ethanporcaro/eric-fulltext-meta huggingface dataset:
Progress for Children: A Report Card on Adolescents. Number 10
Author: United Nations Children's Fund (UNICEF)
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: Adolescents,Trend Analysis,Population Trends,Marriage,Access to Education,Employment,Mortality Rate,Diseases,Health Behavior,Sexuality,Early Parenthood,Prenatal Care,Acquired Immunodeficiency Syndrome (AIDS),Violence,Classification,Foreign Countries,Tables (Data),At Risk Persons,Adolescent Development,Surveys,Geographic Location

Adolescence is a formative period during which children grow into their rightful place as full citizens and agents of change in their own lives and the lives of their societies. This publication provides an overview of the situation of adolescents, including of their vulnerabilities in critical areas. It makes a compelling case for increased efforts in advocacy, programming and policy, and for investment, to ensure the rights of adolescents and to achieve the Millennium Development Goals (MDG). Following a foreword by Anthony Lake, the UNICEF Executive Director, this document contains the following sections: (1) Progress for adolescents; (2) Socio-demographic profile of adolescents--Population trends and child marriage; (3) Education and work--Related to MDG 1, MDG 2, and MDG 3; (4) Adolescent mortality, morbidity and health-related behaviours--Related to MDG 4; (5) Adolescent sexual behaviour, childbearing and maternal health, and HIV--Related to MDG 5 and MDG 6; (6) Violence--Related to the Millennium Declaration; and (7) The way forward. Contains the following: (1) an overview of the statistical table; (2) a statistical table on key statistics on adolescents; and (3) a regional classification of the countries and territories from which regional averages were calculated.
Accounting Manual for Educational Service Districts in the State of Washington
Author: Lunghofer, Daniel S.
Date: 2010-09-00
Type: Guides - Non-Classroom
Subjects: Accounting,Guides,Compliance (Legal),Educational Resources,Budgeting,Accountability,Expenditures,Income,Shared Resources and Services,Fund Raising,Costs,Administrative Principles,Funding Formulas,Legal Responsibility,Education Service Centers,School Districts

This manual provides principles that are an integral part of the accounting requirements for educational service districts (ESDs) in the state of Washington. They are in conformance with generally accepted accounting principles, except where referenced in the ESD principles that follow. This manual provides guidance on the following topics:(1) Legal Compliance; (2) Fund Accounting; (3) Books on Account; (4) Basis of Accounting;(5) Budgetary Control; (6) System of Accounts; (7) Appropriation as a Prerequisite; (8) Gross Basis for Expenditures and Revenues; (9) Encumbrances, Budgeting; (10) Accruals, Receivables; (11) Direct Charging; (12) Inventory; (13) Adjustments; (14) Reporting; (15) Shared Service Arrangements; (16) General Fund Fundraising; and (17) Indirect Cost Limits.
Examining the Computer Self-Efficacy Perceptions of Gifted Students
Author: Kaplan, Abdullah
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Efficacy,Computer Literacy,Gifted,Elementary School Students,Gender Differences,Cohort Analysis,Statistical Analysis,Likert Scales,Student Attitudes,Self Concept Measures,Foreign Countries,Nonparametric Statistics

This study was conducted in order to determine the computer self-efficacy perceptions of gifted students. The research group of this study is composed of gifted students (N = 36) who were studying at the Science and Arts Center in Gümüshane province in the spring semester of the 2012-2013 academic year. The &quot;Computer Self-Efficacy Perception Scale for Elementary School Students,&quot; which was developed by Isiksal and Askar (2003), was used as a data collection tool in the study. In view of this study, it was found that computer self-efficacy perceptions of the gifted students were high. Furthermore, it was found that computer self-efficacy perceptions of the gifted students differed in favor of male students. No significant difference was observed when computer self-efficacy perceptions of the gifted students were examined in terms of class level. [This article was presented at the 1st International Instructional Technologies &amp; Teacher Education Symposium (ITTES 2013).]
Partnership for an &quot;Aligned System of Statewide Assistance: Coordinated Services Agreement&quot; (&quot;CSA&quot;)
Author: Washington Office of Superintendent of Public Instruction
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Education Service Centers,State Agencies,Technical Assistance,Alignment (Education),Coordination,Educational Opportunities,Equal Education,Contracts,Definitions,Delivery Systems,Administrative Organization,Accountability,Program Administration

