ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Overview on Status: Higher Education in TAFE. Monograph Series 01/2009
Author: Moodie, Gavin
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Vocational Education,Technical Education,Foreign Countries,Adult Education,Attitude Measures,Program Development,Accreditation (Institutions),Social Attitudes,Educational Quality

A project funded through the National Vocational Education and Training Research and Evaluation program investigated higher education programs--mostly bachelor's and associate degrees--offered by technical and further education (TAFE) institutes. This overview highlights some of the issues associated with the perceived status of TAFE higher education programs identified through this project. The status of higher education programs in TAFE was raised in almost every interview in the project. Status was identified as a key limitation for developing higher education in TAFE by interviewees in offices of higher education, by senior managers at the dual-sector universities included in this project, by TAFE senior management at all TAFE institutes in the project, and by teachers and students. [This overview is based on the research report, &quot;Higher education in TAFE&quot; by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly.]
Research Overview: Implications for Teachers. Higher Education in TAFE. Monograph Series 01/2009
Author: Moodie, Gavin
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Public Policy,Vocational Education,Technical Education,Educational Policy,Foreign Countries,Adult Education,Attitude Measures,Educational Environment,Nontraditional Students,Teaching Styles,Faculty Workload,Faculty Development

A project funded through the National Vocational Education and Training Research and Evaluation program investigated higher education programs--mostly bachelor's and associate degrees--offered by technical and further education (TAFE) institutes. This overview highlights some of the implications for teachers identified by this project. [This overview is based on the research report, &quot;Higher education in TAFE&quot; by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly.]
Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response
Author: United States Agency for International Development
Date: 2009-03-00
Type: Guides - Classroom - Learner
Subjects: Personality Traits,Self Efficacy,Definitions,Prevention,Violence,Gender Issues,Gender Bias,Goal Orientation,Sex Role,Dating (Social),Interpersonal Relationship,Interpersonal Communication,Childrens Rights,Problem Solving,Emotional Response,Friendship,Peer Influence,Puberty,Coping,Conflict Resolution,Thinking Skills,Decision Making,Females,Males,Gender Differences,Pregnancy,Educational Environment,Guides,Civil Rights,Social Justice,Holistic Approach,Victims of Crime,Student Needs,Preadolescents,Early Adolescents,Acquired Immunodeficiency Syndrome (AIDS),Health Promotion,World Problems,Program Evaluation,Program Effectiveness,Foreign Countries

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" was designed for students to improve their resiliency and self-efficacy and to help them prevent and respond to SRGBV. A glossary is included. Two appendices are included: (1) School-Related Gender-Based Violence: Definition and Types; and (2) Sample Letter to Parents. (Contains 34 footnotes.) [This manual is part of the Doorways program that comprises: "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507889); "Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507887); "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507890); and "Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507888).]
Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response
Author: United States Agency for International Development
Date: 2009-03-00
Type: Guides - Non-Classroom
Subjects: Counselor Training,Personality Traits,Self Efficacy,Definitions,Prevention,Violence,Gender Issues,Gender Bias,Goal Orientation,Sex Role,Dating (Social),Interpersonal Relationship,Interpersonal Communication,Childrens Rights,Problem Solving,Emotional Response,Friendship,Peer Influence,Puberty,Coping,Conflict Resolution,Thinking Skills,Decision Making,Females,Males,Gender Differences,Pregnancy,Educational Environment,Guides,Civil Rights,Social Justice,Holistic Approach,Victims of Crime,Student Needs,Preadolescents,Early Adolescents,Acquired Immunodeficiency Syndrome (AIDS),Health Promotion,World Problems,Program Evaluation,Program Effectiveness,Foreign Countries,Child Abuse

