ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a New Motivation to Learn Framework for Older Adult Learners
Author: Lin, Yi-Yin
Date: 2012-06-00
Type: Reports - Research
Subjects: Learning Motivation,Adult Learning,Adult Students,Older Adults,Foreign Countries,Models,Age Groups,Motivation,Multiple Regression Analysis,Cultural Context,Learning Activities

Although existing literature addresses adults' motivation to learn, and some specifically focuses on older adults, it is now recognized that older adults are more heterogeneous and complex than other age groups. Therefore, this study seeks to provide an alternative theoretical framework to investigate motivation to learn for older adult learners in Taiwan. (Contains 1 table.)
Plan of Work 2010: Towards True Student-Centered Learning
Author: European Students' Union (ESU) (Belgium)
Date: 2010-08-05
Type: Reports - Descriptive
Subjects: Foreign Countries,Student Organizations,College Students,Higher Education,Educational Principles,Politics of Education,Educational Policy,Position Papers,Strategic Planning,Educational Planning,Financial Support,Educational Finance,Economic Climate,Quality Assurance,Activities,Organizational Objectives,Program Descriptions,Outcomes of Education,Learner Controlled Instruction,Equal Education,Student Personnel Services,Student Mobility,Gender Issues,Student Rights,Intercultural Communication

The European Students' Union's (ESU's) vision regarding the Student Centered Learning concept stems from the fundamental belief that the learning process should have at its core learning objectives as they are prioritized by each individual students, also that each (potential) student should be empowered to define those objectives and progress towards them in a unique manner. If the academic staff are to empower the students to achieve their full potential, something needs to change. If they look at how they progress in life as students, they'll probably notice that a number of other areas are instrumental to achieve the learning outcomes one was aiming at. Firstly, it should be about the learning outcomes, not about the teaching objectives. Secondly, they should look beyond teaching methods and underline the importance of student financial and logistical support, quality of studies, freedom for mobility and the list could surely go on. This is why the ESU staff have decided to make this Plan of Work about how they can reach a true student centered educational systems, while at the same time moving in full throttle towards more support for the ESU members and a long term vision for what ESU should bring to its members, in its multifaceted role. The items of this plan of work are developed in the following way, under each of the three main chapters: (1) Political priorities; (2) Activities; (3) Dossier; and (4) Finances. (Contains 2 footnotes.)
ESU Plan of Work 2011: More Money for Our Education
Author: European Students' Union (ESU) (Belgium)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Policy,Educational Finance,Economic Climate,Role of Education,Student Rights,Equal Education,Organizational Development,Quality Assurance,Student Organizations,College Students,Higher Education,Educational Principles,Politics of Education,Position Papers,Strategic Planning,Educational Planning,Activities,Organizational Objectives,Program Descriptions,Gender Issues,International Education

Following signals across Europe the European Students' Union (ESU) will focus its next working year on defending education as a public good, and a public responsibility. Since the very start of the new ESU team in July 2010 the ESU elected representatives have been working to develop a new political vision for the next ESU working year, that both entails these three priorities and a lot of more activities for the next year. The Plan of Work 2011 (POW2011) is the result of a thorough consultation of the elected representatives, staff and ESU's member unions. This Plan of Work has been drafted in the surrounding of the new task division structure (referred to as the New Deal), which aims at topic responsibility per elected representative rather than committee responsibility for the work planned. ESU members are confident that the New Deal will contribute even more to the progression in this Plan of Work and to the expansion of ESU's capacity, both organisational and intellectual. The Board will have a more transparent overview of which elected representative works in every topic area and how she or he progresses. the POW2011 has a new and more concise structure that only entails the political priorities for the next year, the general political alliances ESU plans to maintain or strengthen and the background and processes under which they function instead of the political priorities/dossier/activities division they've known until last year. This new approach takes out the operational detail and turns this document into a manifesto ESU members can use for external representation and advocacy work. Another addition to this year's Plan of Work is the annex 1: Workload estimates, which is an attempt to give the Board more insight in the workload of the elected representatives, and the reason of our sometimes maybe limited ambitions. [For 2010 report, see ED539161.]
ESU Plan of Work 2012
Author: European Students' Union (ESU) (Belgium)
Date: 2011-10-10
Type: Reports - Descriptive
Subjects: Foreign Countries,Student Organizations,College Students,Higher Education,Long Range Planning,Organizational Development,International Education,Role of Education,Student Leadership,Academic Freedom,Learner Controlled Instruction,Equal Education,Gender Issues,Student Rights,Inclusion,Quality Assurance,Education Work Relationship,Commercialization,Educational Principles,Politics of Education,Educational Policy,Position Papers,Strategic Planning,Educational Planning,Financial Support,Educational Finance,Activities,Organizational Objectives,Program Descriptions,Student Mobility,Employment Potential

