ethanporcaro/eric-fulltext-meta huggingface dataset:
Excellence in Higher Education Guide: An Integrated Approach to Assessment, Planning, and Improvement in Colleges and Universities
Author: Ruben, Brent D.
Date: 2007-00-00
Type: Books
Subjects: Higher Education,Strategic Planning,Workbooks,Scoring,Excellence in Education,Educational Improvement,Educational Quality,Institutional Mission,Evaluation Criteria,Standards,Leadership,Academic Achievement,Institutional Evaluation,Outcomes of Education,College Faculty,Work Environment,Services,Accreditation (Institutions),Evaluation Methods,Program Design

Self-assessment leads to stronger performance in the nation's colleges and universities. That's the premise of "Excellence in Higher Education," a model self-assessment program that has earned accolades from the higher education community. Based on the Malcolm Baldrige National Quality Award framework, the fourth edition of this bestseller is the definitive tool for college and university administrators in defining mission, assessing stakeholders, measuring outcomes, gauging performance against other institutions, and ensuring continuous improvement. The new "EHE" provides a framework that integrates the Baldrige criteria with the standards and language developed and used by accrediting associations. The book provides facilitators with a solid understanding of the "EHE" model, providing detailed guidance in each of seven areas: (1) leadership; (2) strategic planning; (3) beneficiaries and constituencies; (4) programs and services; (5) faculty, staff, and workplace; (6) assessment and information use; and (7) outcomes and achievements. The "Workbook and Scoring Guide" and Facilitator's Guide CD-ROM both include generously illustrated PowerPoint presentations for use in facilitating workshops. The scoring guidelines will help readers interpret results and gauge their institution's performance. A glossary is included. Individual chapters contain notes. (Contains 26 figures and 2 footnotes.) [For the companion report, "Excellence in Higher Education Guide:  An Integrated Approach to Assessment, Planning, and Improvement in Colleges and Universities. Workbook and Scoring Guide," see ED524348.]
Excellence in Higher Education, 2003-2004: A Baldrige-Based Guide to Organizational Assessment, Improvement and Leadership
Author: Ruben, Brent D.
Date: 2003-00-00
Type: Books
Subjects: Higher Education,Self Evaluation (Groups),Strategic Planning,Leadership,Educational Improvement,Evaluation Criteria,Measurement,Information Utilization,College Faculty,Faculty College Relationship,Work Environment,Methods,Outcomes of Education

Self-assessment leads to stronger performance in the nation's colleges and universities. That's the premise of "Excellence in Higher Education," a model self-assessment program that has earned accolades from the higher education community. Based on the Malcolm Baldrige National Quality Award framework, the third edition of this bestseller is the definitive tool for college and university administrators in defining mission, assessing stakeholders, measuring outcomes, gauging performance against other institutions, and ensuring continuous improvement. The book provides facilitators with a solid understanding of the "EHE" model, providing detailed guidance in each of seven areas: (1) leadership; (2) strategic planning; (3) external focus; (4) measurement and knowledge utilization; (5) faculty-staff and workplace focus; (6) process effectiveness; and (7) outcomes and achievements. The "Workbook and Scoring Guide" and CD-ROM include generously illustrated PowerPoint presentations for use in facilitating workshops. The scoring guidelines will help readers interpret results and gauge their institution's performance. A glossary is included. Individual section contain notes. (Contains 10 figures.) [For the companion report, "Excellence in Higher Education, 2003-2004: A Baldrige-Based Guide to Organizational Assessment, Improvement and Leadership. Workbook and Scoring Instructions," see ED524342.]
Developing the Girl as a Leader
Author: Hembrow-Beach, Rose
Date: 2011-09-00
Type: Reports - Research
Subjects: Females,Leadership,Leadership Training,Single Sex Schools,Educational Environment,Gender Differences,Educational Experience,Public Education,School Culture,Self Concept,Context Effect,Elementary Education,Competition,Grade 3,Private Schools,Qualitative Research