For over ten years, the Washington Office of Superintendent of Public Instruction (OSPI) and nine regional Educational Service Districts (ESDs) have partnered to implement a variety of state and federal initiatives to support improving student learning and services to support school districts across the state. This document presents an agreement of shared coordination of an aligned system of statewide assistance designed to ensure equity of opportunity for all students in the state of Washington.
Making Sense of Total VET Activity: An Initial Market Analysis
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Foreign Countries,Student Participation,Place of Residence,Comparative Analysis,Public Education,Private Education,Enrollment Trends,Geographic Location,Federal Aid,Secondary Education,Postsecondary Education

Following the successful first national publication of total vocational education and training (VET) activity and presentation of various informative data products, NCVER has continued to undertake further analysis of the submitted data. This paper is the first in a suite of the National Centre for Vocational Education Research (NCVER) authored papers that seek to better explain and explore the data in depth. This paper examines and compares the differences between past VET activity data (pre-2014) reported as Government-funded students and courses and the new expanded data reported as Total VET students and courses. It focuses on the information not previously collected, namely data submissions from training providers new to the National VET Provider Collection. In particular, it includes preliminary analysis and reasoned comparisons between the VET activity reported by TAFE (technical and further education) providers and private training providers. The conclusions show the extent of similarity in training output across providers, but also highlight areas of notable diversity of the national training market between TAFE and private training providers.
Apprenticeships and Vocations: Assessing the Impact of Research on Policy and Practice. Research Report
Author: Hargreaves, Jo
Date: 2016-00-00
Type: Reports - Research
Subjects: Apprenticeships,Research Utilization,Educational Policy,Educational Practices,Vocational Education,Minimum Competencies,Statistical Analysis,Stakeholders,Qualitative Research,Citation Analysis,Questionnaires,Capacity Building,Information Policy,Feedback (Response),Productivity,Knowledge Economy,Knowledge Management,Foreign Countries

This report assesses the impact of the National Centre for Vocational Education Research's (NCVER) research against two themes: the role of apprenticeships in a modern economy (focusing on work relating to completions) and the nature of the vocations and competencies required by industry. The evaluation spans work published from 2005 to 2015 and examines the impact of 32 publications, complemented by input from a number of stakeholders who were asked to report on their use of NCVER's research outputs. The evaluation, based on a combination of quantitative metrics and qualitative methodology, shows how NCVER's publications are influencing policy and practice in the vocational education and training (VET) sector. The following are appended: (1) Respondents; and (2) Editorial Board Member Biographies. A section with previous impact studies by NCVER is included.
Psychometric Framework for Modeling Parental Involvement and Reading Literacy. IEA Research for Education. Volume 1
Author: Punter, R. Annemiek
Date: 2016-00-00
Type: Books
Subjects: Psychometrics,Parent Participation,Reading Skills,Literacy Education,Achievement Tests,Foreign Countries,Grade 4,Reading Achievement,International Assessment,Reading Tests,Cultural Differences,Student Characteristics,Regression (Statistics),Models,Item Response Theory

Parental involvement is seen as one of the most malleable factors of the student's home situation, which makes it a relevant subject for schools, educational policies, and research. Though many studies have researched its role in student achievement, effects are not univocal. It is difficult to tell whether these inconsistent results are caused by differences between educational systems and cultural differences, or by the great variation in the methods used to assess student achievement and parental involvement across studies. Large-scale international assessment studies like the Progress in International Reading and Literacy Study (PIRLS) undertaken by the International Association for the Evaluation of Educational Achievement (IEA) therefore provide valuable data. However, a limiting factor may be the extent to which data from different countries can be compared, as cultural differences could influence the international validity of the indicators. The purpose of this research was to develop a suitable psychometric framework for the assessment of the relation between parental involvement and reading literacy, using the PIRLS-2011 data for 41 countries as a case study. The framework included country-specific differences, both at the item and scale level, to gain insight into cultural differences in the parental involvement construct and its relation to student achievement in reading literacy. The project may thus also contribute to the issue of measurement invariance across cultures in large-scale assessment studies. Three main research questions guided the project: (1) Which dimensions of parental involvement can be discerned and to what extent is there empirical evidence that these dimensions are related to student attainment?; (2) To what extent are there any cultural differences (differences between countries) in the constructs that measure dimensions of parental involvement?; and (3) To what extent are the different dimensions of parental involvement related to student achievement in reading literacy, taking into account student background characteristics and differences between countries? Technical Details on the Implementation of the Bi-factor Model is appended. (Individual chapters contain references.)
Scientific Management Still Endures in Education
Author: Ireh, Maduakolam
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: School Administration,Administrative Principles,Public Education,Accountability,Competence,Criticism,Outcomes of Education

