ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2018
Author: Arendale, David R., Comp.
Date: 2018-09-01
Type: Reference Materials - Bibliographies
Subjects: Postsecondary Education,College Students,Cooperative Learning,Peer Teaching,Higher Education,Acceleration (Education),Teamwork,Video Technology,Academic Support Services,Supplementary Education,At Risk Students,Minority Group Students

This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: &quot;Accelerated Learning Groups&quot; (ALGs), &quot;Emerging Scholars Program&quot; (ESP), &quot;Peer Assisted Learning&quot; (PAL), &quot;Peer-Led Team Learning&quot; (PLTL), &quot;Structured Learning Assistance&quot; (SLA), &quot;Supplemental Instruction&quot; (SI), and &quot;Video-based Supplemental Instruction&quot; (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, and ED574832.]
Refugees Welcome? Recognition of Qualifications Held by Refugees and Their Access to Higher Education in Europe--Country Analyses
Author: Eckhardt, Lukas
Date: 2017-04-00
Type: Reports - Research
Subjects: Foreign Countries,Refugees,Access to Education,Higher Education,Barriers,Access to Information,College Credits,Language Proficiency,Educational Finance,Social Influences,Documentation,Qualifications

The European Students' Union with the support of the Open Society Foundation published a new study on recognition of qualifications held by refugees and their access to higher education in Europe. The paper analyses how a selected pool of countries use education as an instrument for inclusion of refugees, asylum seekers and persons in refugee-like situation. The report includes detailed country analyses of Romania, Belgium, Norway and Germany. The chosen countries represent different parts of Europe as well as countries that face specific challenges in coping with the inclusion of refugees into higher education and that have partially found solutions for these problems that might serve as good practice examples. According to the information provided by the European Higher Education Area's (EHEA) the main barriers refugees face when accessing higher education in Europe are lack of information; lack of advice and individual guidance; recognition of credits and qualifications, particularly without documents; inadequate language support provisions and lack of adequate financing. The report provides an argument that providing access to education for refugees contributes to the country economically and societally. However, in order to guarantee this inherent element of integration, national higher education systems need to fulfill their commitments to social dimension, i.e. the strategies and measures to mirror the diversity of society within higher education. One of the tools used to provide wider participation in higher education for refugees is recognition of their qualifications. National authorities and higher education institutions should ensure flexible procedures for the recognition of degrees, periods of study and prior learning of refugees, in line with the Lisbon Recognition Convention. However, despite the existing legal regulations ENIC-NARIC [European Network of Information Centres in the European Region and the National Academic Recognition Information Centres in the European Union] centres responsible for information and recognition still indicate a number of challenges, such as: lack of information about the education systems and qualifications from countries in conflict, questionable authenticity of the documents provided, lack of documentation, incomplete qualifications and the number of applicants. The report shows that despite various approaches to policy-making and implementation that the countries applied, they certainly have elements in common: bottom-up approaches and initiatives taken up by higher education institutions, staff, students and NGOs [non-governmental organisations], regardless of the scope of governmental support, are central to refugees' integration.
Research on the Assessment of Student Learning Outcomes: Practical Exploration of the Review of CHEA/CIQG Quality Platform Provider. CIQG Publication Series
Author: Zhang, Jianxin
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Outcomes of Education,Accreditation (Institutions),Quality Assurance,Higher Education,Pilot Projects,Value Added Models,International Cooperation,Educational Quality,College Students,Foreign Countries,Evaluation Methods

