ethanporcaro/eric-fulltext-meta huggingface dataset:
National Trends in Year 12 Course Completions. Policy Note. Number 6
Author: Falkiner, Alice
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Statistical Data,Graduation Rate,High School Graduates,Educational Trends,Trend Analysis,Gender Differences,Intellectual Disciplines,College Applicants,College Admission,Eligibility,Mathematics Achievement,Science Achievement

Current Year 12 students form the largest single group of Australian university admissions, comprising approximately half of all admissions at Australian universities. For those Year 12 students who continue to tertiary study at Australian universities, the courses studied in Year 12 play an important role in preparing them for that further education. Information regarding Year 12 course participation is therefore of serious interest to Australian universities. Unfortunately, reliable, detailed and consistent data in this area are not readily available at the national level. This paper addresses this lack of information by compiling data on Year 12 course completions from all Australian States and Territories into a single, national level data source. This data source allows an examination of Year 12 completions over the time period 2005 to 2010. It found that mathematics and science completions experienced only very minor growth from 2005 to 2010. Given the growth in applications and offers of university courses requiring a solid background in these areas, an amplified policy focus on increasing Year 12 participation in Mathematics and Science would likely be beneficial. University admissions practices have a role to play. Universities could investigate how to modify the details of their entry requirements and procedures to influence participation and curriculum at the upper secondary level in a more systematic way. This could include more widespread use of bonus entry points, prerequisites, or matriculation-like arrangements to better align students' preparation at school with the demands of tertiary study. Universities could adopt practices that were consistent with their distinctive institutional missions. (Contains 5 figures, 5 tables, and 6 footnotes.)
Adult College Completion Tool Kit
Author: Tolbert, Michelle
Date: 2012-08-00
Type: Guides - Non-Classroom
Subjects: Adult Students,Adult Education,Educational Strategies,Postsecondary Education,Access to Education,Educational Quality,Graduation,Adult Basic Education,Institutionalized Persons,Veterans,Immigrants,College Readiness,Career Readiness,Student Financial Aid,Educational Counseling,Teacher Effectiveness,Accountability,Academic Persistence,Partnerships in Education,Technology Uses in Education

This "Adult College Completion Tool Kit" is designed to connect state administrators and local practitioners to the strategies, resources, and technical assistance tools resulting from the Department's work. States can use this information to identify and implement state adult education leadership priorities, supported by federal "Adult Education and Family Literacy Act" ("AEFLA") funds, which encourage and support adult learners transitioning to college. The tool kit focuses on three areas: (1) Access: Academic preparation, financial resources, and other support students need to enroll in postsecondary education programs; (2) Quality: Evidence-based practices used by programs to ensure their services prepare students adequately for postsecondary education; and (3) Completion: Administrative policies and programmatic approaches to encourage student persistence in postsecondary education programs. In each chapter, strategies, resources, and tools relevant to adult education administrators and local adult education practitioners are highlighted. Each chapter also includes state and local examples illustrating how programs can improve the college transition process for their students. The tool kit concludes with a call to action. A summary list of the resources and tools described in the chapters and handouts for four target student populations--adult basic education students, incarcerated individuals, veterans, and high-skill immigrants--are provided in the appendix. Administrators and practitioners can use these handouts to encourage their students to meet the president's challenge and prepare for at least one year of postsecondary education or training. Appended are: (1) Tools and Resources; (2) Adult Learners: Five Steps to Prepare for College; (3) Individuals in Corrections: Five Steps to Prepare for College; (4) Veterans: Five Steps to Prepare for College; and (5) High-Skill Immigrant: Five Steps to Prepare for College. (Contains 2 figures and 4 footnotes.)
Preservice Teachers' Knowledge, Skills, and Dispositions of LGBTQ Bullying Intervention
Author: Milburn, William
Date: 2012-00-00
Type: Journal Articles
Subjects: Bullying,Homosexuality,Elementary Secondary Education,Preservice Teachers,Likert Scales,Knowledge Level,Teacher Competencies,Teaching Skills,Teacher Characteristics,Intervention,Educational Environment,Student Teacher Attitudes,Victims,Teacher Role,Surveys,Gender Differences,Age Differences,Racial Differences,Majors (Students)

