ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Validation by Enterprises for Human Resource and Career Development Purposes. Cedefop Reference Series No 96
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-00-00
Type: Reports - Research
Subjects: Human Resources,Career Development,Employment,Case Studies,Foreign Countries,Surveys,Business,Evaluation Methods,Interviews,Specialists,Cross Cultural Studies,Standards,Competence,Employees,Administrators,Personnel Selection,Resumes (Personal),Employment Interviews,Informal Education,Workplace Learning,Employment Qualifications,Corporations

European enterprises give high priority to assessing skills and competences, seeing this as crucial for recruitment and human resource management. Based on a survey of 400 enterprises, 20 in-depth case studies and interviews with human resource experts in 10 countries, this report analyses the main purposes of competence assessment, the standards and methods applied, the employee groups targeted and the way results are documented and used. The study shows that competence assessment practices predominantly target executives and technical specialists, to a lesser extent other employees. Company size influences the way assessments are carried out, the larger the company, the more formalised approaches are. Outcomes of assessments are mainly used for internal company purposes; at this stage, therefore, validation in enterprises supports those seeking alternative employment or further learning only to a limited extent. Methodology is provided in an annex. A bibliography is included.[This report is the result of a team effort and brings together contributions of all those involved in the study on validation in enterprises. Jens Bjornavold (Cedefop senior expert) initiated and coordinated the study and drafted parts of this report (such as Chapter 9). Isabelle Le Mouillour (former Cedefop expert) contributed to coordination of the project during its initial stage. Ernesto Villalba (Cedefop expert) peer reviewed the publication and provided valuable comments. In the Austrian Institute for SME Research (KMU Forschung Austria), Thomas Oberholzner and Christina Enichlmair, carried out the research and drafted the main part of the report (*). Yvonne Noutsia and Joanne Basiakou (Cedefop) provided technical support in preparing this publication. This work was carried out under Cedefop's service contract No 2010-0144/AO/ECVL/JB-ILEMO/Validation-in-Enterprises.]
Creating Cartoons to Promote Leaderships Skills and Explore Leadership Qualities
Author: Smith, Latisha L.
Date: 2015-10-20
Type: Reports - Descriptive
Subjects: Cartoons,Leadership,Creativity,College Faculty,Graduate Students,Preservice Teachers,Grade 3,Elementary School Students

This document describes a strategy for increasing student leadership and creativity skills through the creation of cartoons. Creating cartoons engages students in divergent thinking and cognitive processes, such as perception, recall, and mental processing. When students create cartoons focused on a particular topic, they are making connections to their already developed schema by representing the idea or concept in a unique way. The cartoons presented in this report were created by an education professor, graduate students, preservice teachers, and third grade students. Many of the cartoons focus on the seven leadership skills articulated in Steven Covey's &quot;Leader in Me&quot; program. These skills include be proactive; begin with the end in mind; put first things first; think win-win; seek first to understand, then to be understood; and synergize. The seventh leadership habit, which Covey calls sharpen the saw, promotes self-care and health. Supplementary leadership concepts are presented in additional cartoons with the following themes: active development of leadership skills, leaders are creative problem solvers, schools need to promote creativity and problem-solving, leaders should make good decisions, service learning promotes leadership, parents and communities can help, leaders need to be able to express themselves well, the vision of a leader, leaders care about others, persistence in the face of challenges, and confidence is a leadership trait. The Appendix contains 213 full-color leadership-themed cartoons, many of which employ humor, wordplay, and other creative strategies. [Additional Contributing Authors Whose Cartoons are Featured (in alphabetical order by last name): Andrea Alert, Abigail Allen, Carol Anderson, Megan Anderson, Allison Arevalo, Jennifer Bange, Michelle Barker, Jaine Benson, Natalie Berning, Kailyn Bettle, Suzanne Blanchard, Carter Bridges, Samantha Bruess, Susan Bunch, Jesse Cox, Vanessa Engel, Jason Englert, Dixie Forcht, Joanna Freking-Smith, Paige Hageman, Laura Hahlen, Naethan Hoaglund, Kirstin Jacobson, Nicole Jurgersen, Jason Knittel, Allissa Knudsen, Katie Krill, Jennifer Kuskovski, Amy Langr, Jeff Mangold, Mara Meguire, Katelyn Melcher, Kristin Melcher, Kimberly Morische, Adam Naughton, Cheri O'Hagan, Ben Olsen, Kathy Oswald, Shelby Patterson, Sarah Peters, Ashley Robinson, Trela Rottinghaus, Jessica Scadden, Matt Schmidt, Lynette Schriever, Hannah Schueller, Laura Scott, Kimberly Sittig, Daniel Spooner, Emma Stevenson, Mary Sult, Susie Thurmond, Morgana Tjaden, Pamela Walsh, Angie Webb, Matt Willett, Jenifer Yates, and Laura Zelnio.]
Effect of Educational Agent and Its Form Characteristics on Problem Solving Ability Perception of Students in Online Task Based Learning Media
Author: Akyuz, Halil Ibrahim
Date: 2015-00-00
Type: Reports - Research
Subjects: Problem Solving,Teacher Role,Foreign Countries,College Students,Statistical Analysis,Technology Uses in Education,Web Based Instruction,Artificial Intelligence,Language Usage,Peer Influence,Teacher Influence,Speech Communication,Written Language,Interpersonal Communication,Comparative Analysis

