ethanporcaro/eric-fulltext-meta huggingface dataset:
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 2
Author: Simonson, Michael, Ed.
Date: 2013-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Ethnicity,Educational Games,Specialists,Cooperation,Video Technology,Diaries,Computer Oriented Programs,Handheld Devices,Educational Quality,Telecommunications,Feedback (Response),Synchronous Communication,Electronic Learning,Case Method (Teaching Technique),Adult Students,Student Experience,Cognitive Processes,Mentors,STEM Education,Instructional Design,Service Learning,Apprenticeships,Instructional Development,Online Courses,Creativity,Preservice Teachers,Selection,Learner Engagement,Student Interests,Persuasive Discourse,Visual Aids,Instructional Materials,Nursing Education,Clinical Experience,Blended Learning,Multicultural Education,Inquiry,Active Learning,Innovation,Problem Based Learning,Middle Schools,Science Instruction,Computer Simulation,Simulated Environment,Visual Literacy,Environmental Education,Elementary Education,Technology Integration,Teacher Attitudes,Self Efficacy,Photography,Simulation,Fidelity,Young Children,Learning Motivation,Mathematics Instruction,Multimedia Instruction,Student Attitudes,Charter Schools,Science Laboratories,Elementary Secondary Education,Curriculum Design,Curriculum Development,Learning Readiness,Evaluation,Health Education,Intervention,Outcomes of Education,Employees,Systems Approach,Films,Foreign Countries

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]
Accreditation: A Call to Action for College Trustees
Author: American Council of Trustees and Alumni (ACTA), Institute for Effective Governance
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Trustees,College Administration,Accreditation (Institutions),Administrator Role,Institutional Characteristics,Quality Assurance,Student Costs,Educational Policy,Educational Change,Change Strategies,Student Financial Aid,Governing Boards,Barriers

What exactly is accreditation? The current system was created by the federal government during the Great Society era to ensure that federal funds flowed only to high-quality educational institutions. In passing the Higher Education Act over 40 years ago, Congress linked accreditation and federal student aid to prevent students from squandering money on diploma mills. According to the Act, recognized accreditors serve as a &quot;reliable authority&quot; on the &quot;quality of education or training offered.&quot; The fact is: Today, virtually all colleges and universities in the United States are accredited (sometimes by more than one accrediting body). Yet there is widespread--and justifiable--concern that college quality has been on a steady decline. And while accreditation may have been well-intended, it is no exaggeration to say that it is now the greatest barrier to innovation in higher education and a major driver of skyrocketing costs--not to mention a threat to your role as a trustee. This report provides some fast facts on this system that serves as a gatekeeper for $175 billion in student financial aid.
Segregation and Peers' Characteristics in the 2010-2011 Kindergarten Class: 60 Years after Brown v. Board
Author: García, Emma
Date: 2014-06-11
Type: Reports - Evaluative
Subjects: Kindergarten,School Segregation,Student Characteristics,Poverty,Racial Composition,Socioeconomic Status,School Demography,Academic Achievement,Achievement Gap,White Students,African American Students,Hispanic American Students,Asian American Students,Longitudinal Studies,Federal Legislation,Educational Legislation

Closing achievement gaps--disparities in academic achievement between minority and white students, and between low-income and higher-income students--has long been an unrealized goal of U.S. education policy. It has now been 60 years since the Supreme Court declared &quot;separate but equal&quot; schools unconstitutional in &quot;Brown v. Board of Education.&quot; With income inequality at record levels, the interactions between poverty and race remain strong and troubling and continue to impede educational progress for many students. One result of such interactions is ongoing segregation at both the neighborhood and school levels. In this paper Garcia and Weiss use data from a recent representative cohort of U.S. students entering kindergarten to describe how segregated schools are by both race and income. Next, the authors compare the racial and socioeconomic status composition of those kindergarten classes with what they would look like if they represented the characteristics of the U.S. student body overall. Garcia and Weiss explore the differences in students' other characteristics based on the racial makeup of their own classes. Finally, Garcia and Weiss analyze how the students' academic performance changes over that first year, measured by their place on the score distribution in math, reading, and approaches to learning at entry in the fall and again in the spring, and by level of segregation in the school.
Trouble in the Dorms: A Guide to Residential Life Programs for Higher Education Trustees
Author: American Council of Trustees and Alumni (ACTA), Institute for Effective Governance
Date: 2009-10-00
Type: Guides - Non-Classroom
Subjects: Dormitories,College Housing,Student Rights,Trustees,Guides,Residential Programs,Program Development,School Role,Communities of Practice,Sustainability,Citizenship Education,Social Justice,Teacher Participation,College Students,Student Participation,Well Being,Costs,Teacher Student Relationship

