increased federal and state momentum to improve postsecondary access for prisoners and are lifting this issue higher on reform agendas. Nonetheless, the education and training needs of prisoners are far more complex than what traditional postsecondary education can meet, and linking those needs to training that articulates to post-release opportunities is essential for successful reentry. Building on the theme of continuity from incarceration to reentry, these briefs highlight the continuous improvement stories of states that are moving toward this type of alignment. This brief focuses on Indiana. [For the other briefs in this series, see ED586093 (Ohio) and ED582912 (California).]