The European Students' Union (ESU) feels the need to face the current crisis and to foster the student voice of all students across Europe. In this context its main priorities for 2012 will be: (1) Education as a public good; (2) Internal development; (3) Social dimension; and (4) Bologna and European cooperation. It is of great importance for ESU to work based on a strategic plan that spans several generations of elected representatives and establishes a medium-long term base for development. Looking beyond the immediate and the obvious should be a standard for a professional organisation that works for the benefit of its membership and that sees its own responsibility towards its constituencies and the society at the core of its actions. Focus of ESU should be in building a strong dedication to societal advancement by further developing the views and capacity of its membership and by promoting European integration in higher education through building a more professionally oriented and strategically minded union. [For 2011 report, see ED539162.]
Preparation for College and Careers. Research Summary
Author: Philadelphia Youth Network
Date: 2009-03-03
Type: Reports - Descriptive
Subjects: College Bound Students,High School Graduates,Best Practices,Career Readiness,College Readiness,College Preparation,Developmental Studies Programs,Comprehensive Programs,Access to Education

The financial benefits of a college degree are clear. Philadelphians with 1-3 years of college earn a third more than high school graduates over a working lifetime, and four-year degree-holders earn twice as much. Furthermore, college-goers contribute substantially more in tax revenues to support services provided through local, state and federal governments. But while many high school students express their desire to attend college, too often their aspirations go unfulfilled. This need not be the case. Intentionally designed approaches that include rigorous academics, opportunities to apply school learning in real-world contexts and comprehensive approaches to college access can increase the numbers of students who graduate from high school ready for college and careers, and can help them to find the right match for their postsecondary aspirations. Research-based practices that promote preparation for and access to college and careers are the following: (1) Rigor and Innovation; (2) College-Going Culture; (3) Career-Connected Learning; (4) College Knowledge; and (5) Secondary-Postsecondary Blends. (Contains 8 footnotes.)
Strengthening Career and Technical Education and 21st Century Skills in Philadelphia
Author: Philadelphia Youth Network
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Vocational Education,Labor Market,Skill Development,Alignment (Education),State Standards,Educational Improvement,Improvement Programs,Academic Achievement,Enrollment Trends,Educational Assessment,Educational Development,Educational Needs,Economic Development,Needs Assessment,Education Work Relationship,Postsecondary Education,Professional Development,Administrative Organization,Data Analysis,Change Strategies,Educational Change,Educational Indicators,Labor Needs,Educational Opportunities

In Spring 2007, the John S. and James L. Knight Foundation awarded funds to the Philadelphia Youth Network (PYN) to undertake an analysis of Career and Technical Education (CTE) in Philadelphia, and to make recommendations on how CTE and other forms of career-connected education could better align with Philadelphia standards for college and career success. This analysis was performed with guidance from the Philadelphia Youth Council's Workforce Preparation subcommittee, and with the support of the School Reform Commission and the School District of Philadelphia. PYN worked with the Philadelphia Workforce Investment Board (PWIB) to perform extensive analyses of local, regional and state-level labor market data and how they were reflected in CTE offerings; scanned the literature to learn about effective practices in CTE and other forms of career-connected education; and convened employers, school representatives and government officials from the City and the Commonwealth of Pennsylvania to review the data, draw conclusions and formulate recommendations. This report provides an overview of that process, reviews relevant research, and presents a series of findings, analyses and recommendations designed to improve CTE and career-connected education in the School District of Philadelphia. The scope of this report relates predominately to the city's eight CTE High Schools. Some additional analysis is presented as it relates to the career-connected offerings outside of the eight CTE schools. Attachment 1 presents a list of resources. (For &quot;Strengthening Career and Technical Education and 21st Century Skills in Philadelphia. Executive Summary,&quot; see ED539167.]
High School Reform. Policy Brief #1
Author: Philadelphia Youth Network
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Safety,Accountability,Educational Administration,Public Education,Economic Progress,Educational Finance,Educational Change,High Schools,Local Government,Urban Areas,At Risk Students,Achievement Gap,Socioeconomic Influences,Educational Equity (Finance),Skill Development,Competition,Government Role

