ethanporcaro/eric-fulltext-meta huggingface dataset:
How the EWD Program Aims to Meet Workforce Needs. Policy Brief
Author: Jez, Su Jin
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: State Programs,Economic Development,Labor Force Development,Alignment (Education),Community Colleges,Labor Needs,School Business Relationship,Partnerships in Education,Geographic Regions,Grants,Industry,Program Evaluation,Interviews,Employers,Stakeholders,Program Effectiveness

The Economic and Workforce Development Program (EWD) aims to support California's economy by aligning community college educational programs with workforce development needs. The program connects employers and community college educators through a network of workforce training resources and partnerships called &quot;Doing What Matters for Jobs and the Economy&quot; (Doing What Matters). Doing What Matters is overseen by the California Community Colleges Chancellor's Office (CCCC), in conjuction with other career technical education (CTE) programs. After the California State Legislature reauthorized EWD in 2012, the CCCCO created a new structure for the program based on seven geographic regions. Each region selected five rapid-growth, high-demand industry/business sectors, and EWD services in each region were targeted to those sectors. This brief outlines perceived strengths and weaknesses of this restructured program and offers recommendations for improvement. The information is drawn from an evaluation of the EWD program, &quot;Aiming to Meet Workforce Needs: An Evaluation of the Economic and Workforce Development Program&quot; (ED574474).
Supporting High School Teachers' College and Career Readiness Efforts: Bridging California's Vision with Local Implementation Needs. Policy Brief
Author: Lewis, Jodi
Date: 2016-04-00
Type: Reports - Research
Subjects: Common Core State Standards,State Policy,Elementary Secondary Education,Postsecondary Education,College Readiness,Career Readiness,Interviews,Teacher Attitudes,Administrator Attitudes,School Districts,High School Students,Alignment (Education),Financial Support,Educational Resources,Time,Faculty Development

This brief shares the perspectives and concerns of high school teachers in two districts regarding implementing the Common Core State Standards, specifically as the Common Core pertains to preparing more students for college and well-paying careers. The brief also makes state policy recommendations for ways to support teachers in their efforts to increase students' college and career readiness, including through fostering alignment between K-12 and postsecondary and workforce partners.
Continuing Professional Development for a Diverse VET Practitioner Workforce. Occasional Paper
Author: Tyler, Mark
Date: 2017-00-00
Type: Information Analyses
Subjects: Foreign Countries,Professional Continuing Education,Faculty Development,Vocational Education Teachers,Vocational Education,Teacher Certification,Teacher Qualifications,Occupations,Professional Recognition,Motivation

This occasional paper provides a stocktake of recent developments in continuing professional development for VET practitioners. It explores issues such as industry currency, the debate around a professional association for VET and the Certificate IV in Training and Assessment as the minimum qualification for VET practitioners. Through synthesising the literature, the paper highlights enduring issues for continuing professional development in VET, such as the need to address both pedagogical knowledge and industry skills, and the necessity for individuals to actively engage and willingly participate in professional development in order for changes in practice to occur.
Using the Degree Qualifications Profile to Foster Meaningful Change
Author: Jankowski, Natasha A.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Program Effectiveness,Program Implementation,Educational Change,Change Strategies,College Faculty,Curriculum Design,Curriculum Development,Alignment (Education),Student Evaluation,School Policy,Policy Formation,Academic Degrees,Educational Objectives

Examples from the field indicates that effectively using the Degree Qualifications Profile (DQP) can benefit both students and institutions (Jankowski &amp; Giffin, 2016). But what does &quot;effective use&quot; entail and how does it unfold? That is, what is the nature of the process that makes it possible for institutions to use the DQP to achieve desired ends? In a post-convening survey of participants following the October 2014 launch of the revised DQP, 91% of participants agreed or strongly agreed with Lumina's call for widespread implementation of DQP, but only 5% agreed that they understood the next steps in order to implement it. With this in mind, the National Institute for Learning Outcomes Assessment (NILOA) has been tracking campus engagement with the DQP, identifying approaches that institutions have used to implement the framework in meaningful ways. In this report, we describe those approaches and how they have been used within and across institutions.
Degree Qualifications Profile Impact Study: Framing and Connecting Initiatives to Strengthen Student Learning
Author: Jankowski, Natasha A.
Date: 2016-06-00
Type: Reports - Research
Subjects: Alignment (Education),Educational Improvement,Institutional Cooperation,Departments,General Education,Educational Objectives,Group Discussion,College Faculty,College Students,Educational Quality,Curriculum Development,Student Evaluation,Higher Education,Student Development,Teacher Role,Learner Engagement,Change Strategies,Program Effectiveness,School Policy,Educational Practices,Teaching Methods,Evaluation Methods,Reports,Case Studies,Web Sites,Surveys

