ethanporcaro/eric-fulltext-meta huggingface dataset:
The Value of Community College Short-Term Credentials
Author: Beer, Allison
Date: 2021-06-00
Type: Reports - Research
Subjects: Community Colleges,Credentials,Program Length,Student Financial Aid,Educational Policy,Federal Aid,Grants,Income,Outcomes of Education

Community colleges offer a variety of workforce-oriented programs intended to help students gain skills and knowledge for a specific career or occupation. Among these are short-term credentials, designed to teach students a specific skillset related to an occupation, often in response to local labor market needs. Types of short-term credentials can include certificate programs and industry-recognized credentials. While there is no one definition for &quot;short-term,&quot; this report focused on programs that are less than 15 weeks long or less than 600 &quot;clock hours.&quot; For this study, the Association of Community College Trustees (ACCT) collected data from three statewide community college systems: Louisiana Community and Technical College System (LCTCS), North Carolina Community Colleges (NCCC), and the Virginia Community College System (VCCS). In addition to quantitative data analysis, ACCT interviewed leaders from each college system to gain insights on program characteristics, implementation, and strategies to connect students to careers in their fields of study. In addition to finding that many community college short-term credentialing programs lead to higher wages and an improved quality of life, the research combined with existing literature revealed several needs for which the authors offered recommendations.
Follow the Money: California Systematically Underinvests in Black Degree Attainment
Author: Reddy, Vikash
Date: 2021-02-00
Type: Reports - Research
Subjects: Educational Attainment,State Universities,Community Colleges,African American Students,Educational Finance,Equal Education,Racial Differences,Higher Education,Racial Bias,Disadvantaged,Ethnicity,Educational Opportunities,Race,Undergraduate Students,Enrollment Trends,Expenditure per Student,Selective Admission,Disproportionate Representation,Educational Equity (Finance),Social Differences

Each year, the state of California spends billions of dollars on funding for the University of California (UC), California State University (CSU), and California Community Colleges (CCC). Those dollars are invested to ensure all California residents have an opportunity to gain the skills and education they need to participate in and advance the state's workforce and economy. Except, higher education investment does not fall equitably across racial/ethnic groups. In fact, when you follow the money, Black students are systematically underinvested in by the state when it comes to higher education funding, perpetuating economic inequity for Black Californians and the maintenance of a permanent underclass. Systematic underinvestment in Black degree attainment did not happen by accident. Underinvestment and a lack of support for Black students to both pursue and graduate with a college degree has been reinforced by a fundamentally discriminatory funding model and higher education structure that disadvantages Black Californians. It is time for our state leaders to take responsibility for this racist funding structure and take urgent action to equitize funding so that Black students can thrive and have the same opportunities afforded to other Californians. This brief measures the disparate student funding by race and ethnicity in California with the goal of addressing structural inequities that result in a system of higher education that spends less on its African-American/Black and Latinx students than their White peers. [Additional collaborators of the brief include A[superscript 2]MEND: African American Male Education Network &amp; Development, the Black Think Tank, and Umoja Community.]
New College of Florida Accountability Plan, 2021
Author: State University System of Florida, Board of Governors
Date: 2021-09-01
Type: Reports - Descriptive
Subjects: Accountability,Performance Based Assessment,Strategic Planning,College Administration,Trustees,Governing Boards,Cooperation,Educational Finance,Funding Formulas,Educational Indicators,Enrollment Management,Program Administration,Definitions,Institutional Mission,Educational Planning,Graduation Rate,Liberal Arts,Colleges

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;New College of Florida Accountability Plan, 2020. Revised,&quot; see ED610477.]
Teachers in the Pandemic: &quot;Practices, Equity, and Wellbeing.&quot; Research Report
Author: Johnson, Martin
Date: 2021-10-07
Type: Reports - Research
Subjects: COVID-19,Pandemics,Foreign Countries,Educational Change,Educational Practices,Equal Education,Well Being,Teaching Methods,Curriculum,Course Content,Evaluation Methods,Student Evaluation,Faculty Workload,Psychological Patterns,Distance Education,Blended Learning,Teaching Experience,Teacher Characteristics

