ethanporcaro/eric-fulltext-meta huggingface dataset:
Career Technical Education and Labor Market Demand
Author: National Association of State Directors of Career Technical Education Consortium (NASDCTEc)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Demand Occupations,Labor Market,Occupational Clusters,High School Graduates,College Graduates,Employment

Current data indicates that Career Technical Education (CTE) graduates with high school diplomas or postsecondary skills are preparing for careers in fields that are growing or in high-demand. Matching employability skills with workforce demand has been an issue among industries across the nation. CTE provides relevant academic and technical coursework leading to industry-recognized credentials for secondary, postsecondary, and adult learners. Further, CTE affords students the opportunity to gain the knowledge, skills, and credentials needed to secure careers in growing, high-demand fields. The National Career Clusters[TM] Framework provides a vital structure for organizing and delivering quality CTE programs through comprehensive programs of study. In total, there are 16 Career Clusters[TM] in the Framework, representing more than 79 Career Pathways to help students navigate their way to greater success in college and career. Based on research that analyzes market needs in relation to the 16 Career Clusters[TM], the lists presented in this paper identify the Career Clusters[TM] that are expected to experience the fastest growth by 2018, and the Career Clusters[TM] projected to have the largest total employment by 2018. Many CTE programs maintain alignment of their courses to labor market demands by staying attuned to the needs of local businesses and industries. CTE helps students attain high-demand skills, preparing them for postsecondary education and increasing their future labor market competitiveness. Labor market projections, such as those shown in this brief, can aid CTE educators and other stakeholders as they work to prepare students for postsecondary education and careers. (Contains 4 endnotes.)
Academic Freedom: What It Is, What It Isn't, and How to Tell the Difference
Author: Downs, Donald A.
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Academic Freedom,College Faculty,College Students,Colleges,Tenure,Civil Rights,Court Litigation,Research,Instruction,Freedom of Speech

Although the term academic freedom is tossed about almost with abandon, many people do not know exactly what it means. This paper defines academic freedom, explains to whom it applies, and places it in its historical, institutional, and legal contexts. This paper also offers guidelines for deciding when and where the protection of academic freedom should apply. (Contains 51 endnotes.)
Do North Carolina Students Have Freedom of Speech? A Review of Campus Speech Codes
Author: Robinson, Jenna Ashley
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Freedom of Speech,Civil Rights,Constitutional Law,Rating Scales,Student Rights,College Faculty,College Students,School Policy

America's colleges and universities are supposed to be strongholds of classically liberal ideals, including the protection of individual rights and openness to debate and inquiry. Too often, this is not the case. Across the country, universities deny students and faculty their fundamental rights to freedom of speech and expression. The report examines the speech, assembly and religious protections for students and faculty at North Carolina's universities--both public and private. Using the speech code rating system from the Foundation for Individual Rights in Education (FIRE), the Pope Center found that &quot;none&quot; of North Carolina's universities received a &quot;green light.&quot; A green light would indicate that there are no serious threats to students' free speech rights in the policies on a particular campus. A &quot;red light&quot; indicates the school has at least one policy that clearly restricts freedom of speech. A &quot;yellow light&quot; is given when a school has some policies that could ban or excessively regulate constitutionally protected speech. &quot;Do North Carolina Students Have Freedom of Speech?&quot; reflects the Pope Center's ongoing interest in encouraging diversity of thought in North Carolina's colleges and universities.
State Investment in Universities: Rethinking the Impact on Economic Growth
Author: Schalin, Jay
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,State Aid,Financial Support,Investment,Economic Development,Outcomes of Education,Economics,Theories,Human Capital,Models,Knowledge Economy,Cooperation,Microeconomics,Macroeconomics

Does investing taxpayer money in higher education lead to major payoffs in economic growth? State legislators and policy makers say yes. They routinely advocate massive appropriations for university education and research, even in poor economic times, on the grounds that taxpayers will be rewarded many times over. The investment of federal funds is assumed to achieve similar returns. But are these rosy projections true? To what extent do taxpayers' expenditures for universities actually contribute to economic growth? Those questions do not have easy answers. In this paper, Jay Schalin, senior writer for the John W. Pope Center for Higher Education Policy, goes beyond the superficial claims to look at broader economic studies that attempt to correlate expenditure with results. He finds that the results are not as favorable as they are often said to be, and he offers some explanations why. (Contains 2 figures.)
A Common-Sense Look at UNC Faculty Workloads
Author: Schalin, Jay
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: College Faculty,Online Courses,Teaching Load,Higher Education,Teacher Student Ratio