This guide briefly retraces the rise of ideologically charged residential life programming on campuses and shows how such programs, despite their seemingly innocuous goals, in fact undercut the principles of rational inquiry that are foundational to the academic enterprise. In the fall of 2007, one university conducted a program for all 7,000 students in its dormitories--and sparked a national scandal. Described as an educational &quot;curriculum,&quot; the University of Delaware's mandatory residential life program was designed to achieve certain &quot;learning outcomes&quot; centered on &quot;citizenship&quot; and &quot;sustainability.&quot; The program went far beyond merely raising students' awareness of civic issues and opportunities for participation. The residence hall directors and student resident advisors were, in fact, trained to push an ideological agenda. Designing and implementing a meaningful residential life system need not involve reinventing the wheel. The faddish initiatives popular on many campuses today often amount to little more than intrusive political indoctrination and bureaucratic micromanagement. At the very least, trustees should make sure that their colleges and universities are respecting students' basic rights to freedom of speech and conscience and not adopt--or tolerate-- the kind of program that embarrassed the Delaware trustees and damaged Delaware's reputation. The report concludes by outlining the practical steps trustees should take to ensure that their institution's housing programs respect student rights and suggests other more meaningful ways of engaging students.
Commentary on the OECD's Programme for International Student Assessment 2012
Author: Froese-Germain, Bernie
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Assessment,Cross Cultural Studies,Equal Education,Academic Achievement,Unions,Teacher Effectiveness,Public Education,Educational Policy,Mathematics Achievement,Reading Achievement,Science Achievement,Achievement Rating

Every three years the focus of the international education community shifts to the release of the Programme for International Student Assessment (PISA) study conducted by the Organisation for Economic Co-operation and Development (OECD). No other international study of education commands as much attention as PISA. In an age of intense global competition among information-based economies where education is increasingly viewed as an important (if not the most important) national &quot;competitive advantage&quot;, in less than two decades, PISA has become the widely used if inadequate proxy for the performance of education systems around the world. The OECD's interest in education in the service of human capital development and economic growth is of course not surprising given the organization's focus. The expansion of PISA to include the assessment of financial literacy demonstrates the narrow goals driving the program. The number of participating countries/economies grows with each testing cycle--countries increasingly feel they cannot be left out of this influential test. PISA 2012 tested over half a million 15-year-old students in 65 participating countries and economies (between 5,000 and 10,000 students from at least 150 schools were tested in each country). The major focus of the survey was mathematics, with a secondary focus on reading, science and problem-solving. As noted, financial literacy was included for the first time in 2012. The assessment is a paper-based test lasting 2 hours with an additional 40 minutes added in some countries for a computer-based assessment of math, reading and problem-solving. PISA 2015 is expected to transition to a fully computer-based assessment. This brief commentary provides highlights of the Canadian PISA results, comments on the obsessive focus on rankings, and discusses how to tackle inequity within and outside the education system. The commentary goes on to explore the elements of educational success--the teaching profession and teacher unions and PISA's impact on education policy in Canada.
What Will They Learn? 2013-2014. A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities
Author: Kempson, Lauri
Date: 2013-10-00
Type: Reports - Research
Subjects: National Surveys,Graduation Requirements,Colleges,Costs,Curriculum,Graduation Rate,Scoring Rubrics,Classification,Institutional Mission,Institutional Characteristics,Evaluation Criteria,Writing (Composition),Literature,Second Languages,United States Government (Course),United States History,Economics Education,Mathematics Education,Physical Sciences,Grading,Educational Practices,Rhetoric,Financial Support,Reputation,Trustees,Course Selection (Students),Board of Education Role,Educational Quality,Global Approach,Global Education,Scientific Literacy,Change Strategies,Tables (Data),College Programs,Relevance (Education)