Historically, many mayors have had direct authority over the education system in their cities. Until recently, however, they have largely deferred to boards and superintendents to lead and monitor the work of schools. Now, with increased federal accountability, growing awareness of how education impacts economic growth and related issues like public safety and employment trends, mayors are taking an increased role in public education. These roles vary greatly across the country, from cities like New York, Chicago, Cleveland, Harrisburg and Boston where mayors have &quot;taken over&quot; the schools, to traditional &quot;hands off&quot; stances. Clearly, in the current climate of educational accountability, how a mayor approaches school reform, especially at the high school level, will be a critical component of his or her administration both in terms of immediate public perception and long-term economic impacts. This brief offers some specific suggestions for the new mayor to keep high school reform moving in the right direction for Philadelphia's students. (Contains 11 additional sources.)
Strengthening Career and Technical Education and 21st Century Skills in Philadelphia. Executive Summary
Author: Philadelphia Youth Network
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Vocational Education,Program Evaluation,School Districts,Urban Education,Career Academies,School Business Relationship,Educational Quality,Difficulty Level,Academic Standards,High Schools,Labor Market,Alignment (Education)

In Spring 2007, the John S. and James L. Knight Foundation awarded funds to the Philadelphia Youth Network (PYN) to undertake an analysis of Career and Technical Education (CTE) in Philadelphia, and to make recommendations on how CTE and other forms of career-connected education could better align with high-wage/high-demand jobs in the regional economy. This analysis was performed with guidance from the Philadelphia Youth Council's Workforce Preparation subcommittee, and with the support of the School Reform Commission and the School District of Philadelphia. PYN worked with the Philadelphia Workforce Investment Board (PWIB) to perform extensive analyses of local, regional and state-level labor market data and how they were reflected in CTE offerings; scanned the literature to learn about effective practices in CTE and other forms of career-connected education; and convened employers, school representatives and government officials from the City and the Commonwealth of Pennsylvania to review the data, draw conclusions and formulate recommendations. The report provides an overview of that process, reviews relevant research, and presents a series of findings, analyses, and recommendations designed to improve CTE and career-connected education in the School District of Philadelphia. The scope of this report relates predominately to the eight CTE High Schools: (1) Edward Bok High School; (2) Communications Technology High School; (3) Murrell Dobbins High School; (4) Thomas A. Edison High School; (5) Jules E. Mastbaum High School; (6) A. Phillip Randolph Career Academy; (7) Walter B. Saul High School; and (8) Swenson Arts and Technology High School. Some additional analysis is presented as it relates to the career-connected offerings outside of the eight CTE schools. An attachment detailing Career and Technical Education Offerings in the Schools District of Philadelphia is included. (Contains 1 footnote.) [For the full report, &quot;Strengthening Career and Technical Education and 21st Century Skills in Philadelphia,&quot; see ED539165.]
The Value of Workplace Exposure and Career-Connected Education for Low-Income Teens. Policy Brief #2
Author: Philadelphia Youth Network
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Work Experience,Urban Youth,Experiential Learning,Youth Opportunities,Youth Programs,Work Experience Programs,Best Practices,Adolescent Development,Developmental Studies Programs,Career Readiness,At Risk Persons

All of today's young people need a rigorous academic program that prepares them for college and career success. But a growing body of research also suggests that low-income, high-risk teens who have opportunities to gain work experience and to connect education and work during high school are likely to do better in school and earn more throughout their lifetimes. The bad news is that opportunities for work and work experience are far less available to low-income urban youth than to young people who live in more affluent suburbs. Therefore, there is a clear and compelling case for public officials, school leaders and private employers to increase the numbers of these potentially life-changing experiences available to young people in Philadelphia. (Contains 9 endnotes.)
Preparing Students for College Learning and Work: Investigating the Capstone Course Component of Virginia's College and Career Readiness Initiative. An NCPR Working Paper
Author: Wathington, Heather D.
Date: 2012-12-00
Type: Reports - Research
Subjects: Program Design,Program Implementation,Curriculum,Course Content,Mathematics Instruction,English Instruction,High Schools,Educational Research,College Preparation,At Risk Students,Developmental Studies Programs,Colleges,Researchers,Stakeholders,Partnerships in Education

The authors investigated the design and implementation of the capstone courses that are part of Virginia's College and Career Readiness Initiative. Based on a set of performance expectations for college readiness, two capstone courses--one in English and one in mathematics--were developed to help support high school juniors and seniors who intend to enroll in college but are at risk of placing into developmental education. The courses were piloted in more than 20 high schools across Virginia during the 2011-12 academic year. To better understand the pilot year of the capstone courses in Virginia, NCPR partnered with the Virginia Department of Education to document the implementation of the courses. Researchers interviewed stakeholders at the state, school division, and school levels, as well as the creators of the curricula at four partnering institutions of higher education. They also visited several high schools and school divisions involved in implementing the capstone courses to understand how the curricula were being used and to learn more about course content and pedagogy. As a result, the authors identified issues that practitioners should consider as the capstone course initiative expands and implications for researchers investigating capstone courses. Appended are: (1) English Performance Expectations; and (2) Mathematics Performance Expectations. (Contains 1 table and 7 footnotes.)
Research & Action Report. Volume 34, Number 1, Fall/Winter 2012
Author: Kellett, Megan, Ed.
Date: 2012-00-00
Type: Collected Works - Serial
Subjects: Females,Children,Slavery,Sociocultural Patterns,Public Policy,Physical Activities,After School Programs,Sexual Abuse,Migration,Child Abuse,Sexuality,Crime