Following the release of the Degree Qualifications Profile (DQP) in 2011, many institutions of various types tried out different ways to use the DQP. Although over 680 institutions have used the DQP to date, until now the impact of the DQP on institutions and students has not been documented in a systematic manner. To determine the effects of DQP use on institutional policies and practices, the National Institute for Learning Outcomes Assessment (NILOA) conducted a study of the more than 400 (n = 425) institutions that used the DQP between the 2011 release and the October 2014 revision. The study explored how institutions engaged with the DQP and how working with DQP was associated with changes in curriculum, instructional practices, and assessment activities. One appendix is included: Funded DQP Projects and Related Initiatives.
Improving the Quality of Career and Technical Alternative Teacher Preparation: An Induction Model of Professional Development and Support
Author: Bottoms, Gene
Date: 2013-01-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Quality,Vocational Education Teachers,Beginning Teachers,Alternative Teacher Certification,Faculty Development,Beginning Teacher Induction,Models,Capacity Building,Teaching Skills,Skill Development,Program Implementation,Fidelity,Teacher Competencies,Self Efficacy,Outcomes of Education,Classroom Techniques,Educational Strategies,Program Effectiveness,Pretests Posttests,Scores,Teacher Persistence,Field Tests,Mixed Methods Research,Focus Groups,Interviews,Surveys,Observation,Check Lists,Teacher Effectiveness

This report presents the results of the National Research Center for Career and Technical Education's (NRCCTE's) five-year collaboration with the Southern Regional Education Board (SREB) to develop an induction model for new career and technical education (CTE) teachers pursuing an alternative route to certification that increases their competence, self-efficacy, and retention. CTE teachers who enter the profession through alternative routes are more likely to feel confident about their knowledge of their career field but less confident about their ability to convey that knowledge to students. Many alternatively certified CTE teachers express concern regarding classroom management, student motivation, and planning instruction for special needs students. As this report outlines, research indicates that alternatively certified teachers need professional development in planning, instructional methods, assessment, and how to support struggling students. Alternatively certified CTE teachers also need feedback about their work, strategies for managing added demands on their time and energy, and resources for planning and teaching. In response to these needs, this field-tested induction model builds the capacity of beginning CTE teachers to offer instruction that is both intellectually demanding and standards-focused and thus more likely to improve CTE students' academic achievement. The model also builds CTE teachers' capacity to design instruction that is actively engaging using strategies like project-based learning and cooperative learning. Students who are actively engaged intellectually and emotionally in their high school courses are more likely to stay in school, acquire their high school diplomas in four years, and enter postsecondary institutions without the need for remediation. The appendices listed in the table of contents for this report are presented in a separate document. [For the executive summary, see ED574499. For the appendices, see ED574500.]
Improving the Quality of Career and Technical Alternative Teacher Preparation: An Induction Model of Professional Development and Support. Executive Summary
Author: Bottoms, Gene
Date: 2013-01-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Quality,Vocational Education Teachers,Beginning Teachers,Alternative Teacher Certification,Faculty Development,Beginning Teacher Induction,Models,Capacity Building,Teaching Skills,Skill Development,Program Implementation,Fidelity,Teacher Competencies,Self Efficacy,Outcomes of Education,Classroom Techniques,Educational Strategies,Program Effectiveness,Pretests Posttests,Scores,Teacher Persistence,Field Tests,Mixed Methods Research,Focus Groups,Interviews,Surveys,Observation,Check Lists,Teacher Effectiveness

