ethanporcaro/eric-fulltext-meta huggingface dataset:
VET in Schools 2009: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Foreign Countries,Vocational Education,Definitions,Data,Classification,Secondary School Students,Training Methods,Statistical Surveys,Educational Indicators,Educational Policy,Student Characteristics,Trainees,Apprenticeships,Comparative Analysis,Program Descriptions

This document covers the data terms used in the &quot;VET in Schools 2009&quot; report. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed, where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Unless stated otherwise, all data are sourced from the national VET in Schools Collection. Training packages grouped by industry skills councils is appended. [For the main document, &quot;Australian Vocational Education and Training Statistics. VET in Schools, 2009&quot;, see ED512570.]
An Exploratory Analysis of University Safety Through an Examination Of Students' Self-Perceptions of Campus and Community Violence Levels and Student Learning Influences
Author: Hollis, Michael J.
Date: 2010-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Campuses,Student Attitudes,Crime,Safety,News Reporting,News Media,Student Surveys,College Environment,Communication Strategies,Mass Media Effects,Questionnaires,Research Needs,Databases,Correlation,Predictor Variables,School Demography,Path Analysis,Information Dissemination,Influences,Misconceptions

The purpose of this study was to explore areas of research in regards to how students learn about violent crime on university campuses and what level of awareness they hold regarding their personal safety. A combination of databases was used to measure reported rates of violent crime on campus and in the community and these were compared with students' self-perceptions of safety and personal exposure to violence through an online survey distributed to 7,000 students at eight diverse universities throughout the United States. The survey determined that students were more aware of their personal safety than most researchers were giving them credit for. The students were largely dependent upon and trusting in their university to provide them with the information they needed to keep them safe. The university's internal and external communications messages (emails and news media coverage) were a large factor in determining how safe a student felt. Overall, there were few differences in perceptions of safety from demographics (except year of schooling). There was however strong consistencies in perceptions of universities per university, suggesting that the university itself is actually the greatest factor determining students' self-perceptions of safety and that the university's safety perception was largely determined by through media coverage. The university proved such a strong factor that it even outweighed a students' personal experience with violence as a key factor in how safe a student felt. I believe that this exploratory study now indicates that future research in the field should focus on universities' safety images and whether or not this is making students feel artificially safe or unsafe as a result. Appended are copies of the survey instrument and emails as well as feedback from respondents. (Contains 19 tables and 21 figures.)
Effective Use of Electronic Data Systems: A Readiness Guide for District and School Leaders
Author: Learning Point Associates
Date: 2006-09-00
Type: Guides - Non-Classroom
Subjects: Data,Decision Making,Readiness,Worksheets,Discussion,Reflection,Administrators,School Districts,Administrator Guides,Principals,School Administration,Educational Strategies,Educational Improvement,Educational Resources,Federal Legislation,Guidelines,Educational Policy,Computer Managed Instruction,Management Information Systems,Needs Assessment,Questionnaires,Program Development,Educational Planning

Data fuel the process of change. Schools and districts should have electronic data systems that store data and make it easy to extract useful information. School leaders and their staff have questions; they need answers. Their data, when stored in a suitable electronic data system, will help them construct better answers to their questions more quickly. Do they know what their questions are, what they will be? This guide will help district and school leaders think about what they want from an electronic data system. It will help them identify the right questions to ask about a data system and about their district's readiness and capacity to use it effectively. As they evaluate their responses, they will better understand what they already know and what they have yet to learn, as well as the context within which they will put that knowledge to work. After all, leaders will not receive good value on investments in these systems if they and their staff are not clear about what they expect, what they want, and what their questions are. (Contains 26 resources.) [This paper was also prepared by the Educational Service Agency (ESA) Alliance of the Midwest.]
School Restructuring: What Works When? A Guide for Education Leaders. Third Edition
Author: Learning Point Associates
Date: 2010-06-00
Type: Guides - Non-Classroom
Subjects: Change Strategies,School Restructuring,School Districts,Educational Change,State Departments of Education,Administrator Guides,Principals,School Administration,Educational Strategies,Educational Improvement,School Culture,Charter Schools,Government Role,Intervention,Outsourcing,Models,Program Implementation,Program Evaluation,Check Lists,Educational Resources,Federal Regulation,Federal Legislation,Guidelines,Educational Policy,Low Achievement