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to violence in schools. It includes this training manual and "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response," which contains content information and materials for participants to use throughout the program. A glossary and a bibliography are included. Two appendices are included: (1) School-Related Gender-Based Violence: Definition and Types; and (2) Doorways Training Program Evaluation. (Contains 19 footnotes.) [This manual is part of the Doorways program that comprises: "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507886); "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507889); Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response (ED507890); and Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response (ED507888).]
Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response
Author: United States Agency for International Development
Date: 2009-03-00
Type: Guides - Classroom - Teacher
Subjects: Program Evaluation,Prevention,Faculty Development,Reference Materials,Teaching Methods,Program Effectiveness,Violence,Gender Issues,Gender Bias,Teacher Role,Educational Environment,Guides,Teacher Attitudes,Teacher Characteristics,Power Structure,Teacher Responsibility,Civil Rights,Childrens Rights,Social Justice,Classroom Techniques,Discipline,Teacher Behavior,Legal Responsibility,Planning,Child Welfare,Holistic Approach,Victims of Crime,Student Needs,Community Action,Preadolescents,Early Adolescents,Acquired Immunodeficiency Syndrome (AIDS),Health Promotion,World Problems,Foreign Countries,Child Abuse

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Teachers can play a central role in violence prevention, and they can also help promote nonviolence with families and communities. "Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response" was designed to train teachers to help prevent and respond to SRGBV by reinforcing teaching practices and attitudes that promote a safe learning environment for all students. Doorways III includes this training manual and "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response," which contains content information and materials for participants to use throughout the program. Appendices include: (1) School-Related Gender-Based Violence: Definition and Types; (2) Doorways Training Program Evaluation; and (3) Post-Training Assessment and Answer Key. A glossary and bibliography are included. (Contains 29 footnotes.) [This manual is part of the Doorways program that comprises: (1) "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507886); (2) "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response" (ED507889); (3) "Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507887); and "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response" ED507890.]
Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response
Author: United States Agency for International Development
Date: 2009-03-00
Type: Books
Subjects: Referral,Sexual Abuse,Interpersonal Relationship,Counselor Training,Counseling Effectiveness,Listening Skills,Child Abuse,Program Evaluation,Prevention,Vignettes,Power Structure,Reference Materials,Program Effectiveness,Violence,Gender Issues,Gender Bias,Educational Environment,Guides,Teacher Attitudes,Civil Rights,Childrens Rights,Social Justice,Child Welfare,Holistic Approach,Victims of Crime,Student Needs,Preadolescents,Early Adolescents,Acquired Immunodeficiency Syndrome (AIDS),Health Promotion,World Problems

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways II: Community Counselor Reference Materials on School-Related Gender-Based Violence Prevention and Response," was designed for participants attending the Doorways II training program. It is to be used during the training for session activities. The booklet is also a resource community counselors can refer back to as they seek to put into practice the new information and skills gained from the Doorways training program. A glossary and bibliography are included. A section titled School-Related Gender-Based Violence: Definition and Types is appended. (Contains 7 footnotes.) [This manual is part of the Doorways program that comprises: "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507886); "Doorways III: Teacher Reference Materials. On School-Related Gender-Based Violence Prevention and Response" (ED507890); and "Doorways III: Teacher Training Manual. On School-Related Gender-Based Violence Prevention and Response" (ED507888). For "Doorways II: Community Counselor Training Manual," see ED507887.]
Doorways III: Teacher Reference Materials. On School-Related Gender-Based Violence Prevention and Response
Author: United States Agency for International Development
Date: 2009-03-00
Type: Guides - Classroom - Teacher
Subjects: Teacher Attitudes,Teacher Student Relationship,Learning Activities,Student Rights,Civil Rights,Faculty Development,Classroom Environment,School Safety,Teacher Responsibility,Teacher Role,World Problems,Gender Issues,Social Justice,Violence,Teacher Characteristics,Reflection,Teacher Improvement,Prevention,Sexual Abuse,Vignettes,Power Structure,Foreign Countries,Females,Sexuality,At Risk Persons,Childrens Rights,Teacher Behavior,Student Behavior,Discipline,Behavior Problems,Referral,Counseling,Listening Skills,Victims of Crime,Child Abuse,Public Policy,Definitions,Gender Bias,Gender Differences,Educational Environment,Student Needs,Preadolescents,Early Adolescents,Acquired Immunodeficiency Syndrome (AIDS),Health Promotion

