ethanporcaro/eric-fulltext-meta huggingface dataset:
Common Core State Standards &amp; Career and Technical Education: Bridging the Divide between College and Career Readiness
Author: Meeder, Hans
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Academic Standards,State Standards,Vocational Education,College Readiness,Careers,Readiness,Barriers,Alignment (Education),Participation,State Departments of Education,Surveys,Interviews,Interdisciplinary Approach,Teamwork,Organizational Communication,Educational Resources,Literacy,Mathematics,Teacher Collaboration,Expectation,Postsecondary Education

As states are working to align their education systems with the Common Core State Standards (CCSS) in support of the goal of graduating all students ready for college, careers and life, academic and career and technical education (CTE) leaders at the state and local levels can and should maximize this opportunity to finally break down the silos between their disciplines and collectively find ways to ensure that the new standards rigorously engage all students in both academic and CTE courses. Bridging this divide, however, will happen only with intentionality and forethought at the policy and program levels. A substantial gap remains between the opportunity and need for engagement of the CTE community and CTE's current level of involvement in the implementation of the CCSS. Nearly half of the states that responded to an Achieve survey report that they have no CTE representation on their CCSS implementation teams, implying that in their states the CCSS are (currently) being viewed as purely an academic initiative, despite interest from CTE leaders to be involved. This paper aims to provide guidance to state education leaders about how they can maximize the opportunity to better align academics and CTE through the implementation of the new CCSS by: (1) Summarizing what state leaders are currently doing to integrate the CCSS and CTE; (2) Providing specific strategies and supporting examples of what particular states are doing; and (3) Identifying common barriers and challenges that state leaders face. The Survey and Its Findings are appended. (Contains 2 endnotes.)
College Rankings Inflation: Are You Overpaying for Prestige? Education Outlook. No. 3
Author: Hess, Frederick M.
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Higher Education,Reputation,College Choice,Tuition,Institutional Evaluation,Institutional Characteristics,Grade Inflation,College Applicants

College ranking guides such as Barron's &quot;Profiles of American Colleges&quot; and &quot;US News and World Report&quot; serve as bibles for college applicants and their families. The schools they proclaim as most competitive or elite receive a flood of applications, despite their often-hefty price tags. However, the ranks of the top-tier schools are growing, without any evidence that these schools' instructional quality is increasing. Inflation in the number of applications each student submits means that each school seems more selective, and inflation in students' high school GPAs means that their accepted student bodies appear more accomplished. This false sense of exclusivity allows top-tier schools to raise their tuition, knowing parents and students are willing to pay more for the sake of access to the perceived prestige of these institutions. Applicants and their families should be wary of letting these rankings serve as the main criteria in their college decisions. (Contains 2 figures and 21 notes.)
Measuring Student Satisfaction from the Student Outcomes Survey. Technical Paper
Author: Fieger, Peter
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Student Attitudes,Vocational Education,Teaching Methods,Outcome Measures,Outcomes of Education,Participant Satisfaction,National Surveys,Learning Experience,Skill Analysis,Skill Development,Student Evaluation,College Outcomes Assessment,Evaluation Methods,Weighted Scores,Goodness of Fit,Item Response Theory,Comparative Analysis,Foreign Countries

The Student Outcomes Survey is an annual national survey of vocational education and training (VET) students. Since 1995, participants have been asked to rate their satisfaction with different aspects of their training, grouped under three main themes: teaching, assessment, and generic skills and learning experiences. While the composition of the bank of satisfaction questions has remained fairly constant over time and the suitability of the three overarching satisfaction categories has been validated statistically on several occasions, little progress has been made on creating summary measures that encapsulate the three main themes of student satisfaction. Such summary measures would be much more useful to researchers than responses to the bank of 19 satisfaction questions, which are very detailed. This paper compares three methods of creating a composite score and evaluates their statistical veracity. These methods are Rasch analysis, weighted means and simple means. This report finds that all three methods yield similar results and so recommends using the simple means method to create the summary measures. (Contains 7 tables, 2 figures and 2 footnotes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]
VET Research for Industry. Conference Paper
Author: Karmel, Tom
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Industry,Educational Principles,Vocational Education,Conference Papers,Apprenticeships,Salary Wage Differentials,Graduation Rate,Qualifications,Relevance (Education),School Business Relationship,Education Work Relationship,Innovation,Role of Education,Labor Force Development,Research Needs,Stakeholders,Foreign Countries