Single-sex educational environments can create young women who are engaged, active leaders. Girls receive differential treatment in combined-sex education environments. Girls often do not receive the encouragement or instruction to assume leadership. I want to identify the elements of single-sex education that foster female leadership and consider their application in the public education system. The literature in the field clearly indicates that girls and boys develop differently, learn differently, and therefore have unique needs in education. While girls in education have made great strides in the last forty years, a gender gap still exists in education. Girls' test scores have improved drastically in the areas of math and science since the 1980s, but girls enrollment in math and science courses are still not equal to that of their male peers. While the test scores attest to girls' abilities, classroom treatment is still differential based on gender. Studies also show that girls benefit from single-sex education, both in academics and in how they perceive their educational experience. While test scores may indicate that girls are improving in comparison to their male colleagues, girls receive less and different attention from teachers than their male peers do. In all girls' schools, girls do not experience that differential treatment. Girls in all girls' schools are in fact learning and practicing powerful leadership skills that girls in coeducational schools are not.
How High Can Students Think? A Study of Students' Cognitive Levels Using Bloom's Taxonomy in Social Studies
Author: McBain, Robert
Date: 2011-09-00
Type: Reports - Research
Subjects: Epistemology,Classification,Visual Aids,Second Language Learning,Thinking Skills,High School Students,Classroom Research,Achievement Rating,Measures (Individuals),Questioning Techniques,Difficulty Level,Differences,Critical Thinking,Social Studies,Grade 11,Foreign Countries

This was a simple classroom research project and its purpose was to examine how high up in the scale of Bloom's taxonomy students were able to reach to understand higher order thinking skills when studying critical thinking questions. Two classes of senior high school students who had been studying in the same bilingual program for five years were compared by assessing their quality responses to a social studies project. The questions given were structured along the lines of the levels of Bloom's taxonomy from simple knowledge style questions to more complex evaluation types. Subjects were not informed that the questions had a value system. The results indicated that there was a difference between the two classes between those who could answer the questions &amp; those who could not or provided wrong answers. The results showed the gap between the two classes and became more prominent as they attempted the more complex questions higher up in the scale. This also suggests that further research is needed in the area of materials development which focuses on higher order thinking skills which may incorporate exercises that encourage students to study more in-depth &amp; use problem solving skills which are ranked high on the scale of Bloom's taxonomy which in turn could lead to the development of their own motivation, self-regulation &amp; critical thinking skills. (Contains 1 table.)
The Cross-Thematic Approach and its Implications for Secondary Education with Particular Reference to Greece and Cyprus
Author: Dieronitou, Irene
Date: 2009-10-01
Type: Reports - Evaluative
Subjects: Foreign Countries,Secondary Education,Thematic Approach,Educational Change,Curriculum Development,Professional Identity,Secondary School Teachers,Secondary School Curriculum,International Education,Accountability,Educational Innovation,Educational Policy,Educational Environment,Policy Analysis,Curriculum Implementation,Textbooks,Interdisciplinary Approach,Educational Principles,Educational Philosophy,Politics of Education

This article examines the impact of the Cross thematic approach on Greek and Greek Cypriot secondary education. The major argument put forward is that the Cross thematic approach (CTA) affects not only pedagogy and educational knowledge but teacher professionalism as well. In justifying this argument, the Cross thematic approach is considered as a Bernsteian &quot;pedagogic device&quot;. The insights of Basil Bernstein are used to develop research questions about the changing nature of teaching and curricula in Cyprus and Greece currently, with its implications for teacher professionalism--all set within global, European and national contexts. Particular reference is made on the Flexible Zone programme as the author of the present article reckons this to be an extreme form of (CTA). As a final attempt this paper seeks to demonstrate that CTA can be empowering for education as it can open up the horizons for an &quot;intelligent accountability&quot; while this may challenge existing professional identities.
The Latham Way: Implications
Author: Bell, Edwin D.
Date: 2011-09-17
Type: Reports - Research
Subjects: Mentors,Intervention,Models,Logical Thinking,Community Organizations,Transformational Leadership,Case Studies,Stakeholders,Data,Decision Making,Cooperative Planning,Partnerships in Education,Longitudinal Studies,Elementary School Students,School Community Relationship,Educational Improvement,Program Effectiveness,Tutorial Programs,Fraternities,At Risk Students,Educational Technology,Computer Assisted Instruction,Achievement Gains,African American Organizations