America&apos;s colleges and universities have long been the envy of the world. But it would be hard to think of a time when the public has viewed American higher education with greater skepticism. It is a tragedy that colleges and universities are increasingly characterized by their high costs, not their high standards. This fifth edition of &quot;What Will They Learn?&quot; highlights the tremendous disconnect between perception and reality at America&apos;s colleges and universities on issues of cost, curriculum, speech codes, and graduation rates. This year&apos;s study showcases 22 institutions that garnered an &quot;A&quot; grade for strength of curriculum, but also found a four-year grad rate of just 40% among the 1,091 institutions studied. American Council of Trustees and Alumni (ACTA) expanded the study by partnering with the Foundation for Individual Rights in Education to include speech code ratings on hundreds of universities. The report and the companion website, WhatWillTheyLearn.com, detail whether each school requires literature, U.S. government or history, foreign language, mathematics, economics, science, and composition. ACTA assigns each school a letter grade, and notes explain the grades assigned and noteworthy programs within schools.
Work-Life Balance and the Canadian Teaching Profession
Author: Froese-Germain, Bernie
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Family Work Relationship,Teaching Load,Work Environment,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Online Surveys,Anxiety,Gender Differences,Educational Environment,Teacher Attitudes

Over the past few decades Canada has experienced sweeping demographic, social, economic and technological changes. These changes have had, and continue to have, a major impact on the work-life balance of Canadians--that is, on their ability to balance work and personal demands. Some of these factors also impact the work-life balance of the teaching profession. In February and March 2014, the Canadian Teachers' Federation (CTF) conducted an online survey of elementary and secondary teachers on issues related to work-life balance. The purpose of the survey was to obtain teachers' perspectives on: (1) issues that contribute to work-related stress and work-life imbalance; and (2) factors that may contribute to improving teacher work-life balance. The survey was distributed to teachers through CTF's member organizations. Some of the key findings included: (1) The vast majority of teachers reported that they felt torn between their teaching responsibilities and their responsibilities outside the workplace (54% indicated significantly). Women were more likely than men to report feeling this way; (2) A majority of teachers (79%) believe their stress related to work-life imbalance has increased over the last five years; only 4% said it had decreased over this period; and (3) 85% of teachers reported that work-life imbalance is affecting their ability to teach the way they would like to teach--35% indicated that it was having a significant impact. These findings are generally consistent with other research in the area of teacher workload and work-life balance and contribute to the growing body of research in these areas. Herein, the author provides a discussion of the survey's outcomes and other research that underlines the fact that teachers, much like other Canadians, have become more aware of the necessity of balancing their working lives with their personal lives. They also understand that teachers' conditions of professional practice have an impact on their effectiveness as educators and hence, on their students' learning conditions. It stands to reason that in order to improve the quality of education for all students, including and especially those students with the greatest learning needs, more attention needs to be paid to improving teachers' working conditions.
Setting Academic Priorities: A Guide to What Boards of Trustees Can Do
Author: Dickeson, Robert C.
Date: 2012-05-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Educational Finance,College Faculty,Governing Boards,College Administration,Decision Making,Educational Change,Leadership Responsibility,Needs Assessment

Higher education is in the midst of a deep financial crisis, and the failure of governing boards to focus on academic programs is arguably the single greatest cause of overspending. This brochure shows trustees both why and how to prioritize academic programs. All too often, attempts to reduce expenses have concentrated on the administrative side of the budget, and academic matters have been considered the sole province of the faculty. But the future of colleges and universities may well depend on the willingness of trustees to make clear decisions about academic priorities. Prudent action now will position schools to not only weather the current economic problems but emerge as stronger academic institutions. A list of additional resources is provided.
What Will They Learn? 2012-13. A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities
Author: Kempson, Lauri
Date: 2012-10-00
Type: Reports - Research
Subjects: General Education,Degree Requirements,Core Curriculum,College Curriculum,Required Courses,Undergraduate Study,Writing (Composition),Literature,Second Languages,United States History,United States Government (Course),Economics,College Mathematics,College Science,Natural Sciences,Physical Sciences,Tuition,Graduation Rate,Trustees,Educational Quality

The American Council of Trustees and Alumni (ACTA) has released &quot;What Will They Learn? 2012-13,&quot; the fourth edition, evaluating the general education requirements at 1,070 colleges and universities. Unlike other college rankings, ACTA does not consider an institution&apos;s wealth, prestige, or popularity. Rather, ACTA rates institutions on what core of courses all students in a school&apos;s B.A. and B.S. degree programs are required to take. The report and the companion website, WhatWillTheyLearn.com, detail whether each school requires literature, U.S. government or history, foreign language, mathematics, economics, science, and composition. ACTA assigns each school a letter grade, and notes explain the grades assigned and noteworthy programs within schools. &quot;What Will They Learn?&quot; strives to answer the first question that parents, guidance counselors, and trustees should ask about high school graduates going to college: what will they learn?
Labour Rights, Inequality and Democracy
Author: Froese-Germain, Bernie
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Civil Rights,Retrenchment,Budgeting,Economic Climate,Labor Legislation,Collective Bargaining,Unions,Public Education,Democracy