Some schools in America have changed, while others remain unchanged due largely to the accretion of small adjustments in what remains a very traditional enterprise. The problem is rooted in the propagation and adoption of scientific management by educators who applied and/or continues to apply it to education to restore order and for accountability. This essay discusses the enduring legacies of Fredrick Taylor's scientific management in American schools and contends that contemporary administrative practices should completely demystify this taunting philosophy around which the management of many schools in America continue to be structured. Critical analysis of the historical relationship between scientific management principles and the administration of American public education, discussion of the propagation of scientific management by popular early American school administrators, critique of scientific control of competence and accountability in education, and a critical analysis of the link between scientific management tasks and learning outcomes in American education are provided.
Toward a Learning Science for Complex Crowdsourcing Tasks
Author: Doroudi, Shayan
Date: 2016-05-07
Type: Reports - Research
Subjects: Training Methods,Novices,Outsourcing,Comparative Analysis,Online Searching,Expertise,Feasibility Studies,Accuracy,Statistical Analysis,Instructional Effectiveness,Nonparametric Statistics

We explore how crowdworkers can be trained to tackle complex crowdsourcing tasks. We are particularly interested in training novice workers to perform well on solving tasks in situations where the space of strategies is large and workers need to discover and try different strategies to be successful. In a first experiment, we perform a comparison of five different training strategies. For complex web search challenges, we show that providing expert examples is an effective form of training, surpassing other forms of training in nearly all measures of interest. However, such training relies on access to domain expertise, which may be expensive or lacking. Therefore, in a second experiment we study the feasibility of training workers in the absence of domain expertise. We show that having workers validate the work of their peer workers can be even more effective than having them review expert examples if we only present solutions filtered by a threshold length. The results suggest that crowdsourced solutions of peer workers may be harnessed in an automated training pipeline.
The Landscape of Competency-Based Education: Enrollments, Demographics, and Affordability. AEI Series on Competency-Based Higher Education
Author: Kelchen, Robert
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Higher Education,Student Costs,Enrollment,Prior Learning,College Programs,Student Characteristics,College Students,Student Financial Aid,Nursing Education,Associate Degrees

Competency-based education (CBE), broadly defined as a form of higher education in which credit is provided on the basis of student learning rather than credit or clock hours, has begun to catch the attention of federal and state policymakers, foundations, and colleges. Among the model's promising features are its potential to lower college costs and serve adult students in need of flexibility. Still, despite the model's visibility, few researchers have actually taken an in-depth look at the wide range of competency-based education providers. Many questions have emerged around the various ways students can earn credit, the number of providers that offer competency-based coursework or degree programs, and the number and types of students enrolled in these programs. Additionally, although the list prices of competency-based models appear very cost-effective in relation to traditional higher education models, no one has comprehensively examined the true affordability of CBE programs and whether they actually deliver credentials to their students at a lower price. In this paper--the first in a series of papers that will examine competency-based education from a number of perspectives--Kelchen explores the uncharted landscape of CBE providers and presents insight on the definitions, scale, and finances of the enterprise.
Campus-Based Practices for Promoting Student Success: Faculty Policy Issues. Research Brief
Author: Horn, Aaron S.
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Success,Educational Practices,College Faculty,Tenure,Personnel Policy,Institutional Characteristics,Employment Level,Teacher Role,Rewards,Faculty Development,Student Improvement,Performance Factors

The academic profession has encountered significant change over the past several decades, such as a higher priority on research; increasing enrollment of non-traditional students; the need to manage, advise, and instruct larger student bodies; and greater expectations to use instructional technologies (Gappa &amp; Leslie, 1993: Geiger, 2011; Schuster &amp; Finkelstein, 2006, 2007; Umbach &amp; Wawrzynski, 2005). The faculty profession has transformed over time from a body of full-time tenured or tenure-track academics to a diverse group of employees with myriad designations: full- and part-time, tenure and non-tenure track, adjunct, lecturer, instructor, and post-doctoral fellow (Kezar &amp; Eaton, 2014). Full-time, tenured and tenure-track faculty are characterized by duties related to teaching, research, and service. In contrast, full- and part-time non-tenure track or &quot;contingent&quot; faculty members often have more limited responsibilities. This brief examines key issues that confront institutional leaders in creating faculty policies conducive to student success, including employment status, faculty roles and reward systems, and faculty development.
The Student Experience: How Competency-Based Education Providers Serve Students. AEI Series on Competency-Based Higher Education
Author: Baker, Rachel B.
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Competency Based Education,College Students,Student Experience,College Programs,Student Recruitment,College Admission,Enrollment,Prior Learning,College Credits,Courses,Transfer Policy,School Orientation,Scheduling,Educational Resources,Teacher Student Relationship,College Faculty,Tutors,Faculty Advisers,Peer Relationship,Virtual Universities