This report presents the executive summary of the report of the National Research Center for Career and Technical Education's (NRCCTE's) five-year collaboration with the Southern Regional Education Board (SREB) to develop an induction model for new career and technical education (CTE) teachers pursuing an alternative route to certification that increases their competence, self-efficacy, and retention. CTE teachers who enter the profession through alternative routes are more likely to feel confident about their knowledge of their career field but less confident about their ability to convey that knowledge to students. Many alternatively certified CTE teachers express concern regarding classroom management, student motivation, and planning instruction for special needs students. As this report outlines, research indicates that alternatively certified teachers need professional development in planning, instructional methods, assessment, and how to support struggling students. Alternatively certified CTE teachers also need feedback about their work, strategies for managing added demands on their time and energy, and resources for planning and teaching. In response to these needs, this field-tested induction model builds the capacity of beginning CTE teachers to offer instruction that is both intellectually demanding and standards-focused and thus more likely to improve CTE students' academic achievement. The model also builds CTE teachers' capacity to design instruction that is actively engaging using strategies like project-based learning and cooperative learning. Students who are actively engaged intellectually and emotionally in their high school courses are more likely to stay in school, acquire their high school diplomas in four years, and enter postsecondary institutions without the need for remediation. [For the full report, see ED574498. For the appendices, see ED574500.]
Improving the Quality of Career and Technical Alternative Teacher Preparation: An Induction Model of Professional Development and Support. Appendices
Author: Bottoms, Gene
Date: 2013-01-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Quality,Vocational Education Teachers,Beginning Teachers,Alternative Teacher Certification,Faculty Development,Beginning Teacher Induction,Models,Capacity Building,Teaching Skills,Skill Development,Program Implementation,Fidelity,Teacher Competencies,Self Efficacy,Outcomes of Education,Classroom Techniques,Educational Strategies,Program Effectiveness,Pretests Posttests,Scores,Teacher Persistence,Field Tests,Mixed Methods Research,Focus Groups,Interviews,Surveys,Observation,Check Lists,Teacher Effectiveness

This report presents the appendices to the report of the National Research Center for Career and Technical Education's (NRCCTE's) five-year collaboration with the Southern Regional Education Board (SREB) to develop an induction model for new career and technical education (CTE) teachers pursuing an alternative route to certification that increases their competence, self-efficacy, and retention. CTE teachers who enter the profession through alternative routes are more likely to feel confident about their knowledge of their career field but less confident about their ability to convey that knowledge to students. Many alternatively certified CTE teachers express concern regarding classroom management, student motivation, and planning instruction for special needs students. As this report outlines, research indicates that alternatively certified teachers need professional development in planning, instructional methods, assessment, and how to support struggling students. Alternatively certified CTE teachers also need feedback about their work, strategies for managing added demands on their time and energy, and resources for planning and teaching. In response to these needs, this field-tested induction model builds the capacity of beginning CTE teachers to offer instruction that is both intellectually demanding and standards-focused and thus more likely to improve CTE students' academic achievement. The model also builds CTE teachers' capacity to design instruction that is actively engaging using strategies like project-based learning and cooperative learning. Students who are actively engaged intellectually and emotionally in their high school courses are more likely to stay in school, acquire their high school diplomas in four years, and enter postsecondary institutions without the need for remediation. [For the full report, see ED574498. For the executive summary, see ED574499.]
Tuning: A Guide for Creating Discipline-Specific Frameworks to Foster Meaningful Change
Author: Marshall, David W.
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Curriculum Design,Teaching Methods,Instructional Design,Educational Objectives,Intention,Documentation,Reports,Cooperative Planning,Teacher Role,College Faculty,Intellectual Disciplines,Career Planning,Stakeholders,Competence,Models,Meetings,Teamwork,Interdisciplinary Approach,Communication Strategies,Barriers

Tuning, as a methodology, implies a philosophy of curriculum design, pedagogy, and assignment design. It implies that successful study in a discipline depends on intentional construction of learning experiences for students. Intentional construction of learning experiences requires an understanding of the learning goals set forth by faculty for students, one that is shared by colleagues and with the students themselves. This philosophy foregrounds transparency. It also promotes an intentional approach to teaching that remains cognizant of the fact that, even if faculty are solitary in their instructional roles, teaching is inherently collaborative. This report draws on a variety of sources to present observations on the different ways in which states, consortia, and disciplinary associations have used Tuning, as a flexible methodology, to work towards the production of discipline-specific learning frameworks. These sources include: (1) internal documents drafted by Lumina Foundation as they developed their thinking around Tuning as a foundation strategy for strengthening student success; (2) resources produced by the Institute for Evidence-Based Change (IEBC), Lumina Foundation's technical partner for five of the funded initiatives; (3) reports, written by the different state offices and sponsoring organizations, that describe and reflect on the processes undertaken; (4) documents, produced in the different initiatives, that explain the goals and ways of participating in the work of Tuning; and (5) the experience of David W. Marshall, who, with other IEBC staff, debriefed leaders of the pilot projects, engaged in ongoing observation of the Texas initiatives, and facilitated each of the other Tuning initiatives in the U.S. A list of Tuning Projects in the United States is appended.
Indigenous Training and Employment. Policy Snapshot
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Indigenous Populations,Job Training,Employment,Public Policy,Foreign Countries,Equal Opportunities (Jobs),Labor Force Development,Community Programs,Vocational Education,Employers,Role