The purpose of this guide is to help chronically struggling schools restructure. &quot;Restructuring&quot; means major, rapid changes that affect how a school is led and how instruction is delivered. Restructuring is essential in achieving rapid improvements in student learning. The focus is on helping education leaders choose strategies that result in rapid improvement, even when the complete culture change to sustain that improvement may take upward of three years. This guide may be used by any districts (called &quot;local education agencies&quot; or LEAs) or states (called &quot;state education agencies&quot; or SEAs) choosing change strategies for schools where large, swift improvement is needed to meet students' academic needs. It also may be used by districts considering school restructuring to meet the requirements of ESEA and SIG. The guide is organized to support the restructuring process at each step. Individual chapters contain references and resources.
National Board Certification for Principals: A New Way to Develop, Recognize and Retain Top School Leaders
Author: National Board for Professional Teaching Standards
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Teacher Certification,Principals,National Standards,Teacher Persistence,Academic Achievement,Learner Engagement,Teacher Recruitment,Evaluation,Teachers,Leadership

Effective principals are critical to the success of students, teachers and entire schools.    A successful principal creates a culture of learning that: (1) Advances student learning and engagement; (2) Recruits and retains the best teachers; and (3) Improves teacher and school performance. To create a consistently reliable process to develop, recognize and retain effective principals, the National Board for Professional Teaching Standards[R] (NBPTS) has announced an initiative to develop National Board Certification for Principals. National Board Certification for Principals, the first national certification program focused on principals, is also the first phase of an expanded umbrella program, National Board Certification for Educational Leaders, which builds on the National Board's 20-year, highly successful program, National Board Certification for teachers and school counselors. National Board Certification for Educational Leaders not only creates standards and an assessment process for principals, it also lays the groundwork for a new educator-leadership initiative for assistant principals, teachers and other school-based educators who positively impact the culture of learning in schools.
Profiles in Excellence: Wyoming. How a Foundation Launched a Statewide Collaboration to Improve Teaching through National Board Certification
Author: National Board for Professional Teaching Standards
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Teacher Certification,Public School Teachers,Teacher Effectiveness,Academic Achievement,State Programs,Teacher Improvement,Philanthropic Foundations,Partnerships in Education,Rural Areas

Creating a statewide initiative to increase the number of National Board Certified Teachers   (NBCTs) in Wyoming, a vast state with just over a half-million people, required many things--  private-public partnerships, the development of an extensive support network for candidates, and a statewide coalition of stakeholders. It also required a reliable car. The Ellbogen Foundation works to strengthen the quality of classroom teaching in Wyoming's public schools by increasing the number of NBCTs in the state. The choice to pursue National Board programs was a natural one based on evidence that effective teachers are the single most important school-level influence on student learning and findings from numerous studies showing National Board Certification's positive impact on student learning. This paper describes how the Wyoming National Board Certification Initiative (WNBCI) helped improve teaching in Wyoming.
Profiles in Excellence: Montgomery County, Maryland. A Districtwide Coalition to Improve Teaching through National Board Certification
Author: National Board for Professional Teaching Standards
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: National Standards,Unions,Teacher Leadership,Instructional Leadership,Educational Improvement,Public Schools,Achievement Gap,Teacher Effectiveness,Partnerships in Education,Models,Faculty Development,Teacher Evaluation,Academic Achievement,School Districts,Teacher Certification,Graduation Rate

Over the past decade, Montgomery County Public Schools (MCPS) in Maryland has focused on improving teacher capacity as a strategy to address achievement gaps and promote &quot;college-ready&quot; standards in what has become an &quot;urban suburb&quot; with significant pockets of high-need students. As part of this focus on quality teaching, the district has encouraged growth in the number of National Board Certified Teachers (NBCTs) through an array of financial incentives and support. However, that reflects only a small portion of the impact the National Board for Professional Teaching Standards (NBPTS) and the National Board's standards and assessment process has had on teaching and learning in the district. As part of an innovative union-district partnership with the Montgomery County Education Association (MCEA), a local affiliate of the National Education Association, the district has also embedded the NBPTS Five Core Propositions--the framework for what teachers should know and be able to do--into the professional development, hiring, and evaluation of all teachers to create a powerful &quot;multiplier effect&quot; that leverages the program throughout the district. This profile explores how MCPS leveraged National Board Standards and processes to build teacher capacity; how student learning became the focus of the partnership between the district and the union; and the role NBCTs have played as the district cultivates new roles for teacher leaders. Many of the lessons learned in Montgomery County are applicable to other school districts as well.
International School Business Management Professional Standards and Code of Ethics
Author: George, Patricia, Ed.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Accreditation (Institutions),Ethics,School Business Officials,Academic Standards,Intercollegiate Cooperation,Human Resources,Facilities Management,Information Management,Professional Services,International Schools,Business Administration Education,Institutional Characteristics