Improving education quality and quality assurance (QA) have become the most distinctive themes of higher education (HE) reform in the 21st century. Although student learning outcomes (SLOs) are the most direct evidence to HE quality and should be an indispensable element and the starting point of education evaluation, in most countries evaluations have not regarded students as the most important target in their systems. The present paper is a case study of the Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG) Quality Platform Provider (Platform) pilot review (Review) of DeTao Advanced Class, exploring a new paradigm for quality assurance: the Platform Review of SLOs in non-traditional education providers. The characteristics of the CHEA/CIQG Platform are as follows: 1) emphasizing the result review of actual and expected outcomes; 2) the product review of student learning outcomes; 3) the process review of student learning experiences; and 4) the development review of student value-added learning. [This report was initially published in &quot;Higher Education Quality Assurance in a Changing World: Envisioning the Future of Asia Pacific--The Proceedings of 2013-2014 APQN Conferences&quot; (2016) by the Higher Education Evaluation and Accreditation Council of Taiwan and the Asia-Pacific Quality Network.]
Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)
Author: European Students' Union (ESU) (Belgium)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Standards,Guidelines,Quality Assurance,Educational Quality,Higher Education,International Cooperation,Accountability,Qualifications,Compliance (Legal),Program Design,Student Centered Learning,College Admission,Certification,Teacher Competencies,Teacher Recruitment,Teacher Selection,Educational Resources,Information Management,Information Dissemination,Organizational Communication,Program Evaluation,Program Effectiveness,Peer Evaluation,Expertise,Evaluation Criteria,Grievance Procedures

The &quot;Standards and Guidelines for Quality Assurance in the European Higher Education Area&quot; (ESG) were adopted by the Ministers responsible for higher education in 2005 following a proposal prepared by the European Association for Quality Assurance in Higher Education (ENQA) in cooperation with the European Students' Union (ESU), the European Association of Institutions in Higher Education (EURASHE), and the European University Association (EUA). Since 2005, considerable progress has been made in quality assurance as well as in other Bologna action lines such as qualifications frameworks, recognition and the promotion of the use of learning outcomes, all these contributing to a paradigm shift towards student-centred learning and teaching. Given this changing context, in 2012 the Ministerial Communiqué invited the E4 Group (ENQA, ESU, EUA, EURASHE) in cooperation with Education International (EI), BUSINESSEUROPE, and the European Quality Assurance Register for Higher Education (EQAR) to prepare an initial proposal for a revised ESG &quot;to improve their clarity, applicability and usefulness, including their scope.&quot; A key goal of the &quot;Standards and Guidelines for Quality Assurance in the European Higher Education Area&quot; (ESG) is to contribute to the common understanding of quality assurance for learning and teaching across borders and among all stakeholders. They have played and will continue to play an important role in the development of national and institutional quality assurance systems across the European Higher Education Area (EHEA) and cross-border cooperation. Engagement with quality assurance processes, particularly the external ones, allows European higher education systems to demonstrate quality and increase transparency, thus helping to build mutual trust and better recognition of their qualifications, programmes, and other provision. The ESG are used by institutions and quality assurance agencies as a reference document for internal and external quality assurance systems in higher education. Moreover, they are used by the European Quality Assurance Register (EQAR), which is responsible for the register of quality assurance agencies that comply with the ESG. [This report was created in cooperation with Education International (EI), BUSINESSEUROPE, and European Quality Assurance Register for Higher Education (EQAR). This report was co-funded by the Erasmus+ Programme of the European Union.]
2018 Introduction to ESU&apos;s Policies in Higher Education (Amended)
Author: European Students' Union (ESU) (Belgium)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Student Unions,Student Rights,Educational Policy,Higher Education,Role of Education,Outcomes of Education,Governance,Educational Objectives,Educational Benefits,Power Structure,Democracy,Accountability,International Organizations,Educational Change,International Cooperation,Program Implementation,Progress Monitoring

In every policy paper European Students' Union (ESU) seeks to outline their vision for a truly modern and collegial higher education and student interests. This paper provides an overview of ESU's main policies on higher education. It begins with the following sections: (1) What is higher education?; (2) Who is higher education for?; (3) Interaction with the community; (4) What is the outcome?; (5) Who is affected?; and (6) Who is responsible? Next, a discussion of the European governing structures is presented, followed by ESU's policies as they relate to the Bologna process and the European Higher Education Area.
Key Considerations for Cross-Border Quality Assurance in the European Higher Education Area
Author: European Association for Quality Assurance in Higher Education (ENQA) (Belgium)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,International Cooperation,Quality Assurance,Higher Education,International Organizations,Educational Quality,Agency Cooperation,Compliance (Legal)