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response," was designed for participants attending the Doorways III training program. It is to be used during the training for session activities. The booklet is also a resource teachers can refer to once they have returned to their classrooms to help them put into practice the new information and skills gained from the Doorways training program. A section titled School-Related Gender-Based Violence: Definition and Types is appended. A glossary and bibliography are included. (Contains 13 footnotes.) [This manual is part of the Doorways program that comprises: "Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507886); "Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response" (ED507889); and "Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response" (ED507887). For "Doorways III: Teacher Training Manual," see ED507888.]
Globalization, Citizenship and Educational Reform
Author: Qi, Jie
Date: 2009-04-00
Type: Opinion Papers
Subjects: Citizenship,Global Approach,Educational Change,Foreign Countries,Nationalism,Educational Development,Social Change,Educational Trends,Educational Policy,Policy Analysis,Politics of Education

This paper explores the notions of globalization as embodied in Japanese educational reforms during the 1980s and 1990s. Modern institutional discourses of educational reform in Japan have shifted over time and all of these reform movements have been constructed by particular social and historical trajectories. Generally speaking, it has been taken for granted that the educational reform in Japan has been turning gradually toward globalization. However, this paper is trying to interrupt the notion that such globalization has constructed various notions of citizenship and nationalism.
Globalization and Educational Reform in Contemporary Japan
Author: Qi, Jie
Date: 2008-11-00
Type: Reports - Evaluative
Subjects: Nationalism,Asian Culture,Global Approach,Educational Change,Foreign Countries,Political Influences,Curriculum Development,Politics of Education,Educational Policy,Policy Analysis,Educational Development

This study explores the notions of globalization as embodied in Japanese educational reforms. Modern institutional discourses of educational reform in Japan have shifted over time and all of these reform movements have been constructed by particular social and historical trajectories. Generally speaking, it has been taken for granted that the educational reform in Japan has been turning gradually toward globalization. However, this paper is trying to interrupt the notion that such globalization has constructed various notions of citizenship and nationalism. Firstly, we argue that the Japanese version of globalization is associated with Westernization, especially Americanization economically and philosophically. Secondly, nationalism is a counter-reaction to globalization. Making contribution to the world society actually is to have a political influence in the world and even to spread the Japanese culture to the rest of the world. Thirdly, although it is common that Japanese companies make inroads into foreign markets, and foreign companies make inroads into Japanese markets, nationalism has become more intense in Japan. This paper concludes by pointing out that the Japanese globalization is an organizational-institutional globalization.
The Issue of Diversity and Multiculturalism in Japan
Author: Qi, Jie
Date: 2008-03-00
Type: Opinion Papers
Subjects: Ethnic Groups,Cultural Pluralism,Foreign Countries,Cultural Influences,Ethnic Diversity,Social Attitudes,Policy Formation,Public Policy,Teacher Attitudes,Asian Culture,Social Bias,World History,Immigrants,Language Usage,Japanese

The purpose of this paper is to problematize that which has been taken for granted about the notion of multiculturalism in Japan. Multiculturalism is a &quot;hot&quot; issue in Japan. As the Japanese government started to promote &quot;internationalization&quot; since 1980s, slogans such as &quot;international exchange,&quot; &quot;cultural exchange,&quot; &quot;understanding of other cultures,&quot; etc., have become the most popular hackneyed expressions among policy maker and educators. This paper demonstrates that the notion of multiculturalism in Japan is intricately and deeply embedded in Japanese society, Japanese culture and the Japanese educational system and that this type of multiculturalism excludes ethnic groups which have lived in Japan since old times.
Reducing the Negative Effects of Large Schools. Revised
Author: Duke, Daniel L.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Standardized Tests,School Size,Small Schools,Outcomes of Education,Educational Facilities Improvement,Educational Facilities Planning,Academic Achievement,Academic Persistence,School Holding Power,Graduation Rate,Comparative Analysis