Today, school districts cannot meet the challenges of an increasingly demanding and diverse clientele without an efficient and effective business and financial framework within which to operate. Well-prepared and dedicated school business officials, working in tandem with other members of the administrative team, can better assure that such a framework is in place. The revised standards presented in this document have been developed to assist training institutions, accrediting agencies, certifying entities, and members of the school business profession to define and achieve educational excellence through the work of the school business official. ASBO (Association of School Business Officials) International considers professional standards for school business officials a key to gaining and maintaining the trust of policymakers and citizens. The Association has been actively developing and disseminating standards for the position of school business official for nearly five decades. The professional standards presented in this document are intended to: (1) assist those currently working in the profession of school business management to perform their duties as expertly as possible; (2) delineate the content of both the pre-service and professional development experiences of those entering or seeking growth in the profession; (3) provide a framework for establishing accreditation standards for higher education institutions involved in training school business officials; and (4) present a model from which to build certification standards for the profession and aid local decision makers in seeking and securing the best person for the school business official position. [Contains 31 Consulted Works, and 4 internet sites.]
Closing the College Attainment Gap between the U.S. and Most Educated Countries, and the Contributions to Be Made by the States
Author: Kelly, Patrick J.
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,College Graduates,Politics of Education,Success,Surveys

In February 2009, President Barack Obama told a joint session of Congress: &quot;By 2020, America will once again have the highest proportion of college graduates in the world&quot;. Higher education policymakers across the country were immediately encouraged by this statement, and a variety of policy organizations quickly set out to calculate the number of degrees needed for the U.S. to meet this ambitious goal. A variety of analyses ensued; each applying different combinations of educational attainment targets, age-groups, and assumptions. But the use of different assumptions and methodologies is resulting in degree production models that run the risk of confusing, rather than clarifying, this important issue. This has prompted efforts to agree upon a common methodology, and to involve key organizations and stakeholders in the process. This brief contains the methodology and calculations proposed by NCHEMS, with input from staffs of the U.S. Department of Education and the White House's Council of Economic Advisers, the National Center for Education Statistics, and the Delta Project on Postsecondary Costs, Productivity, and Accountability. It briefly describes: (1) the rationale for determining the college attainment goal for the U.S., (2) the calculations used to derive the number of additional college degrees the U.S. needs by 2020, (3) an estimate of the additional degrees each state should produce in order to contribute to the nation's goal, and (4) several assumptions and limitations associated with the approach. (Contains 2 figures, 1 table and 2 footnotes.)
Colleges and Universities and Their Stewardship of Place: A Guide for Developing Performance Measures for the Equity of Access and Student Success
Author: Kelly, Patrick J.
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Equal Education,Access to Education,Higher Education,Partnerships in Education,Program Development,Race,Graduation Rate,Enrollment Trends,Enrollment,Performance Based Assessment,Data Analysis

NCHEMS (National Center for Higher Education Management Systems) has worked with the National Association of Systems heads (NASH)--with support from the Lumina Foundation for Education--to develop (1) empirically-based access regions for postsecondary institutions based on student enrollment patterns and (2) access, transition, and completion measures to gauge how well institutions serve their regions with respect to racial/ethnic equity. This work was conducted to provide additional information to the existing comparative college graduation rates by institution and race/ethnicity presented on the website www.collegeresults.org--developed by the Education Trust. From a combination of detailed student enrollment data provided by several states (by county of student residency), state-to-state student migration data provided by the National Center for Education Statistics (NCES), and additional data from NCES, the authors developed the following categories of four-year postsecondary institutions: (1) National Institutions; (2) Statewide Institutions; (3) Multi-State Institutions; (4) Urban Institutions; and (5) Regional Institutions. Graphs and charts are appended. (Contains 7 figures and 7 data sources.) [This paper is submitted to the National Association of System Heads.]
No Adult Left Behind
Author: Arndt, Jason
Date: 2010-04-30
Type: Reports - Evaluative
Subjects: Adult Education,Educational Change,Enrollment,Economic Factors,Job Skills,Educational Attainment,Economic Impact,Unemployment,Basic Skills,College Graduates,Graduation,Employment Qualifications,Educational Finance,Welfare Services,Institutionalized Persons,Correctional Institutions,At Risk Persons,Remedial Programs,Community Colleges,Mentors