The development of the European Higher Education Area (EHEA) through the Bologna Process has contributed to an increase in cross-border exchanges and cooperation in higher education and facilitates the enhancement of trust and confidence among higher education systems. In the framework of the Bologna Process, cross-border QA is supported, and in the Yerevan Communiqué (2015) ministers in charge of higher education in the EHEA committed to allowing &quot;higher education institutions to use a suitable European Quality Assurance Register for Higher Education (EQAR)-registered agency for their external quality assurance process, respecting the national arrangements for the decision making on QA outcomes&quot;. In this context, cross-border QA refers to external QA activities of a QA agency carried out in a country other than the one in which it is based or primarily operates. For higher education institutions, this may be a voluntary process or part of the national mandatory external QA. The European Association for Quality Assurance in Higher Education (ENQA), European Students' Union (ESU), European University Association (EUA), European Association of Institutions in Higher Education (EURASHE) and EQAR set up an ad-hoc working group to develop a document that would guide stakeholders engaging in cross-border QA. This document presents the results of the group's work, which has drawn on prior experience in the topic and consultations with various stakeholders. This document aims to provide information and support to higher education institutions and QA agencies that engage in or consider engaging in crossborder QA activities within the EHEA. In doing so, it may also be a useful reference for governments to review and adapt their legal frameworks to allow for the use of cross-border QA with a suitable EQAR-registered agency for fulfilling requirements of national mandatory QA. While for some institutions and agencies cross-border QA has become common practice, newly initiated procedures may present additional challenges especially in less familiar contexts. This document therefore draws attention to some key issues that should be taken into consideration to ensure the success of cross-border QA activities. [This report was also written by the European Quality Assurance Register for Higher Education (EQAR).]
Observing Effective Mathematics Teaching: A Review of the Literature
Author: Ingram, Jenni
Date: 2018-00-00
Type: Information Analyses
Subjects: Mathematics Instruction,Observation,Comparative Education,Teaching Methods,Teacher Effectiveness,Mathematics Education,Classroom Observation Techniques,Reliability,Validity,Foreign Countries

This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics. This includes frameworks specifically designed for international comparisons of teaching practices and teacher effectiveness, as well as those used for teaching development. Five chapters focus on: (1) Introduction (different frameworks for classroom observations; breadth of focus; reliability; validity; and observation frameworks); (2) Tools for the Observation of Effective Teaching (The International System for Teacher Observation and Feedback; the Quality of Teaching Framework; and The Mathematics Education Traditions of Europe Project); (3) The Use of Frameworks for Research in the UK (comparing the three frameworks; (4) Alternative Frameworks (the Knowledge Quartet; Mathematical Quality of Instruction; and Watson's Framework); and (5) Observing to Improve Teaching (observing effective mathematics teaching and observing to develop teaching).
A Look at Latino Student Success: Identifying Top- and Bottom-Performing Institutions
Author: Nichols, Andrew H.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,College Students,Academic Achievement,Graduation Rate,College Entrance Examinations,Scores,Federal Aid,Grants,Outcomes of Education,Racial Differences,Access to Education,Institutional Characteristics

This report looks at graduation rates for Latino students and the completion or graduation rate gap between Latino and White students at four-year colleges and universities across the country. Data come from the Integrated Postsecondary Education Data System. The bulk of this analysis focuses on 613 public and nonprofit private nonspecialized institutions. These institutions enroll nearly 85 percent of all first-time, full-time Latino students enrolled at four-year campuses. The report compares Latino student outcomes at colleges that are similar (e.g., total number of undergraduates, average SAT scores, and number of Pell Grant recipients). The study found 10 institutions that have significantly higher-than-average graduation rates for Latino students and little to no completion rate gap between Latino and White students. These institutions defy the notion that student outcomes are determined by the incoming characteristics of the students that colleges and universities admit. This report examines the practices at eight institutions that have improved outcomes in both access and success and sustained them over a significant period of time. It also shares 10 of the analyses that leaders at these institutions found to be particularly powerful in provoking discussion and action on college completion.
Alumni Perspectives Survey Report, 2017
Author: Graduate Management Admission Council (GMAC)
Date: 2017-00-00
Type: Reports - Research
Subjects: Alumni,Attitude Measures,Business Administration Education,Graduate Study,Program Effectiveness,Administrator Education,Career Choice,Majors (Students),Salaries,Outcomes of Education,Entrepreneurship,Interpersonal Competence