Since March 2020 the COVID-19 pandemic has continued to have a considerable impact on education policy and practice across the United Kingdom (UK). The onset of the pandemic has also been characterised by its uncertainty, with education practitioners having little in the way of prior experience to call upon in order to predict future developments or to support their decision making. The authors observed how social distancing requirements have disrupted long-established practices, with teachers shifting to online platforms at times to provide remote education. The pandemic has also impacted assessment arrangements. National examinations have been cancelled across the UK in 2020 and 2021, with a good deal of uncertainty during this period around any assessment replacement measures. This study examines the experiences of teachers in England during the second and third terms of the 2020-21 academic year. The authors wanted to understand the impact of COVID-19 on education in three areas: &quot;pedagogy&quot; (teaching methods); &quot;curriculum&quot; (taught content); and &quot;assessment&quot; (assessed content and assessment methods). This study explores how these areas affected &quot;teacher workload,&quot; &quot;teacher and student wellbeing,&quot; and &quot;the equity of educational provision and performance outcomes.&quot; Participants were 15 teachers from a spread of regions, localities, school types and sizes across England. The teachers were working with students in Year 11 or 13 across a range of subject areas (English Literature, Science, Geography, PE, or Drama). The authors suspected that these teachers would be particularly prone to the effects of any moves towards remote learning or any disruption to formal assessment in 2021.
Peircean Visual Semiotics for Tertiary Level Students on Storytelling of Lanna Mural Paintings at Wat Phumin, Nan Province, Thailand
Author: Pichaichanarong, Tawipas
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Painting (Visual Arts),Religious Organizations,College Students,Story Telling,Semiotics,Buddhism

Most temples throughout Thailand have mural paintings upon their inner walls. Founder of Silpakorn University, Prof. Silpa Bhirasri, highlighted 13 temples in Thailand as having exceptional mural paintings. With its original Lanna Mural paintings, Wat Phumin in Nan is one such temple. These mural paintings depict three stories: the Buddha, the previous life of the Buddha and the ordinary lives of local people. In general, mural art is considered a medium designed to convey messages to the audience. Therefore, this study is designed to examine the capability of tertiary level students to comprehend the storytelling of the Lanna mural paintings at Wat Phumin. However, the target group of this study coincided with the data from the questionnaires which collected the data from a field trip onsite, which is tertiary education. Various methodologies were used to explore the comprehension of the storytelling of Lanna mural paintings among the tertiary students via Peircean visual semiotics. As a result, the report of this research has been shown in this study. Finally, the knowledge from this study can be used to enhance teaching in various education fields related to visual semiotics and mural paintings. In addition, due to the COVID-19 Pandemic, the volume of visitors to Wat Phumin has been reduced. As the situation gets better, this study can educate anyone who plans to visit this temple.
Trend of &quot;Distance Education&quot; in the Last Three Decades
Author: Tuncay, Nazime
Date: 2010-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Trends,Trend Analysis,Research Reports,Online Courses,Information Retrieval,Databases,Teaching Methods,Content Analysis

In the literature, there weren't any up-to-date reviews of Distance Education (DE) documents. This reveals that there was a research gap for a detailed review of distance education articles to find an up-to-date trend of distance education. The purpose of this study is to examine research and trends in DE, from the 160 selected documents, during 1972 and 2008 June. A Review of 160 distance education documents is done to investigate documents related to DE that are indexed by the Web of Science, Scopus, EBSCO host and Science Direct. &quot;Distance Learning&quot;, &quot;Online Learning&quot;, &quot;Online Education&quot;, &quot;Distance Education&quot;, &quot;DE&quot; were the keyword used for searching documents, and total 9866 documents analyzed that were judged to be relevant to the field of DE. The principal documents related to DE published in the publications during 1972-2008 June; were article. &quot;English&quot; was the most frequently used language. The most frequent publishers of documents related to DE were ASEE Annual Conference Proceedings, Turkish Online Journal of DE, and Proceedings Frontiers in Education Conference. The majority of the publications were in the subject area Social Sciences. Distance Education, Students and Humans were the keywords in the first three ranks. The trend line is an increasing DE trend in the number starting from the year 1972. It was recommended that, a combination of content analysis and citation analysis should be used in future research studies.
The Salience of Identity in the Academic Success of Black STEM Students and Professionals
Author: Norman, Obed
Date: 2021-12-00
Type: Journal Articles
Subjects: STEM Education,African Americans,Racial Bias,Self Concept,Professional Identity,Student Attitudes,Teacher Attitudes,Outcomes of Education,Academic Achievement,Academic Aspiration,Occupational Aspiration,Disproportionate Representation,Disadvantaged,African American Students,Educational Experience,Work Environment,Race,Critical Theory,Longitudinal Studies,National Surveys,Stereotypes,Intervention