This paper is a case study of the impact of a community-based, collaborative, mentoring intervention on the academic and personal success of a group of 32 students who were enrolled in Rowland Hill Latham Elementary School in the Winston-Salem/Forsyth County Schools during the year that the North Carolina Department of Public Instruction identified Latham as a &quot;School of Distinction,&quot; 2001-2002. In the spring of 2011, approximately 30% of those 32 students had dropped out of school, approximately 25% had left the system, and approximately 53% (17) persisted in school. The paper goes on to discuss how schools and their stakeholders can make the &quot;Latham Way&quot; a reality in their communities. The &quot;Latham Way&quot; logic model is based on collaborative planning, data-based decision making, and transformational leadership. These variables support collaboration among teachers, students, families, the community, Project CHILD, and the administration to improve student performance. The mentoring intervention was a creation of a community organization in this logic model. (Contains 3 tables and 1 figure.)
Vocational Training and Social Inclusion. At a Glance
Author: Hargreaves, Jo
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Employment,Disadvantaged,Foreign Countries,Social Isolation,Public Policy,Vocational Education,Inclusion,Access to Education,Job Skills,Socialization,Self Esteem,Interpersonal Competence,Disabilities,Minority Groups,English (Second Language),Socioeconomic Status,Educational Attainment,Geographic Location

Social inclusion has become a key focus for public policy in Australia, with governments supporting interventions that aim to improve the lives of those who are disengaged or disadvantaged. One of the key areas of concern is raising the educational levels of individuals. Vocational education and training (VET) has long played an important role in the provision of pathways to further learning or employment, as well as providing &quot;second chance&quot; learning opportunities for people from disadvantaged backgrounds. VET is seen as one way to facilitate inclusion, as it seeks to provide individuals with skills that are directly applicable to the workplace and to getting a job. Indeed, an important means by which education facilitates social inclusion is through &quot;socialisation&quot; (Nilsson 2010), and some criticise the broad concept of social inclusion for having a paid-employment focus (Buckmaster &amp; Thomas 2009; Preston &amp; Green 2008; Giddens 2007 cited in CEDEFOP 2009). Socialisation can range from gaining confidence, self-respect, life skills and interpersonal skills, to engagement in the community (Considine, Watson &amp; Hall 2005; Wheelahan 2009a; National VET Equity Advisory Council 2009). VET cannot be considered a panacea in combating social exclusion. What matters is that social inclusion as an overarching concept &quot;offers an opportunity to do things differently, based on new insights arising from a more complete picture of the issues that affect education participation and attainment and the nature of the individual student's education experience&quot; (North &amp; Ferrier 2009). This &quot;At a Glance&quot; explores the current picture of disadvantaged learners in VET--those who are or could be at risk of being socially excluded. Starting from the premise that having a job is one of the most direct ways to encourage social inclusion, the key messages from this paper indicate there remain some entrenched problems to overcome in achieving an inclusive Australia, and considers some of the challenges and successful practices. (Contains 3 figures.)
VET and the Diffusion and Implementation of Innovation in the Mining, Solar Energy  and Computer Games Sectors. NCVER Monograph Series 06/2011
Author: Dalitz, Robert
Date: 2011-00-00
Type: Reports - Research
Subjects: Industry,Educational Innovation,Vocational Education,Mining,Energy,Computers,Games,Productivity,Skill Development,Case Studies,Creativity,Models,Competency Based Education,Knowledge Level,Questionnaires,Innovation