The aim of this study is to investigate the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. 2x2 factorial design is used in this study. The first study factor is the role of the educational agent and the second factor is form characteristics of the educational agent. The educational agent plays two different roles (teacher and friend). Form factor is whether the educational agent is supported by speech bubble or not. The dependent variable of this study is problem solving ability perception. The working group of the study consists of 47 students, taking &quot;Multimedia Design and Creation&quot; classes in the spring term of 2010-2011 academic year in the department of Computer Education and Instructional Technologies of Ankara University. In terms of two variables, students were assigned to four different experiment groups at random. All of the experimental studies were maintained online. Measurements regarding dependent variables were carried out online. Problem Solving Inventory (PSI) is used to measure problem solving ability perceptions. Pre-test problem solving ability perception points were controlled in order to determine the effect of experimental operations on groups and post-test points were then compared. It is determined that applied method has an important effect on problem solving ability perception of students and that the educational agent in the role of teacher is more effective than the role of friend in the development of problem solving ability perception.
Leveled Literacy Intervention Success Rate in the Third Grade General Education Classroom
Author: Flynn, Kerry A.
Date: 2015-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Grade 3,Elementary School Students,Intervention,Parent Attitudes,Parents,Achievement Gains,Reading Difficulties,Reading Instruction,Predictor Variables,Measures (Individuals),Comparative Analysis,Qualitative Research,Statistical Analysis

The effect of Leveled Literacy Intervention were examined using a group of ten third grade students at Crosswell Elementary School. The students were selected to participate by using their Fall 2014 MAP score. Students that had a Fall 2014 MAP score of =189 were placed into the research group. The focus of the research was to determine if Leveled Literacy Intervention had an effect on the reading levels for students identified as struggling readers, if their MAP scores from Fall 2014 to Spring 2015 had a minimum of double digit growth, and what the parents of students participating in the program reported relative to the program's helpfulness to their child. The data from the research group shows that all students increased their reading levels, eighty percent of students showed double digit MAP growth during the implementation of the program, and ninety percent of the parents reported that they believed their student no longer struggled reading grade level texts. Additionally, four students were dismissed from the program prior to the end of the twenty week cycle because they had reached and maintained grade level reading proficiency based on their reading level when given the leveled assessment. Together, these findings suggest that Leveled Literacy Intervention has a significant impact on students in third grade that have been identified as struggling readers. The following are appended: (1) Data Collection Timeline for Leveled Literacy Intervention Research; (2) Parent Attitudinal Survey (Pre Implementation); and (3) Parent Attitudinal Survey (Post Implementation).
Terminology of European Education and Training Policy: A Selection of 130 Key Terms. Second Edition
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Vocabulary,Educational Policy,Foreign Countries,Needs Assessment,Policy Analysis,Multilingualism,Glossaries,Polish,Italian,English,Spanish,German,French,Portuguese,Vocational Education,Job Skills,Competence