Literature about the school experiences of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) youth report unsafe and unaccepting school environments detrimental to their social, emotional, and academic success. LGBTQ bullying is recognized as a complex issue that teachers are expected to face in their schools. The present study examined the unique aspect of addressing LGBTQ bullying, an investigation of preservice teachers' knowledge, skills, and dispositions relative to the issue. Preservice teachers responded to Likert scale questions designed from findings in the literature and provided insights about their understanding of and willingness and ability to address the issue. Initial findings from our research study found disparities between the responders' willingness (dispositions) to confront the issue, and their lack of knowledge and skills to do so effectively. Understanding this insight can help teacher preparation programs respond with training and curriculum enhancements that best prepare teachers to address LGBTQ bullying in K-12 settings.
Exploring Social Networking: Developing Critical Literacies
Author: Watson, Pauline
Date: 2012-00-00
Type: Journal Articles
Subjects: Written Language,Writing Strategies,Critical Literacy,Social Networks,Web 2.0 Technologies,Case Studies,Computer Uses in Education,Influence of Technology,Computer Mediated Communication,Web Sites,English Instruction,Social Environment,Discourse Analysis,Grade 12

While schools have been using computers within their classrooms for years now, there has been a purposeful ignoring of the growing power of social networks such as Facebook and Twitter. Many schools ban students from accessing and using sites such as Facebook at school and many English and literacy teachers ignore or deny their value as a teaching tool. With the growth of technology we have seen shifts in educational pedagogy in relation to computers, but as educators we may still see value only in literary texts rather than seeing the importance of this everyday language to the younger generation. Social networking sites such as Facebook have changed our perceptions of the purpose of written language; it has crossed the boundaries between public and private and created a new public arena for informal written conversation. This article examines the literature surrounding this new media and how these new forms of communication can be used in the teaching of critical literacy. The case study was undertaken with a year 12 English Pathways class as a way of demonstrating knowledge of language conventions and how these can be utilised, changed, adapted and perverted in order to create new meaning. The findings from this study indicate that students were able to interpret, analyse and evaluate this social communication in a way that allowed them to reach their own conclusions. This article was not a study on the specific value of Facebook, but more on how social networks are gaining popularity and how social communication has value to us as a way of representing the voice of the younger generation. The findings from the study indicate the level of power that social networks have and the necessity for educators to use pedagogy that is socially aware and technology inclusive.
University Funding 1996-2010. Go8 Backgrounder 27
Author: Teece, Mike
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Universities,Federal Aid,Financial Support,Educational Finance,Foreign Countries

This paper examines time series data on Commonwealth Government funding for universities from 1996 to 2010. It draws on annual and triennial higher education funding reports released by DIISRTE's predecessors, research income data, Science, Research and Innovation Budget Tables and annual &quot;Higher Education Finance Statistics.&quot; The paper examines recurrent grants, research funding and capital funding over time in both nominal and real terms, and presents figures for aggregate funding and average funding per Commonwealth-supported EFTSL. Over the period covered, there were major changes in university funding. As a result, there is little consistency in funding programs or in reporting and data definitions over the years. Time series constructed for this paper represent the best available estimate of broad funding aggregates according to consistent definitions. Data sources and definitions are appended. (Contains 16 figures and 5 footnotes.)
The University-Innovation Nexus in Singapore. Go8 Backgrounder 28
Author: Group of Eight (Australia)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Geographic Location,Entrepreneurship,Innovation,Foreign Countries,Economic Development,Educational Objectives,Government Role,Competition,Colleges,Postsecondary Education,Universities,Technical Institutes,Vocational Education,Research,Financial Support,Taxes,School Business Relationship