Perhaps the most predictable lesson learned about the imposition of fiscal austerity over the past few years has been that it has generally failed where it has been tried. A recent Education International study of EI members examines global trends in freedom of association and collective bargaining in the education sector since the 2008 financial crisis. The study, conducted by Nora Wintour, found that in many countries, the economic crisis has been used by governments as a justification to cut education budgets and in particular, salaries and benefits of the education workforce. The attack on labour rights in Canada has also intensified in the crisis-driven climate of fiscal austerity, creating a divide and conquer mindset. Examples over the past thirty years include back-to-work legislation (including the arbitrary imposition of settlements), suspension of workers' bargaining rights and imposed wage freezes or rollbacks, restrictions on unions' ability to organize, and restrictions on the scope of bargaining and other union activities. Some of this legislation has violated the &quot;Charter of Rights and Freedoms.&quot; Canada also has a poor record meeting its international labour obligations, specifically regarding the ratification of International Labour Organization (ILO) conventions. As the Canadian Foundation for Labour Rights (CFLR) has documented, Canada has ratified only 34 of the ILO's 189 conventions, and only eight of the 31 conventions developed since 1982. Herein, the author reviews recent research relating to the imposition of fiscal austerity in Canada and the sustained attack on labour rights. It concludes with a discussion of the growth of income inequality and how unions help keep income inequality in check. Finally, the impact the labour movement in Canadian society has on the success of public education is addressed.
A Comparison of Community and State College Leader Perceptions of Trustee Involvement in Decision-Making
Author: Morris, Adam A.
Date: 2014-08-15
Type: Reports - Research
Subjects: Trustees,Decision Making,Policy Formation,Community Colleges,Administrator Attitudes,Role,National Surveys,State Surveys,Institutional Mission,Fund Raising

Trustees play an important role in determining the direction, priorities, and future of higher education institutions, and as such, are critical actors in the decision-making and policy formation process. Numerous anecdotal reports have concluded that there are often competing interests in the use and structure of trustees throughout higher education, and the current study sought to identify the perceptions of college leaders about how trustees are currently implementing their roles. Using a national sample of 250 community college leaders and 250 state comprehensive university leaders, study findings found moderately consistent perceptions about what trustees are doing. As a group, all respondents agreed most strongly that their trustees were engaged in approving senior administrative appointments and determining financial priorities. Comprehensive university leaders reported that trustees were most engaged in strategic mission development, and community college leaders agreed most strongly that trustees were engaged in raising money for their institutions.
Really, Bounty Gate in Youth Sports?
Author: Newman, Richard E.
Date: 2014-08-15
Type: Reports - Evaluative
Subjects: Athletic Coaches,Philosophy,Ethics,Athletics,Sportsmanship,Professional Education,Educational Quality,Models

Developing a sound coaching philosophy is one of the most important tasks associated with a quality coaching education program. The philosophy must be based on one&apos;s own values and beliefs, but it must also be congruent with the values of a particular model of sport. Thus, the processes of sport participation should exceed the product of sport until one reaches a business model level of competition. However, there is enormous pressure on coaches in all models of sport to win. Kids engage in sports primarily for fun, but parents want to win, and it seems like the larger the margin of victory, the better. Therefore, it becomes vitally important that coaches resist all temptations to fall prey to this thinking and remain steadfast to the goals of fun, enjoyment, and personal development of their participants.
How to Help the One: A Story of Reading Intervention for a Struggling Middle School Boy
Author: Weih, Timothy G.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Middle School Students,Intervention,Males,Reading Instruction,Reading Difficulties,Program Evaluation,Program Effectiveness,Reading Programs,Family Characteristics,Cultural Influences,Popular Culture,Literacy,Reading Skills,Teacher Student Relationship,Culturally Relevant Education,Autobiographies,Reading Habits,Reading Comprehension,Teaching Methods,Spelling

This report describes the assessment, evaluation, and subsequent development of reading intervention strategies for a struggling middle school student. The family background and popular culture of the student were the primary means for creating the interventions. The student was taught to apply the reading strategies while completing classroom-based, subject area assignments. Appendices include: (1) Literature Autobiography Bag; (2) Family Culture Interview; (3) Personal Literacy Interview; (4) Answering Questions Covering Reading Material; (5) Making Connections to Your Reading Material; and (6) Spelling Practice Study Guide.