This multilingual glossary defines 130 key terms used in European education and training policy. It is an extended and updated version of &quot;Terminology of European education and training policy&quot; (2008) and &quot;Terminology of vocational training policy&quot; (2004). It considers new priorities of European union policy, mainly in skills and competence needs analysis. New definitions have been developed with experts of Cedefop's research and policy analysis area. it is the hope that this work will help communication between European education and training stakeholders, especially policy-makers. This glossary is presented in the following languages: (1) English; (2) Spanish; (3) German; (4) French; (5) Italian; (6) Polish; and (7) Portuguese. An alphabetical index for each language is included. [This glossary represents a team effort and reflects contributions from experts working on different aspects of European education and training policy. Cedefop would like to acknowledge: Philippe Tissot, Cedefop, who prepared the glossary; Dominika Szymura for her support in preparaing the manuscript; Jens Bjørnåvold, Bettina Brenner, Pascaline Descy, Torsten Dunkel, Maria Hrabinska, Fatima Sadia Khokhar Díaz, Isabelle Le Mouillour, Patrycja Lipinska, Antonio Ranieri, Giovanni Russo, Eleonora Schmid, Lechoslaw Szafranek, Guy Tchibozo, Jasper van Loo, Ernesto Villalba-Garcia, and Alena Zukersteinova for their critical reviews and constructive contributions. Special thanks go to Stella Bochori and Stéphanie Wehrheim for their support in preparing this publication.]
Integrating Children's Literature in Elementary Mathematics
Author: Thomas, Lynsey
Date: 2015-10-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Mathematics Instruction,Faculty Development,Childrens Literature,Interdisciplinary Approach,Elementary School Teachers,Teaching Methods,Manipulative Materials,Visual Aids,Instructional Materials,Instructional Effectiveness,Teacher Surveys,Video Technology,Pretests Posttests

The purpose of this professional development project was to train teachers in using children's literature for math instruction and to also examine its effect on student math learning at an elementary school. Teachers were taught how to use children's literature to instruct and enhance their math curriculum through the use of literature pieces, manipulatives, and graphic organizers. For two weeks twelve fourth-grade students were taught long division using explicit teacher instruction without integrating children's literature, and at the end took an end of unit test on long division. Then, the students were taught long division using selected children's literature for two weeks and took the end of unit test again. Results indicate that using children's literature in math helps students understand and retain concepts more effectively. Selected quality children's literature can be effectively integrated in elementary math instruction to improve student math achievement.
Analysis and Overview of NQF Level Descriptors in European Countries. Working Paper No 19
Author: Bjørnåvold, Jens
Date: 2013-10-00
Type: Numerical/Quantitative Data
Subjects: National Standards,Foreign Countries,Academic Standards,Cultural Differences,Qualifications,Higher Education,Competence,Lifelong Learning,Definitions,Stakeholders,Knowledge Level,Job Skills,Secondary Education,Vocational Education,Skill Development,Labor Market,Vocabulary,Elementary Education,Postsecondary Education

Level descriptors are essential elements of national qualifications frameworks being established across Europe. They define what is meant by learning outcomes, describing what an individual is expected to know, be able to do and understand, having acquired a qualification at a particular level. This Cedefop working paper shows that most of the 36 countries taking part in the implementation of the European qualifications framework (EQF) have now (spring 2013) defined--and for a large part adopted--their levels of learning outcomes. The analysis illustrates the influence of the EQF on national level descriptors, but it also demonstrates how countries have adjusted and further developed the learning outcomes approach according to national needs and priorities. National level descriptors have mostly been developed through extensive dialogue between different stakeholders. This report supports EQF implementation and feeds directly into the referencing process, in which countries relate their national qualifications levels to the EQF. It also provides input into continuing evaluation of the EQF, to be concluded by a report of the European Commission to the European Parliament and Council later in 2013. The following are appended: (1) Level Descriptors at European Level; and (2) Level Descriptors in National Qualifications Frameworks. A bibliography is also included.
The Role of Qualifications in Governing Occupations and Professions. Working Paper No 20
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-10-00
Type: Numerical/Quantitative Data
Subjects: Employment Qualifications,Labor Market,Job Skills,Foreign Countries,Knowledge Level,Competence,Cultural Differences,Governance,Health,Social Work,Energy,Fuels,Chemistry,Transportation,Athletics,Economic Factors,Experience,Training,Sanitation,Water

Qualifications are commonly seen as one of the core instruments for governing and regulating the labour market. Linked to access to occupations and professions, qualifications define what a person needs to know and be able to do to carry out a certain activity on the labour market. Various factors, from health and safety to consumer protection and quality assurance, are quoted in justifying the use of qualifications in the governance of occupations and professions. In addition to such public interest motivations, they might also be used to defend the private interests of professional groups and bodies. This report analyses current developments and emerging trends in 10 European countries and five sectors, and contributes to increased understanding of how the relationship between qualifications and the labour market is changing and, more specifically, the role of qualifications in governing access to, and practice within, occupations and professions. The report includes a glossary and bibliography. [This publication is the result of a team effort and reflects contributions of all those who have worked on it. In Cedefop, the project was coordinated by senior expert Loukas Zahilas supported by Jens Bjornavold (senior expert) under the supervision of Mara Brugia, acting Deputy Director. Antonio Ranieri, senior expert, has contributed actively to this publication and (peer) reviewed the report. A research consortium led by Panteia/Research voor Beleid and Maastricht University and in particular Gregor Walz, Bert-Jan Buiskool and Sarah Schoenmaekers has conducted the research and drafted the report. This research paper takes account of discussions held with policy-makers, researchers, sectoral organisations and social partner representatives from across Europe at Cedefop's workshop on &quot;The role of qualifications in governing the labour market&quot; held in September 2012. Cedefop colleagues Joanne Basiakou (administrative assistance) and Evangelia Bara (technical support) also contributed to this publication. Work was carried out under Cedefop's service contract No 2011-0108/AO/ECVL/LZAH-JB/GoverningOccupationsProfessions/002/11.]
NSHE E-Learning Report, 2012-2013
Author: Nevada System of Higher Education
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Electronic Learning,Educational Change,Annual Reports,Educational Development,Delivery Systems,Comparative Analysis,Trend Analysis,Enrollment Rate,Distance Education,Educational Indicators,Class Size,Undergraduate Students,Institutional Characteristics