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Q+A with Jean Hardisty. Women's Lives and U.S. Public Policy--Where We Are Now (Susan Lowry Rardin); (2) Putting Children First: "Innocence" in Childhood & the Risk for Child Commercial Sexual Exploitation in the U.S. (Kate Price); (3) Relational-Cultural Approach to Addressing Sex Slavery & Human Trafficking (Connie Gunderson); (4) Short takes; (5) New publications; (6) Spotlight on New Funding; and (7) 2011-2012 Honor Roll of Donors. Individual articles contain references. [Susan Lowry Rardin contributed to this issue. For "Research & Action Report. Volume 33, Number 2, Spring/Summer 2012," see ED539175.]
Poverty. Research Brief
Author: Walker, Karen
Date: 2007-06-04
Type: Reports - Descriptive
Subjects: Financial Support,Poverty,Low Income Groups,Social Indicators,Disadvantaged,Performance Factors,Educational Resources,Educational Indicators,Educational Improvement,Improvement Programs,Poverty Programs,Equal Education,Educational Opportunities,At Risk Students

How many people reading this brief believes they could financially survive in a household of four people on $19,784 a year? Yet, this was the official poverty threshold as determined by the federal government for 2005. During this same year, 17% of children under 18 lived below the poverty line, of which 14% were white, 11% Asian, 28% Hispanic and 34% black or one out of six people under 21 years of age lived in poverty. Pupils who are living at or near the poverty line are exposed to more high risk factors than those who are considered to come from middle or upper income levels. The majority of public schools in the United States have students who live at or near the poverty level, yet it is incumbent upon the schools to provide equal access to and an equitable program for all of their students. The literature is rich with examples of programs that high schools are doing to provide appropriate and realistic avenues for these students to move out of the cycle of poverty. From 2002-2006, NASSP (National Association of Secondary School Principals) with financial support from the Bill and Melinda Gates Foundation, sponsored a program examining 25 high functioning schools with at least 50% minority/high poverty population, 50% who qualify for free/reduced meals and from this group, at least 90% attend some sort of post-secondary educational program. (Contains 22 online resources.)
Pay for Grades
Author: Johnston, Howard
Date: 2008-09-15
Type: Reports - Descriptive
Subjects: Academic Achievement,Evidence,Achievement Tests,Rewards,Incentive Grants,Social Exchange Theory,Program Effectiveness,Achievement Need,Educational Resources

The practice of paying students to earn good grades either in class or on standardized achievement tests has touched off a storm of controversy. Praised by some educators as a way of linking economic rewards to school performance, it is being tested in a number of large cities, such as New York, Baltimore and Chicago, as well as some smaller communities, such as Macon, Georgia. In addition to citing numerous practical impediments, critics claim it is nothing more than a bribe that demeans both the students and the academic process. Research on the subject is sparse, and the results are mostly mixed. However, according to researchers and leaders in districts that are experimenting with the concept, there is sufficient evidence to continue to refine and extend the program judiciously. The bottom line is that, in the absence of conclusive evidence, the controversy is likely to continue for the foreseeable future. (Contains 9 online resources.)
Physical Education. Research Brief
Author: Walker, Karen
Date: 2005-10-31
Type: Reports - Descriptive
Subjects: Educational Opportunities,Physical Education,Physical Activity Level,Physical Activities,Health Related Fitness,Comprehensive School Health Education,Health Promotion,Educational Objectives,Educational Resources,Program Descriptions

For the past 50 years, poor physical health of adolescents has been a concern in the U.S. The obesity rate has tripled from 5% in 1980 to 15% in 2000. With more emphasis placed on high stakes standardized tests, the priority of physical education classes has taken a back seat. Based on a survey done in 2003, slightly more than half of the states in the United States, mandated physical education courses for grades 9-12, while only one quarter of the states required one year or two semesters, one state required three semesters and the rest required one semester or less. The literature reports that students who are healthy and physically active are more inclined to be more intellectually engaged and alert. A quality physical education program provides opportunities for students to develop their motor skills, strengthen their self-confidence, and expand skills in leadership, teamwork, and cooperation. The National Health objectives for 2010 are to: (1) increase to at least 50% the number of adolescents who are in physical education classes; (2) increase to at least 50% the amount of time students are physically active in physical education classes; and (3) educate students to become and stay physically active during their lifetime. (Contains 22 online resources.)