This paper contains historical views and will demonstrate how issues related to identity impact the stigmatization and marginalizing that underlie the underrepresentation of Black people in the STEM fields. In this paper, identity is defined within the educational context and a framework is provided for exploring how STEM students and professionals author and perceive their own identities in relation to their educational and professional aspirations. This paper will also demonstrate how these authored identities are impacted by those with whom they share the STEM learning and work environments. The authors will present their own data to further demonstrate how a focus on STEM identity development results in significantly enhanced STEM academic outcomes for Black students.
Report of the Commissioner of Education for the Year 1877. Part 1
Author: Department of the Interior, Bureau of Education (ED)
Date: 1879-00-00
Type: Historical Materials
Subjects: Business Schools,Kindergarten,College Preparation,Womens Education,Universities,Colleges,Science Education,Theological Education,Legal Education (Professions),Medical Education,Academic Degrees,Public Libraries,Museums,Special Schools,Deafness,Blindness,Industrial Education,Intellectual Disability,Publications,Intellectual Property,Furniture,Educational Finance,Financial Support,School Statistics,Public Agencies,Foreign Countries,Labor,Catalogs,African American Education,Textbooks,Supervision,Urban Education,Public Schools,Hygiene,Police School Relationship,Sanitation,Wages,Teacher Educators,High Schools,College Students,Health,Vacation Programs,Secondary Schools,Single Sex Colleges,Crime,Art Education,Government Libraries

In this report, the Commissioner of Education offers discussion and statistical summaries on:  general educational condition; conflict of capital and labor; the work of his office; school and college catalogues; state and territorial education condition; schools for the colored race; township school systems; free textbooks; education supervision; city education; public school hygiene; education vs. police; janitors' wages; normal schools; pedagogic professorships; business colleges; kindergarten; secondary schools; the high school question; secondary instruction abroad; foreign secondary instruction; preparatory schools; colleges for women; universities and colleges; condition of superior instruction; college student health; vacation schools; schools of science, theology, law, and medicine; degrees conferred; public libraries, including early American libraries; the Library of Congress; the Office of the Commissioner library; schools for the deaf and dumb, and for the blind; educational benefactions; schools for the feeble minded; patentees for school-furniture improvements; foreign education; art education; orphan asylums; soldiers' orphan homes; infant asylums; industrial schools; miscellaneous charities; reform schools; and crime and education; and makes recommendations and a conclusion. Abstracted official reports from state, territorial, and city school officers are provided along with other information. Educational conventions and associations are noted. Detailed statistical tables the topics above are provided. [Part 2 is not available.]
BCTF Education Funding Brief 2022: Charting a Bold Path for Healthy and Resilient Schools
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Foreign Countries,COVID-19,Pandemics,Crisis Management,Futures (of Society),Teacher Role,Public Education,Health,School Safety,Mental Health,Health Services,Teacher Recruitment,Teacher Persistence,Elementary Secondary Education,Faculty Development,Privatization,Inclusion,School Community Relationship,Adult Education,Resilience (Psychology)

Over the last year and a half, British Columbians (BC) have worked together to decrease the spread and reduce exposure to COVID-19. BC teachers have risen to the challenge of the COVID-19 pandemic, even as it has taken its toll. Teachers are on the front-line of witnessing what is needed to move BC from a crisis response to a longer-term--and public-led--recovery and reconstruction effort. This report presents the following list of what BC teachers submit to government that this requires, along with recommendations: (1) Committing to a just recovery for British Columbia; (2) Ensuring adequate funding for public education to thrive; (3) Supporting health and safety in challenging times; (4) Funding the Mental Health in Schools (MHiS) framework; (5) Supporting effective teacher recruitment and retention strategies; (6) Funding for resources and professional development; (7) Building inclusive school communities; (8) Supporting adult education for a more resilient society; (9) Resisting the privatization of public education; and (10) Investing in schools and communities.
Bridging Achievement Gaps by &quot;Free&quot; Project Based Learning
Author: Tuncay, Nazime
Date: 2010-00-00
Type: Journal Articles
Subjects: Achievement Gap,Student Projects,Active Learning,Student Empowerment,High School Students,Grade 11,Academic Achievement,Student Attitudes,Programming,Computer Science Education,Foreign Countries