This paper measures the teaching loads of faculty in the University of North Carolina (UNC) system. The impetus for the paper was a statistic provided by the UNC system to the North Carolina legislature's Fiscal Research Division. It claimed that the system-wide average teaching load is 3.37 courses per professor per semester. Based on the Pope Center's knowledge of the UNC system, 3.37 courses seemed extremely high. So we conducted our own study. Determining faculty workloads is not a simple process. Faculty members' duties are usually divided among teaching, research, service and administration, and other activities. Arriving at a single number that provides a meaningful account of a professor's production can be an exceedingly complex task. However, the central purpose of a university is to teach; this study focuses solely on the amount of teaching that faculty do. As a result, the Pope Center has created a quick, simple, and meaningful measure of teaching loads that can be used for policy purposes. We applied our method to data taken directly from the UNC system's online course enrollments. This report is not intended to be a definitive empirical study on the topic of faculty teaching loads. It is instead intended to illustrate approximately how much teaching is actually done by professors in the UNC system, based on a representative sample of faculty. (Contains 4 tables.)
Games Universities Play: And How Donors Can Avoid Them
Author: Wooster, Martin Morse
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Alumni,Donors,Colleges,Universities,Private Financial Support,Administrator Responsibility,Intention,Ethics

What responsibilities do universities have to donors, many of whom are alumni? Presumably, one responsibility is to respect their wishes when they provide gifts with specific purposes. Yet Martin Morse Wooster shows in this report that universities often neglect the wishes of contributors. "Games Universities Play: And How Donors Can Avoid Them" offers illustrations of such failures to honor donor intent as the Robertson family's charge that Princeton diverted funds from a family gift and accusations that Trinity College siphoned funds from an endowed chair. The paper also points out that donors have a responsibility to be clear about their wishes and to act carefully when they give money to their alma mater or to other universities. It includes advice to potential donors to guide them through the process of giving money to universities.
Pell Grants: Where Does All the Money Go
Author: Robinson, Jenna Ashley
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Grants,Income,Federal Aid,Resource Allocation,Federal Programs,College Students,Access to Education,Cost Effectiveness,Student Needs,Student Characteristics,Eligibility,Paying for College,Parent Financial Contribution,Academic Achievement,Grade Point Average,Graduation,Standardized Tests,Low Income Groups,Educational Attainment,Socioeconomic Status,Costs

The Federal Pell Grant Program, which provides need-based grants to millions of college students, is the federal government's largest education expenditure. It consumes over half the Department of Education's annual budget and in 2010-2011 cost taxpayers about $36 billion per year. Although the program started out as a way to provide college access to low-income students, it has grown so vast in recent years that nearly 60 percent of all undergraduates now receive Pell grants. In spite of the high cost, few people have scrutinized the effectiveness of Pell grants. This report, "Pell Grants: Where Does All the Money Go?" by Jenna Ashley Robinson and Duke Cheston, brings together what is known about Pell grants to determine how well the program serves the students who receive them and the taxpayers who fund them. Calculating Pell Grant Eligibility is appended. (Contains 39 resources.)
The UNC School of the Arts: Should It Be Self-Supporting?
Author: Borders, Max
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Public Colleges,Public Schools,High Schools,Art Education,Educational Finance,Financial Support,State Aid,Costs,Tuition,Income,Public Support

The University of North Carolina School of the Arts (UNCSA), located in Winston-Salem, North Carolina, is highly unusual. A component of the University of North Carolina system, it is &quot;dedicated entirely to the professional training of students possessing talents in the performing, visual and moving image arts.&quot; This paper addresses the question of whether taxpayer funding is appropriate for a school that focuses on professional arts training, attracts nearly half its college students from outside the state, and appears to send most of its graduates elsewhere. It is, on a per capita basis, the most costly school in the University of North Carolina system. &quot;The UNC School of the Arts: Should It Be Self-Supporting?&quot; reflects the Pope Center's ongoing interest in encouraging a system of higher education in North Carolina that best meets the needs of students, their families, and taxpayers.
College Bound? Make the Right Choices
Author: Robinson, Jenna Ashley
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: College Preparation,College Bound Students,Guides,College Choice,Paying for College,Scholarships,Student Financial Aid,Student Loan Programs,High School Students

"College Bound? Make the Right Choices" is the Pope Center's latest tool for improving colleges and universities "from the bottom up" through better choices. Its purpose is to help high school students and their parents become smarter purchasers of higher education. This booklet by Jenna Ashley Robinson helps young people think through what they want from college--and choose their colleges accordingly. "College Bound?" answers students' most pressing questions about college: (1) Should you go to college?; (2) Choosing a college: One size doesn't fit all; (3) Paying for college (without breaking the bank); (4) Yes, you can get a scholarship!; (5) Avoiding the student-loan racket; and (6) College: More than just a four-year party.
Bringing Children Together: Magnet Schools and Public Housing Redevelopment
Author: Tegeler, Philip
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Literature,African American Students,Civil Rights,School Policy,Magnet Schools,Community Schools,Public Housing,Cooperative Planning,Conferences (Gatherings),Court Litigation,Social Justice,Correlation,Educational Change,Racial Segregation,School Desegregation,Poverty