The rise of competency-based education (CBE) has redefined what college looks like for a growing number of students. The basic idea underlying CBE is simple: programs award credit based on demonstrated student competencies rather than on the amount of time a student has spent in a given course. Recent advances in technology, including online courses, computer adaptive education, interactive tutoring and mentoring, and the analysis of big data, have only added to CBE's potential. But CBE models have dramatic implications for how schools serve students, and those changes can affect student success and scalability. Unfortunately, it is still not clearly understood how students actually experience education in a CBE model--that is, the day-to-day process of learning, assessment, and progression. In this paper, Baker describes how some of the most prominent CBE providers have designed their programs to meet students' needs. Baker examines CBE models in comparison to the familiar phases of the traditional college experience at four-year institutions: recruiting students, starting a program, earning credits, and interacting with others. This paper highlights how CBE programs invert the structure and choice of traditional higher education. The most clearly defined components of traditional higher education programs (like schedule and timing of classes, time to degree, course materials, course requirements, and the number of credits that must be earned at the institution) are much less structured in CBE programs. In contrast, the components of traditional higher education programs that are typically the most flexible and able to be personalized (like choice of major, choice of classes within majors, and learning objectives within individual courses) are often fixed in CBE programs. These differences are important for a few reasons. First, recent research has convincingly shown that the structure of academic programs can have large effects on students' performance and success. More intensive examination of how these factors affect student success is necessary as CBE programs expand. Second, the unique structures of these programs mean that they can reach traditionally disenfranchised groups of students. Still needing examination are how successful these programs are at reaching new markets. Finally, these programs can increase efficiency in the sector by providing credit for prior learning. This paper provides an in-depth look at the promising features of these programs and the potential shortcomings of this new form of higher education.
Innovate and Evaluate: Expanding the Research Base for Competency-Based Education. AEI Series on Competency-Based Higher Education
Author: Kelly, Andrew P.
Date: 2016-06-00
Type: Reports - Research
Subjects: Competency Based Education,Educational Research,Postsecondary Education,Prior Learning,Qualitative Research,Statistical Analysis,Program Design,Student Characteristics,Outcomes of Education,Educational Policy,Student Evaluation,College Students

Competency-based education (CBE) has garnered significant attention lately from reformers and policymakers. Put simply, CBE awards credit based on what students have learned rather than how much time they spend in class. Competency-based programs identify specific competencies, develop assessments to measure mastery of those competencies, and then award credit or other credentials to those students who meet or exceed benchmarks on those assessments. CBE programs give students flexibility to move at their own pace, which could potentially shorten the time to degree and enhance affordability. CBE credentials may also more clearly signal to employers students' knowledge and career preparedness. Clearly, the benefits of expanding access to CBE could be substantial. But, what does existing research suggest about the likely effect of reforms to promote CBE? In this paper, Kelly and Columbus analyzed 380 studies of postsecondary CBE and prior-learning assessment listed in the Department of Education's Education Resources Information Center database. Kelly and Columbus reviewed each study's methodology (i.e., quantitative or qualitative) and topic (i.e., program design, student characteristics, student outcomes, and policy environment). Their analysis uncovered more than twice as many qualitative studies (228 articles) as quantitative ones (102). The studies in this sample tended to focus on questions of design and practice, describing the manner in which providers have identified competencies, developed assessments, and structured courses and programs. The paper concludes with some recommendations for future research. Kelly and Columbus suggest that researchers should use the ongoing expansion of CBE programs as an opportunity to launch a research and development agenda. Specifically, they suggest that researchers work with CBE providers to answer the following basic questions: (1) How do the demographics of students who enroll in CBE compare to those enrolled in traditional programs? (2) What do success rates in CBE programs look like, especially relative to comparable programs? Do students who earn credit via prior-learning assessment perform comparably in subsequent coursework? (3) How do employers view CBE graduates? Do they see CBE credentials as being more informative than traditional degrees? Sketched out is the role that policymakers, philanthropists, and other parties should play in facilitating the rigorous evaluation of CBE programs. An appendix presents Table A1: Full Cross-Tab Analysis of Article Content by Article Methodology.