Singapore, like Australia, is one of the world's most prosperous countries. However, the basis for Singapore's prosperity is quite different from that of Australia's and for this reason it provides an interesting and complementary case study. While much of Australia's current affluence flows from its rich endowment of mineral resources, Singapore's success builds on its geographical position, strong trading links and the innovative and entrepreneurial outlook of its government. Singapore provides an example of a country responding in a coherent and strategic way to its natural advantages and its lack of natural resources. An important part of this response has been to develop whole of government approaches to national development that focus on the need to build competitive advantage through innovation. Investment in education has responded to the needs of national development. The outcome has been a high quality but diverse system with specialised institutions using the best pedagogical approaches from around the world, each working to achieve its own clearly defined educational objectives. The purpose of this paper is to explore the role that universities have played in promoting Singapore's economic development and in particular to examine the importance of university business interactions in promoting the flow of information, ideas and technology. (Contains 47 footnotes.)
The University-Business Nexus in Australia. Go8 Backgrounder 26
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Partnerships in Education,Best Practices,School Business Relationship,Group Dynamics,Change Strategies,Organizational Change,Organizational Theories,Financial Support,Government Role,Institutional Role,School Role,Performance Factors,Barriers,Technology Transfer,Organizational Objectives,Institutional Cooperation

An effective innovation system requires productive interactions between all its parts. Within Australia there is a view that business-university interactions are suboptimal. Government has set a target for doubling the interactions between business and publicly funded researchers by 2020; and the Group of Eight has a strategic priority to build closer links between its member universities and business. Close links require trust, mutual understanding and an ongoing commitment that extends beyond short-term projects and issues. These take time and effort to build but there is already a sound foundation and it is important not to underestimate the strength and diversity of the linkages already in place. The purpose of this paper is to explore these issues in more detail and to provide a framework for an examination of the business-university nexus in other countries in order to identify what lessons Australia might draw from the practice of these countries. This is important because compared to experience elsewhere, it does appear that business in Australia provides less direct and indirect support for universities, for example by funding research or in public debate on the purpose and importance of university education, than does the business sector in other countries. If universities are to fulfil their potential in Australia, it is important to understand why this is and to take action to rectify it. (Contains 30 footnotes.)
Creating Our Future: Students Speak up about their Vision for 21st Century Learning. Speak Up 2009 National Findings: K-12 Students & Parents
Author: Project Tomorrow
Date: 2010-03-00
Type: Reports - Research
Subjects: Productivity,Teacher Effectiveness,Teaching Methods,Elementary Secondary Education,Librarians,Educational Technology,Academic Achievement,Technology Uses in Education,Handheld Devices,Educational Games,Students,Parents,Internet

For the past 7 years, the Speak Up National Research Project has provided the nation with a unique window into classrooms and homes all across America and given us a realistic view on how technology is currently being used (or not) to drive student achievement, teacher effectiveness and overall educational productivity. Most notably, the Speak Up data first documented and continues to reveal each year the increasingly significant digital disconnect between the values and aspirations of the nation's students about how the use of technology can improve the learning process and student outcomes, and the values and aspirations of their less technology-comfortable teachers and administrators. Students, regardless of community demographics, socio-economic backgrounds, gender and grade, tell year after year that the lack of sophisticated use of emerging technology tools in school is, in fact, holding back their education and in many ways, disengaging them from learning. In many communities and states, this hard realization that today's classroom environment does not mirror the way today's students are living their lives outside of school or what they need to be well prepared to participate, thrive and compete in the 21st century economy is actually exacerbating the existing relevancy crisis in American education. The Speak Up 2009 national findings paints a vivid picture of this continuing digital disconnect and also, advances the premise introduced with the data last year that by listening to and leveraging the ideas of students we can start to build a new vision for 21st century education that is more reflective of the needs and desires of today's learners. With this year's findings, the researchers give voice to a new genuine "student vision" for learning and in particular, the student's experience-based blueprint for the role of incorporating emerging technologies in 21st century education, both in and out of the classroom. (Contains 4 tables and 19 figures.)
Mapping a Personalized Learning Journey: K-12 Students and Parents Connect the Dots with Digital Learning. Speak Up 2011 National Findings: K-12 Students &amp; Parents
Date: 2012-04-00
Type: Reports - Research
Subjects: Internet,Stakeholders,Learner Controlled Instruction,Computer Use,Influence of Technology,Social Networks,Web 2.0 Technologies,Computer Mediated Communication,Online Courses,Handheld Devices,Access to Computers,Educational Technology,Electronic Learning,Educational Change,Middle School Students,High School Students,STEM Education,Mathematics Instruction,Barriers,Informal Education,Computer Uses in Education,Technology Integration,Intelligent Tutoring Systems,Computer Games,Educational Games,Individualized Instruction,Nonprofit Organizations,Elementary Secondary Education,Principals,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Student Attitudes,National Surveys