Innovation is thought to improve productivity at the firm level and economic prosperity at the national level. This would seem to have implications for the skills and skills development of employees. However, little is known about the relationship between skills development and innovation. This report is the culmination of case studies exploring the interrelationship between innovation and education and training in three industry sectors--mining, solar energy, and computer gaming. Findings include: (1) Each sector experiences differing drivers of innovation and different processes of diffusion, with consequential differences in how the sector relates to the vocational education and training (VET) sector; (2) Creative and skilled people are at the heart of the innovation process, so the greatest contribution that formal VET can make is in establishing foundational knowledge and understanding, which build the capacity to learn; (3) Informal skills development plays a crucial role in providing the actual skills for innovation (such as using new equipment or processes), although theory learned in formal education is also important; (4) The present model of training packages, and the model of competency-based training which underpins it, have advantages in providing a common skills language but may hinder effective innovation because of the focus on current competencies rather than future innovation; and (5) VET providers are seen as slow to pick up on innovation. The messages are a fundamental challenge to the VET sector. They suggest that the focus on the competencies currently required by industry is misplaced--if everyone thinks innovation is critical. Rather, more emphasis should be placed on foundational knowledge, theory and building the capacity to learn. Appended are: (1) Method; and (2) Questionnaires. (Contains 5 tables, 2 figures and 11 footnotes.)
Innovation: Its Links with Productivity and Skill Development. At a Glance
Author: Stanwick, John
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Productivity,Economic Progress,Innovation,Foreign Countries,Vocational Education,Skill Development,Economic Change,Economic Development,Economic Impact,Economic Opportunities,Skill Analysis,Free Enterprise System,Educational Needs,Trend Analysis

Why should individuals care about innovation? One reason is because it can help to make life better. More specifically, governments, enterprises and training institutions see innovation as having the potential to increase productivity and, down the track, to increase prosperity for Australia. As far back as 1934, the influential economist Joseph Schumpeter identified innovation as a driver of economic growth. More recently, two changes in the world economy have forced governments to look at ways of improving productivity (Rice 2011). Firstly, there has been sustained economic growth over the past two decades, which has particularly affected countries like China, where manufacturing has grown, with ramifications for related industries across the world. Secondly, people are realising that there is a limit to economic growth based on the consumption of finite resources and are therefore looking for other ways to maintain this growth, including looking at more ways to innovate. This &quot;At a Glance&quot; examines innovation in terms of its relationship to productivity at the enterprise level and its contribution to national prosperity. It also discusses what the author means by innovation and also what kinds of skills might contribute to innovation. It draws primarily on a suite of work presented in &quot;Fostering Enterprise: The Innovation and Skills Nexus,&quot; a book of readings published by the National Centre for Vocational Education Research (NCVER) (Curtin, Stanwick &amp; Beddie 2011). (Contains 1 figure, 2 tables and 2 footnotes.) [For a related report, &quot;Fostering Enterprise: The Innovation and Skills Nexus--Research Readings,&quot; see ED521473.]
National CrossTalk. Volume 13, Number 3, Summer 2005
Author: Trombley, William, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Higher Education,College Presidents,Conflict,Fund Raising,Politics of Education,Philanthropic Foundations,Athletics,Two Year Colleges,Academic Freedom,National Security,Instructional Leadership,Administrators

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) Virginia Tries Restructuring: Financial Stress Leads to New Arrangements between State and Campuses (Robert A. Jones); (2) Georgia's Odd Couple: Can Two Foundations Share a University  without Driving Each Other Crazy? (Don Campbell); (3) New Life for USC: Prolific Fundraising Keys Big Changes in Recent Years (Kay Mills); (4) Emphasizing Two-Year Programs: Montana's &quot;Shared Leadership&quot; Project Attempts a More Collaborative Approach to Higher Education(Kathy Witkowsky); and (5) State Capacity for Higher Education Policy: A Supplement to &quot;National CrossTalk&quot;--The Need for State Policy Leadership. Other Voices, a regularly featured section, presents: (1) Academic Freedom and National Security: Anti-Terrorism Measures Remain Problematic for Higher Education (Robert M. O'Neil); (2) Reducing the Dangers of Debt: Student Loans Could Be a More Positive Tool in College Access Efforts (Robert Shireman); and (3) A Race to the Bottom: The Nation's School Leadership Programs Are Not Producing the Educational Administrators We Need (Arthur Levine).
National CrossTalk. Volume 13, Number 1, Winter 2005
Author: Trombley, William, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Student Recruitment,Minority Group Students,Human Capital,College Mathematics,Teaching Methods,Educational Improvement,Systems Approach,Computer Assisted Instruction,Educational Technology,Educational Finance,Adjustment (to Environment),Creative Writing,Writing for Publication,Resource Allocation,Student Loan Programs