E-learning is a field of continuous improvement and change, and the Nevada System of Higher Education (NSHE) institutions are constantly working to extend their offerings beyond their physical limits to meet the learning needs of students in Nevada. Without e-learning many students, especially those living in Nevada's extensive rural areas and those with heavy work or family commitments, would not be able to pursue their higher education goals. This report focuses on e-learning within the NSHE for the 2012-13 academic year and provides documentation of the substantial growth of e-learning within all colleges and universities. An appendix provides: Board of Regents' &quot;Handbook&quot; Title 4, Chapter 14 Section 11. [This report was prepared by the NSHE E-Learning Directors Group. Data was provided by NSHE Office of Academic an Student Affairs.]
Return to Work: Work-Based Learning and the Reintegration of Unemployed Adults into the Labour Market. Working Paper No 21
Author: Dehmel, Alexandra
Date: 2013-11-00
Type: Reports - Research
Subjects: Job Skills,Unemployment,Employment Level,Vocational Education,Technical Education,Labor Market,Barriers,Program Effectiveness,Competence,Delivery Systems,Skill Development,Adults,Human Capital,Foreign Countries,Public Policy,Employers,Workplace Learning,Comparative Analysis,Employment Qualifications,At Risk Persons,Supply and Demand

Low-qualified adults have experienced a greater rise in unemployment than any other group in Europe. What particular barriers are they facing in (re-)entering the labour market? How can VET be used in active labour market policies to help overcome these barriers? How can training programmes be designed to address the particular needs of this target group? This report shows how work-based learning (WBL) programmes which include key competence development can make an important contribution. WBL offers a way of learning which is different and has the potential to be more attractive and suitable than &quot;traditional&quot; school-based forms, especially for those with previous negative experience. Its potential comes not only from the mode of delivery, but also from the knowledge, skills and competences it can foster and a range of other benefits, such as the opportunity to connect with potential employers. The following are appended: (1) European reference framework of key competences; (2) Interviews; (3) Case study information; and (4) Case study example. [This work was carried out under Cedefop's service contract AO/ECVL/ADEHM/ReturnToWork/004/11.]
Monitoring ECVET Implementation Strategies in Europe in 2013. Working Paper No 22
Author: Craescu, Ramona David
Date: 2013-03-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Technical Education,Cross Cultural Studies,National Standards,Qualifications,Multivariate Analysis,Certification,Credits,Progress Monitoring,Surveys,Outcomes of Education,Policy Formation,Educational Policy

Since 2010 Cedefop has been monitoring ECVET developments in relation to national VET qualification systems. This is the fourth annual report, four years after the ECVET recommendation and 11 years after the first ECVET-related meeting at European level; it covers developments up to September 2013. The report examines 38 countries and regions, using information provided by representatives of social partners, ECVET experts and national and regional authorities. The main focus is on what stage ECVET has reached in relation to national qualification systems. It asks what countries/regions have decided to keep ECVET on hold, to test it on qualifications, or have a policy commitment to apply ECVET to qualifications. A cluster analysis provides insights into current developments and key challenges. A list of respondents is included in an annex. [This work was carried out under Cedefop's service contract 2012-0108/AO/ECVL/LZAH-ILEMO/EvaluatingECVET/005/12.]
Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
Author: Grm, Slava Pevec
Date: 2014-04-00
Type: Reports - Research
Subjects: Higher Education,Employment Qualifications,Vocational Education,Lifelong Learning,Foreign Countries,Cross Cultural Studies,Role,Employment,Guidelines,Definitions,Interviews,Outcomes of Education,Education Work Relationship

This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]