This paper was a keynote address at the Australian Vocational Education and Training Research Association (AVETRA) conference held in Canberra in April 2012. The author notes that industry is arguably the key stakeholder in the Australian vocational education and training (VET) sector, but is not a single actor nor a disinterested consumer of training. Rather, industry consists of a range of bodies, all of whom are active players in the sector. The paper discusses six areas of research which are pertinent to industry. These areas are: (1) the value of completing an apprenticeship or traineeship; (2) the role of wages in completion rates for apprenticeships and traineeships; (3) the value of completion of VET qualifications; (4) the level of matching between what people are training in and the jobs they get; (5) the role of VET in innovation; and (6) VET and workforce development. All of this research raises questions about VET and industry, either in terms of how public training funds are allocated or the educational principles on which VET is based. In particular, the major points made are that the value of training is quite variable and this should be a consideration in its public funding, and the narrow industry focus of VET needs to be leavened with more general education. (Contains 5 tables, 8 figures and 2 footnotes.)
The NMC Horizon Report: 2011 K-12 Edition
Author: Johnson, L.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Advisory Committees,Elementary Secondary Education,Creative Activities,Global Approach,Influence of Technology,Technological Advancement,Technology Uses in Education,Annual Reports,Computer Software Evaluation,Computer Software Reviews,Instructional Material Evaluation,Adoption (Ideas),Technology Transfer,Games,Open Source Technology,Educational Environment,Handheld Devices,Educational Innovation,Learning Strategies,Appropriate Technology,Research Reports

"The NMC Horizon Report" series is the most visible outcome of the New Media Consortium. (NMC) Horizon Project, an ongoing research effort established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe. This volume, "The NMC Horizon Report: 2011 K-12 Edition," examines emerging technologies for their potential impact on and use in teaching, learning, and creative expression within the environment of pre-college education. The hope is that the report is useful to educators worldwide, and the international composition of the advisory board reflects the care with which a global perspective was assembled. While there are many local factors affecting the practice of education, there are also issues that transcend regional boundaries, questions individuals all face in K-12 education, and it was with these in mind that this report was created. "The NMC Horizon Report: 2011 K-12 Edition" is the third in the K-12 series of reports and is produced by the NMC in collaboration with the Consortium for School Networking (CoSN), and the International Society for Technology in Education (ISTE), with the generous support of HP's Office of Global Social Innovation. The six technologies featured in "The NMC Horizon Report" are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative applications in the K-12 environment. The near-term horizon assumes the likelihood of entry into the mainstream for schools within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. On the near-term horizon--that is, within the next 12 months, are cloud computing and mobiles. The second adoption horizon is set two to three years out, where individuals will begin to see widespread adoptions of two well-established technologies: game-based learning and open content. On the far-term horizon, set at four to five years away from widespread adoption, are learning analytics and personal learning environments. Each of these technologies is described in detail in the body of the report. These sections open with a discussion of what the technology is and why it is relevant to teaching, learning, and creative inquiry. [For "Horizon Report: 2010 K-12 Edition," see ED513493.
The NMC Horizon Report: 2012 Higher Education Edition
Author: Johnson, L.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Advisory Committees,Creative Activities,Global Approach,Influence of Technology,Technological Advancement,Technology Uses in Education,Annual Reports,Computer Software Evaluation,Computer Software Reviews,Instructional Material Evaluation,Adoption (Ideas),Technology Transfer,Games,Handheld Devices,Educational Innovation,Learning Strategies,Appropriate Technology,Research Reports,Computer Uses in Education,Courseware,Computer Software,Internet,Trend Analysis,Performance Factors,Time Perspective