Experiencing FPBL (Free Project Based Learning) can develop effective content delivery for both teachers and students. With FPBL where students are free to choose their own projects they become intrinsically more motivated and self-confident. In this research study two groups (control group and experiment group) of students are used and two exams are developed to evaluate the students' achievements. A remarkable difference in favor of experiment group was found. The results provide a starting point for educators and researchers seeking to assess new approaches to project-based learning.
Distance Education Students&apos; &quot;Metaphors&quot;
Author: Tuncay, Nazime
Date: 2009-00-00
Type: Journal Articles
Subjects: Distance Education,Figurative Language,Student Attitudes,College Students,Foreign Countries

Metaphors have an important place in education. In order to arrange curriculums more efficiently, one has to be aware of metaphors in those subjects. Students' have several metaphors about distance education, where most of them have no relevance with the exact meaning of the distance education. In order to reveal the common misconceptions and in order to be aware of students' metaphors; a research study with 12 distance education students was carried out. &quot;Ocean&quot; was the most common metaphor for distance education and blended distance education was taken as &quot;an education for girls and boys&quot;. This research study is the first steps of a more detailed future project of the authors. 7 key questions are also presented, as recommendations for further researches.
Pathways Partnerships with Indigenous Post-Secondary Institutes
Author: Anaquod, Jennifer
Date: 2021-10-00
Type: Reports - Research
Subjects: Canada Natives,American Indian Students,Partnerships in Education,Postsecondary Education,College Transfer Students,Educational Experience,Student Needs,Higher Education,Academic Achievement,College Admission,Academic Support Services,Geographic Location,American Indian Culture,Foreign Countries,Needs Assessment,School Community Relationship,Admissions Officers,College Administration,College Faculty,School Safety,Financial Support,Access to Education,Educational Practices,Trust (Psychology),Institutional Characteristics,Student Attitudes,Teacher Attitudes,Administrator Attitudes

The goal of this study was to explore current practices that help support and enhance Indigenous students' experiences in post-secondary education. Through the use of Indigenous ways of knowing and storytelling, those supporting students at IAHLA and public post-secondary institutions gathered to weave together their stories of success, struggle, and perseverance in their journey to advance Indigenous education and improve the experiences of Indigenous students in post-secondary education. These stories showed a wealth of positive policies and practices that support both pathway partnerships and Indigenous students, as well as areas of needed improvement. As with all Indigenous education, the research highlighted the importance of relationships, transparency, commitment, and compassion to create stronger transfer credit pathways. The report includes a literature review of the students' needs, an overview of the themes in the interviews with a variety of stakeholders and Elders who support Indigenous students accessing transfer credit pathways, as well as recommendations and suggestions of future studies.
Evaluating Children&apos;s Physical Activity in School-Based Programs: A Working Paper from ChildObesity180
Author: Hatfield, Daniel P.
Date: 2021-12-00
Type: Reports - Research
Subjects: Child Health,Obesity,Physical Activity Level,COVID-19,Pandemics,Online Courses,Distance Education,Incidence,Life Style,Minority Group Children,Racial Differences,At Risk Persons,Public Schools,Educational Policy,Educational Practices,Student Characteristics,Recess Breaks,Physical Education,Intervention,Clubs,Coaching (Performance),Elementary Schools,Middle Schools,High Schools

This report, from researchers at ChildObesity180, an initiative of the Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy at Tufts University, explores the impact of the Boston Foundation's investment in four nonprofits that provide structured physical activity to students. The report finds that investments in &quot;Build Our Kids Success (BOKS)&quot;; &quot;Community Rowing, Inc.&quot;; &quot;Playworks&quot;; and &quot;Sportsmen's Tennis and Enrichment Center&quot; had a notable impact on the amount of physical activity students received in school. Once the pandemic forced a remote learning environment, the programs pivoted and innovated to take their work to the online space, with some success. However, the overall amount of physical activity students received in remote learning was, not surprisingly, significantly reduced.