Left out of the conversation for education reform, at least on the level of grade school, secondary school, and college are the adult education programs provided across the country. These programs receive a fraction of the funds and respect as mainstream programs do. However, they are sorely needed in Northwest Indiana. The region's early 21st century economy has changed from the 20th century and will continue to change reflecting a greater emphasis on the need to have a larger educated job pool. The region's economy is in a recession with a high unemployment rate, but the long-term threat is not a global or national recession, the real threat is that many adult residents lack basic skills that will allow them to adapt to the ever-changing economy and to pursue advanced skills that will continue to be needed in the 21st century economy. Adult education is the best answer to addressing the adults currently being left behind. However, to have sustained effectiveness resulting in eventual college enrollment and graduation, the programs must dramatically shift from local school district control to institutions of higher learning.
As America Becomes More Diverse: The Impact of State Higher Education Inequality
Author: Kelly, Patrick J.
Date: 2005-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Equal Education,Educational Attainment,Racial Differences,Gender Differences,State Surveys,Comparative Analysis,College Outcomes Assessment,Educational Indicators,Ethnic Diversity,Enrollment Rate,Graduation Rate,Salary Wage Differentials,Education Work Relationship,Government Role

At a time when many states are becoming increasingly diverse, the need for more complete and useful measures of educational equality among ethnic and gender groups is critical. This study--funded by the Lumina Foundation for Education--examines disparities in educational attainment among race/ethnic and gender groups in the U.S. and within each state, addresses how well states are serving these populations in higher education, and presents projections of each state's likely future if interventions are not successful and current attainment levels are applied to projected population mixes. This research builds on work recently completed by Derek Price and Jill Wohlford entitled "Race, Ethnic and Gender Inequality in Educational Attainment: A Fifty State Analysis, 1960-2000," which will soon be published as a chapter of a book entitled "Higher Education and the Color Line". This analysis has three general components: (1) Descriptive measures of educational attainment and income equity (by race and gender) for each of the states. Educational attainment measures are benchmarked against the educational attainment of the top country, not just the best U.S. state performance. This emphasizes that nearly all states have work to do for all their citizens; (2) Diagnostic measures to identify where in the educational pipeline interventions designed to enhance educational attainment might best be focused; and (3) A future component consisting of projections of each state's likely future if interventions are not successful and current attainment levels are applied to projected population mixes. Methodology: U.S. and State-Level Measures and Indices for Higher Education Inequality is appended. (Contains 36 figures and 9 resources.)
Recommended Policies and Practices for Advancing Indiana's System of Adult Education and Workforce Training
Author: National Center for Higher Education Management Systems (NCHEMS)
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Adult Education,Leadership Effectiveness,Educational Practices,Educational Policy,Labor Force Development,Educational Principles,Alignment (Education),Change Strategies,Institutional Advancement,Educational Finance,Organizational Theories,Institutional Characteristics,Organizational Change,Educational Improvement,Improvement Programs

With generous support from the Lilly Endowment, the Indiana Chamber has contracted with National Center for Higher Education Management Systems (NCHEMS) to provide a policy framework and specific recommendations for improving the system of adult education and workforce training in Indiana--building on the important initiatives that have already taken place. The recommendations culminate from detailed interviews conducted with Indiana's providers of adult education and workforce training, government officials, and business leaders (a list of those interviewed is provided in Appendix A) and experience NCHEMS brings to bear from conducting similar work in other states. This brief recommends actions that would strengthen the adult education and training enterprise and the work of its various providers, and would create a more seamless system; one that serves more working-aged adults, focuses more on completions, is guided by effective leadership, and operates in a fiscal environment that rewards collaboration and improvement instead of status quo. If many of them are addressed, more adults will have living-wage jobs, the state's economy will be fueled by a more educated workforce, fewer adults will rely on costly state services such as Medicaid and corrections, and the state will experience substantial gains in personal incomes and tax revenues. In the end, the return will far outweigh the investment. Appendices include: (1) Stakeholders Interviewed by NCHEMS; and (2) Description of Similar State Organizations. [This paper was submitted to the Indiana Chamber of Commerce.]