This report grows out of a conference roundtable on public housing redevelopment, magnet schools, and Justice Reinvestment held on February 29, 2008, in Tampa, Florida. The roundtable was made possible through the financial support of the Open Society Institute (OSI). It was organized and hosted by the Poverty & Race Research Action Council (PRRAC) and the Charles Hamilton Houston Institute for Race and Justice at Harvard Law School. The roundtable brought together the nation's leading magnet school developers and planners of HOPE VI and public housing redevelopment projects. The goal of the gathering was to collaboratively assess the feasibility of using these proven approaches--magnet schools and HOPE VI--simultaneously. The roundtable was also part of a series of strategic collaborative discussions that explored the potential of deliberately linking housing and school policy in the wake of the Supreme Court's 2007 decision in "Parents Involved in Community Schools v. Seattle School District." The particular insights of this convening contribute directly to other efforts to combine school and housing policy in support of civil rights goals. To provide context for the findings on HOPE VI and magnet school development, the authors offer an overview of the research literature on the relationship between housing and schools. Appended are: (1) The "Opportunity Housing and Schools Act of 2009"; (2) February 28, 2008 Conference Agenda; and (3) List of Conference Attendees. (Contains 49 footnotes.)
New Homes, New Neighborhoods, New Schools: A Progress Report on the Baltimore Housing Mobility Program
Author: Engdahl, Lora
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Housing,Mobility,Grants,Disadvantaged,African American Family,Urban Areas,Best Practices,Program Effectiveness,Quality of Life,Neighborhoods,Safety,Health,Employment,Academic Achievement,Program Administration

In the Baltimore region, a successful housing mobility program is providing families living in very disadvantaged inner city communities with a new home and a chance for a new life. Minority voucher holders in the federal Housing Choice Voucher Program (formerly titled Section 8) have often been limited to living in &quot;voucher submarkets&quot; where racial and economic segregation is high and opportunities are limited. The Baltimore Housing Mobility Program, a specialized regional voucher program operating with deliberate attention to expanding fair housing choice, has overcome some of the biggest barriers to using vouchers in suburban and city neighborhoods where opportunities are abundant. The program's results-oriented approach has produced a replicable set of best practices for mobility programs while presenting an important model for reform of the national Housing Choice Voucher Program. This report, &quot;New Homes, New Neighborhoods, New Schools: A Progress Report on the Baltimore Housing Mobility Program,&quot; provides the first-ever comprehensive description of the program. A Note on the ACLU Client Feedback Project and Survey Methodology are appended. (Contains 95 endnotes.)
Accommodating College Students with Learning Disabilities: ADD, ADHD, and Dyslexia
Author: Vickers, Melana Zyla
Date: 2010-03-00
Type: Reports - Research
Subjects: Learning Disabilities,Dyslexia,College Students,Academic Accommodations (Disabilities),Attention Deficit Hyperactivity Disorder,Attention Deficit Disorders,School Policy,Interviews,College Faculty,Mild Disabilities,Federal Legislation,Educational Legislation,College Entrance Examinations,Teacher Attitudes,Attitude Measures,Legal Responsibility,Court Litigation

Universities are providing extra time on tests, quiet exam rooms, in-class note-takers, and other assistance to college students with modest learning disabilities. But these policies are shrouded in secrecy. This paper, &quot;Accommodating College Students with Learning Disabilities: ADD, ADHD, and Dyslexia,&quot; by Melana Zyla Vickers, examines the nature of this assistance and discusses the policy questions it raises. This research report is based on interviews with on-campus experts in learning disabilities, professors who deal with learning-disabled students, and students themselves. It incorporates statistics showing the rise in accommodations for college students' mild learning disabilities. The paper is not about severe disabilities such as autism, brain injuries, or visual or hearing impairment. The rise in accommodation by universities has been fueled by changing diagnoses of learning disabilities and by federal laws. Federal requirements are not, however, as demanding as are laws that apply to K-12 students. Those requirements could change, however, depending on the outcome of a court case currently under consideration. (Contains 58 notes.)
The Revenue-to-Cost Spiral in Higher Education
Author: Martin, Robert E.
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Income,Costs,Incentives,Tuition,Business,Nonprofit Organizations,Governance,Reputation,Change,Bias,Productivity