For the past nine years, the Speak Up National Research Project has endeavored to stimulate new discussions around how technology tools and services can transform education and to provide a context to help educators, parents, and policy and business leaders think beyond today and envision tomorrow. In last year's report, &quot;The New 3E's of Education: Enabled, Engaged, Empowered--How Today's Students are Leveraging Emerging Technologies for Learning,&quot; the researchers examined the student articulated vision of socially-based, un-tethered and digital rich learning environments through the lens of students' aspirations for mobile learning, online learning and e-textbooks. With this year's report, they continue to gain greater appreciation for the unique student perspective on learning with an in-depth focus on personalized learning experiences and environments. They also examine the parents' perspectives to understand not only their aspirations for more personalized learning but how they are enabling these learning opportunities as well for their child. And in the second report from this year's Speak Up National Findings, they share the educator perspective with new data findings on how teachers, librarians and administrators are personalizing learning with a variety of emerging technology tools and strategies. (Contains 3 tables and 4 charts.)
The New 3 E's of Education: Enabled, Engaged, Empowered--How Today's Educators Are Advancing a New Vision for Teaching and Learning. Speak Up 2010 National Findings: K-12 Teachers, Librarians & Administrators
Author: Project Tomorrow
Date: 2011-05-00
Type: Reports - Research
Subjects: Educational Technology,Electronic Learning,Blended Learning,Elementary Secondary Education,Teacher Role,Researchers,Librarians,Teachers,Administrators,Online Courses,Internet,Handheld Devices,Technology Integration,Technology Uses in Education,Academic Achievement,Learner Engagement,Evaluation

This report is the second in a two-part series to document the key national findings from Speak Up 2010. In the first report, "The New 3E's of Education: Enabled, Engaged, Empowered--How Today's Students are Leveraging Emerging Technologies for Learning," the researchers explored the views of students and parents. In this companion report, "The New 3E's of Education: Enabled, Engaged, Empowered--How Today's Educators are Advancing a New Vision for Teaching and Learning," the researchers explore how teachers, principals, district administrators, librarians and technology coordinators are addressing the student vision for learning around three key trends. These trends have generated significant interest in the past year at conferences, in policy discussions and within schools and districts: mobile learning, online and blended learning and digital content. While each of these trends includes the essential components of the student vision of socially-based, un-tethered and digitally-rich learning, they also provide a unique backdrop for investigating the role of educators to engage, enable and empower students through the use of these emerging technologies. This report shares the authentic, unfiltered perspectives of educators on these key trends, looking both at the perceived value of the emerging technologies as well as the barriers or challenges educators face in implementing such tools. Additionally, this report examines a new emerging vision that teachers and administrators have for leveraging technology within learning that honors the legacy of those early NetDay volunteers but also most notably, is more reflective than ever before of the students' own vision for 21st century learning. (Contains 11 figures and 6 tables.)
Personalizing the Classroom Experience: Teachers, Librarians and Administrators Connect the Dots with Digital Learning. Speak Up 2011 National Findings: K-12 Teachers, Librarians & Administrators
Author: Project Tomorrow
Date: 2012-05-00
Type: Reports - Research
Subjects: Educational Technology,Elementary Secondary Education,Librarians,Administrators,Teachers,Technology Uses in Education,Professional Development,Handheld Devices,Electronic Learning,Online Courses

For the past nine years, the Speak Up National Research Project has endeavored to stimulate new discussions around how technology tools and services can transform education and to provide a context to help education, parent, policy and business leaders think beyond today and envision tomorrow. With this year's report on the data findings from the educators' responses, the researchers are providing new insights into how to personalize the classroom experience by first examining how today's teachers, librarians and administrators are using technology themselves for professional tasks and then how those experiences are driving new plans and policies for technology use in our schools. The big question remains: how do we connect the dots with digital learning to more effectively leverage technology to fulfill the promise of personalized learning? The goal for schools and districts is simple. The effort requires a new level of commitment to achieve success. (Contains 3 tables and 3 charts.)