The internationally recognized "NMC Horizon Report" series and regional "NMC Technology Outlooks" are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. This volume, the "NMC Horizon Report: 2012 Higher Education Edition," was again produced in a collaborative effort with the EDUCAUSE Learning Initiative, an EDUCAUSE Program, and examines emerging technologies for their potential impact on teaching, learning, and creative inquiry within the higher education environment. The six technologies featured in the "NMC Horizon Report: 2012 Higher Education Edition" are placed along three adoption horizons that indicate likely timeframes for their entrance into mainstream use for teaching, learning, and creative inquiry. The near-term horizon assumes the likelihood of entry into the mainstream for higher education institutions within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. On the near-term horizon--that is, within the next 12 months--are "mobile apps" and "tablets". The second adoption horizon, two to three years out, is where individuals will begin to see widespread adoptions of two technologies that are experiencing growing interest within higher education: "game-based learning" and "learning analytics". On the far-term horizon, set at four to five years away from widespread adoption, are "gesture-based computing" and the "Internet of Things." Each of these technologies is described in detail in the main body of the report, where a discussion of what the technology is and why it is relevant to teaching, learning, or creative inquiry may also be found. Given the practical focus of the report, a listing of examples of the technology in use, especially in higher education, is a key component of each of the six main topics. The authors' research indicates that all six of these technologies, taken together, will have a significant impact on learning-focused organizations within the next five years. [For "The 2011 Horizon Report," see ED515956.
Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas. Executive Summary
Author: Barnett, Elisabeth A.
Date: 2012-05-00
Type: Reports - Research
Subjects: College Preparation,High School Students,College Readiness,Partnerships in Education,College School Cooperation,High Schools,Colleges,At Risk Students,Program Descriptions,Classification,Barriers

This paper presents an executive summary of a study that examines a number of college readiness partnership programs operating in Texas and identifies their features, targeted students, and intended outcomes. It also examines the partnerships that created these programs. The findings presented here are based on a search and analysis of the relevant research and Texas policy literature, an online scan of college readiness partnership programs in Texas with a web presence, and site visits to high schools, colleges, and community-based organizations in the Houston and Dallas-Fort Worth areas. The authors observed that most college readiness partnership programs could be classified into two types: those that focused on academic subjects and those that focused on college knowledge. The former tended to be intensive, short-term programs that targeted a small group of students and provided a direct experience of college; the latter tended to be light-touch, long-term programs that were open to all students and provided little direct experience of college. The authors identify a number of implications for college readiness partnership programs and the partnerships themselves. It is clear that college readiness partnerships create opportunities for secondary and postsecondary institutions to leverage each other's services, eliminating redundant services and aligning programming to maximize gains for students. In some cases, college readiness partnership programs also lead to long-lasting relationships between institutions and continued collaboration. College readiness partnership programs may have the best chance of improving outcomes if commonly encountered challenges--such as issues related to student recruitment and program sustainability--are considered early in the planning stages. The authors emphasize the value of choosing interventions that show the greatest promise in a given context and matching students to the interventions that best meet their needs; they also note that building a stronger evidence base would enhance high schools' and colleges' ability to make sound decisions about which potential program models to implement. (Contains 1 figure.) [This paper was written with Heather D. Wathington, Joshua Pretlow, Beth Hustedt, Nikki Edgecombe, Alissa Gardenhire, and Nicole Clabaugh. For the full report, &quot;Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas,&quot; see ED532393.]
Technology Outlook for UK Tertiary Education 2011-2016: An NMC Horizon Report Regional Analysis
Author: Johnson, L.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Scholarship,Comparative Education,Educational Policy,Higher Education,Consortia,Educational Cooperation,Educational Trends,International Education,Educational Technology,Influence of Technology,Technology Uses in Education,Handheld Devices,Computer System Design,Information Storage,Computer Interfaces,Distance Education,Computer Games,Web Based Instruction,Internet,Teleconferencing,Electronic Learning,Trend Analysis,Delphi Technique,Literature Reviews,Educational Research,Expertise,Web Sites,Postsecondary Education,Electronic Publishing,Advisory Committees,Information Management,Economic Factors,Data Analysis,Barriers,Resistance to Change,Learner Controlled Instruction