The Alumni Perspectives Survey was conducted online from September to November, 2016. Survey respondents currently work in 122 countries/regions worldwide and represent three generations of graduate business alumni. Findings highlight the successful outcomes of nearly 15,000 business school alumni who decided to meet the economic challenges of a changing world by undertaking a graduate management education and leveraging the skills and preparation it provides to redirect the course of their careers. They attest to the value of their educational experience and the crucial role their business programs played in connecting them to new opportunities. Overall: (1) Business school alumni give a graduate management education high marks for value; (2) Likelihood to recommend their programs to others yields high Net Promoter--&quot;customer loyalty&quot;--scores for business school; (3) Alumni work across the spectrum of industries, but their degree type often differentiates career paths; (4) Business school boosts graduates' earnings potential; (5) More than 1 in 10 alumni run their own business and are satisfied with their entrepreneurial experience; and (6) Alumni rank interpersonal skills as most important in the workplace, regardless of job level or function. [The following individuals from the Research Department at the Graduate Management Admission Council (GMAC) made significant contributions to the publication of this report: Gregg Schoenfeld, Rebecca Estrada Worthington, Paula Bruggeman, Devina Caruthers, Matt Hazenbush, Tacoma Williams, and Tania Hernandez-Andersen.]
FSSE 2017 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Teacher Surveys,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,Faculty Development,College Seniors,College Freshmen,Foreign Countries,Colleges,College Faculty,Institutional Characteristics,Individual Characteristics

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and what kinds of learning experiences their institutions emphasize. This overview provides general information about the institutions and faculty members that participated in the 2017 FSSE administration, highlighting ways institutions can use their results. The first section compares characteristics of FSSE-participating institutions to those of NSSE-participating institutions and the U.S. profile of bachelor's-granting institutions. It also compares characteristics of FSSE respondents to those of faculty members at U.S. bachelor's-granting institutions and provides general information about response rates. The second section provides guidelines for using and interpreting FSSE 2017 results, and it highlights resources for analyzing and presenting FSSE findings. (Resources intended to help with the use of FSSE data are also on the FSSE website, fsse.indiana.edu.) [For &quot;FSSE 2016 Overview,&quot; see ED574437.]
The GMAT® Exam Is Not Getting Easier: The Fallacy of Score Increases and the Impact of Score Preview
Author: Graduate Management Admission Council (GMAC)
Date: 2017-00-00
Type: Reports - Research
Subjects: Business Administration Education,Business Schools,College Entrance Examinations,Graduate Study,Scores,Individual Characteristics,Foreign Countries,Cross Cultural Studies

The Graduate Management Admission Test® (GMAT®) exam was developed to assess skills most relevant to student success in graduate business programs and to help business schools select qualified applicants. In recent years, the average GMAT exam score of the admitted class of leading graduate business programs has risen, raising questions about the integrity of GMAT exam scores and whether the exam is getting easier. This research report explores whether and how GMAT exam scores have changed over time. The report analyzes GMAT exam scores from testing years (TY) 2011 through 2015 for test takers in eight countries--which account for about 80% of exams taken each year--to determine what impact changing test-taker demographics and the introduction of a score preview feature to the GMAT exam may be having on calculated average scores. The examinee base was segmented along five dimensions (citizenship, residency status, gender, undergraduate major, and age) using five-year GMAT testing data from citizens of the following eight countries: United States, Canada, France, Germany, United Kingdom, China, India, and South Korea. A demographically driven comparison of the historical exam data was used to recalculate the TY2016 exam scores. The potential impact of the score preview feature of the GMAT exam was also explored by comparing two years of score-sending data--TY2014 (before the GMAT score preview was introduced) and TY2016 (the year score preview became available). [The following individuals at the Graduate Management Admission Council made significant contributions to the preparation of this report: Rebecca Loades, Fanmin Guo, Matt Hazenbush, and Paula Bruggeman.]