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) A Legacy to Overcome: The University of Georgia Hopes to Become a More Desirable Destination for Black Students (Don Campbell); (2) Oklahoma's Brain Gain: A Comprehensive Drive to Increase the Percentage of State Residents with College Degrees (Pamela Burdman); (3) Battling the Past: Michigan's Governor Emphasizes Education to Move the State beyond Its Industrial Roots (Carl Irving); (4) Math Emporium: The Use of Technology Has Changed the Way Virginia Tech's Introductory Math Classes Are Taught (Kay Mills); (5) Is Reading Dead? University-Affiliated Literary Journals Struggle to Maintain Funding as They Compete for a Shrinking Audience (Robert A. Jones); (6) Corporate Welfare in Disguise: The Student Loan Industry Is Raking in the Profits (Robert Shireman); and (7) Stanford of the Northwest: Could Bill Gates University Become the Symbol of a New Gilded Age? (David L. Kirp).
National CrossTalk. Volume 16, Number 1, Fall 2008
Author: Trombley, William, Ed.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Basic Skills,Higher Education,Credit (Finance),Money Management,Student Loan Programs,School Community Relationship,Environmental Influences,Student Financial Aid,Foreign Students

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) The Credit Crisis Goes to College: Upheaval in the Student-Loan Business Leaves Students and Parents Scrambling (Susan C. Thomson); (2) The Engaged University: Northern Kentucky University Is Building Close Links to Its Community (Jon Marcus); (3) Editorial: Our Agenda (Patrick M. Callan); (4) Basic Skills Education: Pasadena City College's Teaching and Learning Center (Kay Mills); (6) Going Green: Environmental Stewardship Is a Top Priority at the University of Washington (Kathy Witkowsky); (7) Should You Be Worried? College Financial Aid and Credit Crisis (Robert Shireman); (8) Tyranny of the Enlightened: Teaching Students to Listen to One Another in a Time of Divisiveness (David L. Kirp); and (8) A Dismal Record: The United States Remains Inhospitable to Many Academic Guests from Abroad (Robert M. O'Neil).
National CrossTalk. Volume 15, Number 1, Winter 2007
Author: Trombley, William, Ed.
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Foreign Countries,Higher Education,Politics of Education,Models,State Aid,College Admission,Resource Allocation,Student Diversity,Remedial Programs,Accountability

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) The Celtic Tiger: Ireland Invests Heavily in Higher Education, and Benefits Mightily (Jon Marcus); (2) Western Classic: Nevada's James Rogers Is a Non-Traditional Chancellor with a Shoot-from-the-Hip Style (Kathy Witkowsky); (3) Editorial (Patrick M. Callan); (4) Is It a Shell Game? Colorado's Controversial New Way of Handing out Its Higher Education Money (Susan C. Thomson); and (5) &quot;Shared Responsibility&quot;: Oregon's Governor Supports a New Model for Financing Public Higher Education (Kay Mills). Other Voices, a regular feature, contains the following articles: (1) Diversity Hypocrisy: The Myriad, and Often Perverse, Implications of Admissions Policies (David L. Kirp); (2) Who Needs It? Identifying the Proportion of Students Who Require Postsecondary Remedial Education Is Virtually Impossible (Michael Kirst); and (3) The New Accountability: The Potential of Performance Compacts in Higher Education (William Zumeta).