This paper reflects a collaborative effort between the New Media Consortium (NMC) and the JISC Innovation Support Centres, CETIS and UKOLN. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, research or information management in UK tertiary education over the next five years. In an effort that ran from January through August 2011, the team behind this report considered a wide range of relevant articles, news, blog posts, research, and project examples as part of the preparation for a carefully selected group of 33 experts that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for tertiary education in the United Kingdom over the next five years. That group of experts, known as the Horizon.JISC Advisory Board, is comprised of an international body of knowledgeable individuals, all highly regarded in their fields; collectively the advisory board represents a range of diverse perspectives across the learning sector. [This paper is a collaboration with the Centre for Educational Technology and Interoperability Standards (CETIS) and the United Kingdom Office for Library and Information Networking (UKOLN).]
Challenge Based Learning: The Report from the Implementation Project
Author: Johnson, L.
Date: 2011-00-00
Type: Reports - Research
Subjects: World Problems,Learning Activities,Interdisciplinary Approach,Educational Technology,Teaching Methods,Program Implementation,Technology Uses in Education,Problem Based Learning,Partnerships in Education,Instructional Effectiveness,Program Effectiveness,Elementary Secondary Education,Educational Innovation,Student Experience,Outcomes of Education,Teaching Experience,Educational Resources,Skill Analysis,Educational Practices,Summative Evaluation,Formative Evaluation,Handheld Devices

Challenge Based Learning (CBL) is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. The approach is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities and around the world to develop deeper knowledge of the subjects students are studying, accept and solve challenges, take action, share their experience, and enter into a global discussion about important issues. Using a Mac, iPad, iPod touch, and easy-to-use software from Apple, students can engage, create, and collaborate in the classroom and beyond. In 2009, the NMC partnered with Apple Education to analyze the results of the CBL pilot, which involved 321 students and 29 teachers in six US high schools embarking on a set of projects that spanned 17 disciplines. Based on the remarkable results, in 2011 a second more in-depth study was planned that involved 19 institutions, this time spanning grade levels from 3 to 20, with the support of Apple Education. This report documents the outcomes of Challenge Based Learning in the 19 institutions engaged in the Implementation Project. (Contains 21 footnotes.)
Technology Outlook for Australian Tertiary Education 2012-2017: An NMC Horizon Report Regional Analysis
Author: Johnson, L.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Policy,Higher Education,Consortia,Educational Cooperation,Educational Trends,International Education,Educational Technology,Influence of Technology,Technology Uses in Education,Handheld Devices,Computer System Design,Information Storage,Computer Interfaces,Online Courses,Distance Education,Computer Games,Web Based Instruction,Internet,Teleconferencing,Electronic Learning,Trend Analysis,Delphi Technique,Literature Reviews,Educational Research,Expertise,Web Sites,Postsecondary Education,Electronic Publishing,Advisory Committees,Information Management,Economic Factors,Data Analysis,Barriers,Resistance to Change,Learner Controlled Instruction,Open Universities

This paper reflects a multi-year collaborative effort between the New Media Consortium (NMC) and Griffith University to help inform Australian educational leaders about significant developments in technologies supporting teaching, learning, and research in tertiary education. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, research, or information management in Australian tertiary education over the next five years. This paper was produced to explore emerging technologies and forecast their potential impact expressly in an Australian context. In the effort that ran from February through April 2012, a carefully selected group of 41 experts behind this report considered hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for tertiary education in Australia over the next five years. That group of experts, known as the 2012 Horizon.au Advisory Board, is comprised of a body of knowledgeable individuals, all highly regarded in their fields; collectively the advisory board represents a range of diverse perspectives across the learning sector. [For &quot;Technology Outlook for UK Tertiary Education 2011-2016: An NMC Horizon Report Regional Analysis,&quot; see ED532399.]
Attention to Affect in Language Learning
Author: Arnold, Jane
Date: 2011-00-00
Type: Journal Articles
Subjects: Phonetics,Language Teachers,Academic Discourse,Second Language Learning,Language Acquisition,Foreign Countries,English (Second Language)

As language teachers, we have to pay attention to many things in our work so why add &quot;attention to affect&quot;?  Perhaps the simplest, most direct answer is that whatever we focus most on in our particular context, be it general English, morphosyntax, phonetics, literature, English for academic writing or any other special area, attention to affect will make our teaching more effective.  If I want to communicate to my students my respect for and interest in what I teach and to encourage them to share this interest, I have a valuable ally in attention to affect. This article will provide a more in-depth answer to the question of why affect is important and will discuss some options for dealing with it in the classroom.