This document reviews recent efforts to promote small schools. The rationale for small schools is discussed, drawing on recent studies linking school size and various outcomes. Arguments for large schools are considered, followed by an examination of four ways to reduce the negative effects of school size--build smaller schools, utilize satellite facilities, reallocate space in existing schools, and redesign and renovate existing schools. A brief description of one such project is provided, followed by a discussion of design issues related to the subdivision of large schools into smaller units. It concludes by noting that, while small schools may not yet have demonstrated a consistent capacity for out-performing large schools in terms of student performance on standardized tests, they have begun to post a track record for keeping students in school long enough to graduate. (Contains 3 tables.) [For the 2001 version of this publication, see ED454698.]
Arkansas Career Pathways Initiative: Progress Report of Activities and Outcomes during Program Year Three (July 1, 2007--June 30, 2008)
Author: Workforce Strategy Center
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Research Reports,State Programs,Labor Force Development,Program Descriptions,Program Effectiveness,Organizational Objectives,Student Improvement,Economic Change,Technical Assistance,Statistical Analysis,Financial Support,Career Development,Program Evaluation

In today's uncertain economy, states and regions are experiencing myriad workforce challenges. In the short run, layoffs and unemployment resulting from the current economic downturn dictate an immediate need for education and training to prepare workers for key occupations. In the long run, states and regions continue to exist in a global economy where ability to compete and success are determined by how well the skills of the workforce meet the needs of businesses. Given these realities, Arkansas--a state with a high poverty rate--needs to increase the number of low-income and low-skill adults who access and complete education and training enabling them to attain good jobs and to contribute to the state's competitive position. To address this challenge, the Arkansas Career Pathways Initiative (CPI), which is administered by the Arkansas Department of Higher Education (ADHE), marshals public education and training resources to improve the employment and earnings prospects of low-income adults by preparing them to work in industries of importance in their regions. This report details the CPI activities and outcomes during FY 2008, the program's third year of operations. Two appendices are included: (1) Tables; and (2) The CPI Model. (Contains 8 tables, 1 figure and 7 footnotes.) [This report was prepared for the Arkansas Department of Higher Education.]
Career-Focused Services for Students with Disabilities at Community Colleges
Author: Workforce Strategy Center
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Community Colleges,Disabilities,Employment Opportunities,Labor Force Development,College Role,Accessibility (for Disabled),Technical Institutes,College Outcomes Assessment,Interviews,State Officials,Administrator Attitudes,School Visitation,Change Strategies,Educational Indicators,Policy Analysis

The nation's changing economy requires workers to attain increasingly higher job skills. Leaders in education, workforce development, and economic development recognize the need to help workers meet this challenge and to help employers find qualified employees. Barriers to educational and career opportunities will need to be removed so that individuals can succeed in this changing environment. In order to adequately respond to the pressing needs of a shifting economy and prepare a talented workforce, all students must have access to relevant education and training. With a total enrollment of approximately 11.6 million students--nearly half of all undergraduates in the country--the nation's community colleges have a critical role to play in addressing this imperative. Community colleges must strive to align their programs and services with the needs of the economy and to assist students to make successful transitions from education to work. Statistics indicate that people with disabilities complete high school and attend postsecondary institutions at significantly lower rates than the overall population. Additionally, people with disabilities have a much higher unemployment rate. Although efforts by policymakers and disability advocates to address these disparities have made positive impacts, it is clear that more systematic efforts must be made on a regional, state, and national level to assist students with disabilities to succeed in postsecondary education and enter the workforce. This report examines the efforts of community colleges to function as intermediaries in meeting the local workforce development needs of employers and promoting career opportunities and job attainment for students, including those with disabilities. Five appendices are included: (1) State Policy Discussion Guide; (2) List of Telephone Conversations with State Level Administrators; (3) List of Interviews at Community and Technical Colleges; (4) Community and Technical College Discussion Guide; and (5) List of Materials Reviewed at Each Site. (Contains 9 footnotes.) [This report was also prepared by the National Collaborative on Workforce &amp; Disability for Youth.]