National Indigenous training and employment policy falls under the auspices of the Indigenous Advancement Strategy (IAS), an initiative which covers all facets of Indigenous social, economic, health and well-being across multiple Australian Government departments. Two of the main aims of the Jobs, Land and Economy component of the IAS are to increase the number of Aboriginal and Torres Strait Islander people in &quot;real jobs&quot; and train more people for local jobs in their communities. Some of the initiatives which lie under the Job, Land and Economy banner include the: (1) Community Development Program; (2) Employment Parity Initiative; (3) Vocational, Training and Employment Centres (VTEC); and (4) Indigenous Cadetship Support Programme. Much of the current policy agenda has been adopted from the recent Forrest Review recommendations. While it is too soon to critique the effectiveness of these initiatives in closing the gap in employment parity, this policy snapshot provides some insight into the recent trends in national Indigenous employment and training programs. It only focuses on national policy directions and programs. However, it is acknowledged that the jurisdictions have their own policies and programs aimed at improving training and employment outcomes for Indigenous people, which contribute to the broader policy landscape.
Indigenous Participation in VET: Understanding the Research
Author: Ackehurst, Maree
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Indigenous Populations,Vocational Education,Technical Education,Postsecondary Education,Participation,Employment Level,Foreign Countries,Access to Education,Equal Opportunities (Jobs),Labor Market,Education Work Relationship,Academic Persistence,Academic Aspiration,Student Personnel Services,Cultural Influences,Culturally Relevant Education,Community Involvement

Indigenous educational and employment disadvantage is a much researched and discussed subject. The latest Prime Minister's Closing the Gap report (DPM&amp;C 2017) shows that, while the gap is slowly decreasing in regard to participation in tertiary education, reducing employment disparity, particularly in remote areas, lags behind. This is despite clear evidence that higher levels of education lead to higher levels of employment. This research summary provides an overview of the extensive research undertaken on the topic over recent years. It brings together the key findings to highlight current evidence on what works, with a particular focus on vocational education and training (VET). This summary is part of a suite of papers and interactive products that look at Indigenous participation in VET and employment, and other outcomes--from the data, research and policy perspectives. This paper provides a contextual background to Indigenous participation in VET and employment, with the aim of setting the scene for the research reports &quot;Indigenous VET participation, completion and outcomes: change over the past decade&quot; (Windley 2017) and &quot;Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners&quot; (Guenther et al. 2017). The reports and other related products are available at &lt;https://www.ncver.edu.au/&gt;.
Indigenous VET Participation, Completion and Outcomes: Change over the Past Decade. Research Report
Author: Windley, Georgina
Date: 2017-00-00
Type: Reports - Research
Subjects: Indigenous Populations,Vocational Education,Apprenticeships,Training,Employment Level,Trend Analysis,Participation,Foreign Countries,Postsecondary Education,Employment Qualifications,Majors (Students),Graduation Rate,Satisfaction,Labor Force,Enrollment Trends,Gender Differences,Geographic Location,Occupations,Age Differences,Educational Attainment

It has been eight years since the National Indigenous Reform Agreement (also known as &quot;Closing the Gap&quot;) set out a series of areas and targets designed to close the gap between Indigenous and non-Indigenous outcomes on a range of measures. A key objective was to halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade. The links between tertiary education and employment are well established, and the education participation of Indigenous people is increasing. Nevertheless, what is questionable is whether the qualifications gained are improving employability, boosting employment outcomes and reducing employment disparity: while the gap is closing in educational attainment, it is not closing in regards to labour market participation. This report examines, and provides a clearer picture of, how Indigenous participation in vocational education and training (VET) and outcomes have changed over the last decade. Drawing on data from the National Centre for Vocational Education Research's (NCVER) National VET Provider Collection, National Apprentice and Trainee Collection and Student Outcomes Survey, this report focuses on Indigenous participation and completion in VET (including apprenticeships and traineeships), as well as on the employment, further study and personal outcomes of training. It identifies high-level trends in VET participation (including location and specific student and training characteristics), how completion rates vary, where employment outcomes are strongest, and the extent to which further study is being undertaken. Data sources are appended.