The focus of this essay is on the persistently rising costs in higher education and the role that incentives play in pushing those costs up. Data from the Department of Education's National Center for Education Statistics reveal that the rise in higher education cost exceeds the rise in service-sector prices and even the rise in health-care costs (Martin 2005, National Center for Public Policy and Higher Education 2008). Some people argue that as long as students and their parents are willing to pay tuition, it can't be "too high." That may be true for some students, yet the inability to control costs imperils access to college by many low- and middle-income students, and the author addresses the general point in this essay. With this essay, the author lifts the lid on the black box and explores the network of incentives that lead to the chronic cost-control problem. He explores how characteristics of higher education, including its nonprofit legal status, manner of governance, competing objectives, and principal/agent issues all lead to a chronic tendency for both costs and revenues to rise. This essay reveals a perverse irony that is usually neglected in the literature: Higher revenues induce higher costs, and those higher costs are used to justify future calls for more revenue. The author calls this process the revenue-to-cost spiral. (Contains 24 notes.)
Improving Oral Performance through Interactions Flashcards
Author: Urquijo, Jasson
Date: 2012-09-00
Type: Reports - Research
Subjects: Student Evaluation,National Standards,Action Research,Interaction,Foreign Countries,Content Analysis,Grade 3,Instructional Materials,English (Second Language),Second Language Learning,Oral Language,Females,Language Skills,Intervention,Teaching Methods,Drills (Practice),Speech Communication,Direct Instruction

This paper describes an action research project that addressed the issue of low oral performance in English among third grade learners at a public girls' school in Bogota, Colombia.  The issue was identified via content analysis of ten field logs compiled over the third and fourth quarter of the second semester, 2010.  To address the problem of low oral performance and establish a basis for improvement, the presenter implemented an innovation featuring student-created personalized Interactions Flashcards.  These flashcards contained five question-answer dialogues based on the country's national standards for basic competencies in English language, which correspond to the A1 band descriptors of the Common European Framework of Reference.  In addition to the five compulsory dialogues, each learner designed five additional flashcards with dialogues of her choice.  The presenter designed and implemented lessons that provided the context to practice each dialogue, and students used the flashcards on a regular basis to carry out verbal exchanges with classmates.  To record oral performance, a composite instrument was developed reflecting the main qualitative aspects of spoken interaction: range, accuracy, fluency, interaction and coherence.  This instrument, called RAFIC by the author, was used to measure students' interaction abilities both in English and Spanish prior to work with the Interactions Flashcards, and after.  RAFIC charts for the A1 band of the CEFR allowed the presenter to calculate the RAFIC quotient, a quantitative measure of student's oral performance on the qualitative aspects of spoken interaction.  Results, as measured in terms of the RAFIC quotient, indicate that oral performance and interaction in both English and Spanish were greatly increased through the use of Interactions Flashcards.
How Iranian People Engage Sport and Physical Education Regarding Managerial Changes From the Beginning of Achaemenian Dynasty to End of Pahlavi Kingdom
Author: Afsari, Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Physical Education,Islam,Foreign Countries,Athletics,World History,Politics of Education,Social History,Political Issues,Religious Factors,Social Influences,Females,Cultural Influences,Geography,Governance

Sport and physical education has been changed in Iran regarding historical, social, political, and economical and managerial changes, situation of political and natural geography, religion, social, and political movements. Sport and physical education, as one of elements affecting individual and social life of Iranian people in the history (Javid, 1971), is affected by several factors which are considered in this research with regard to the social and political life of Iranian people either in variety or in development and changes, in implementation, particularly in the management method. In this study, changes affecting sport and physical education have been investigated considering library references and historical documents in three periods: before Islam, after Islam to parliamentary, and from parliamentary to collapse of Pahlavi regime. Types of games and sports have been studied from the oldest time up to now regarding shaping and managerial changes. Finally, using typology method, three periods have been compared with each other. In addition, the role of social factors and the role of cultural attitudes have been studied in developing female sport.
Level of Students' Achievement in Mathematics at the End of Elementary Education in Yemen
Author: Khair, Tarig Mohamed Ali Mohamed
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Tests,Arithmetic,Elementary School Students,Elementary School Mathematics,Equations (Mathematics),Numbers,Foreign Countries,Sampling,Mathematical Concepts,Mathematics Skills,Gender Differences,Error Patterns

The main purpose of this study was to investigate the level of student's achievement in mathematics in Yemen. This study use a sample of 200 male students and 200 female students, chosen from eight government schools on the basis of diversified sampling techniques. A mathematics test which composed of seventy five items that covered geometrical arithmetical concepts, (national, integers and rational) numbers groups, and it is four basic arithmetical operations as well as the equations, and inequalities that were administered to the selected students. The result showed that 35% of the students answered correctly 50% or more items of the test, while 80% of the students made errors in the arithmetic problems, inequalities, equations solutions, division and addition of decimal fractions and Pythagorean Theorem applications. Result also showed that females tend to achieve better results in mathematics than males do. The most common errors made by the students were found to be the basic arithmetical operations for the group of integers and rational numbers as well as the solution of the equations and inequalities. Recommendations for future research were suggested. (Contains 2 tables.)