ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Learning for University Effectiveness in the Developing World
Author: Sekiwu, Denis
Date: 2010-06-02
Type: Reports - Evaluative
Subjects: Electronic Learning,Computer Uses in Education,Educational Technology,Social Change,Teaching Methods,Global Approach,Technology Integration,Instructional Effectiveness,Colleges,Competition,Educational Quality,Innovation,Job Skills,Developing Nations,Foreign Countries

The globalisation trends of society have taken centre stage meaning that people around the world are required to develop high level but low cost technologies and innovative competencies in order to enhance social development. In the field of higher education, university managers need to join the technological revolution by adopting low cost ICT and E-learning facilities. This paper examines the role of E-learning in university effectiveness. With the impact of globalisation, universities have become competitive in terms of providing quality and flexible educational services. Creating an enduring vision and a strategic implementation framework to implement technological innovations and E-learning seems critical. The demand for skilled workforce with technological to cope with the ever-changing responsibilities at the work place warrants universities to adjust their teaching strategies beyond face-to-face instruction in class.
From Localization to Internationalization of Higher Education: Globalization and Transformation of University Education in Uganda
Author: Sekiwu, Denis
Date: 2010-01-04
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Competition,Global Approach,Role of Education,Electronic Learning,Developing Nations,Information Technology,Information Management,Privatization,Universities,Educational Quality,Quality Control,Case Studies

The thrust for globalisation of society has taken centre stage. This means that people around the world are required to develop high level but low cost technologies and innovative competencies in order to enhance social development. In the field of higher education, university managers need to join the technological revolution by adopting low cost ICT and E-learning facilities. This paper examines the role of E-learning in university effectiveness so as to deal with the challenges of Social and global competitiveness in developing countries. The paper defines the concept of E-learning, justifies the need for E-learning in Universities in developing countries, obstacles and challenges of embracing E-learning innovation, involving academics in E-learning reform in Universities, implementing E-learning technologies and innovation in Universities, and the remedies for ensuring successful E-learning in Universities in developing countries. With the impact of globalisation, universities in the developing world have become competitive in terms of providing quality and flexible educational services to the diverse students' communities. Therefore, creating an enduring vision and a strategic implementation framework for the effective implementation of technological innovations and E-learning seems critical. The demand for skilled workforce equipped with technological skills and competencies to cope with the ever-changing responsibilities at the work place warrants universities to adjust their teaching strategies beyond face-to-face instruction in the classroom. However, it requires institutional leadership in order to promote technology use in university education.
Built for Teachers: How the &quot;Blueprint for Reform&quot; Empowers Educators
Author: Department of Education (ED), Office of Communications and Outreach
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: Educational Change,Elementary Secondary Education,Federal Legislation,Educational Legislation,Teacher Empowerment,Teacher Effectiveness,Curriculum,Educational Testing,Data,Academic Achievement,Educational Finance

Secretary of Education, Anne Duncan, has met with thousands of teachers and heard their fears and concerns. Teachers are asking: Are these reforms the Next Big Thing, here today but gone tomorrow? Will they focus on testing in a way that further narrows the curriculum and denies students the great education that we seek to bring? Could we lose our jobs if  our students' scores aren't high enough? In President Obama's &quot;Blueprint for Reform of the Elementary and Secondary Education Act (ESEA),&quot; these concerns are addressed and common-sense strategies to move the country in the right direction are proposed. This brochure provides a summary of some of the reasons teachers have told Secretary Duncan that they support the president's &quot;Blueprint.&quot; Topics include: Respecting Teachers as the Professionals They Are; Broadening the Curriculum; Using Data the Right Way; Empowering Teachers and Schools; and Making a Bold Case for Reform. Each topic includes two parts: the challenge; and the &quot;Blueprint's&quot; new direction. A section addressing questions that Secretary Duncan has heard frequently when talking with teachers about education reform concludes the document. A brief list of resources for additional information is also provided. [For the related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act,&quot; see ED508795.]
The Economic Impact of Dickinson College on Carlisle and Cumberland County, 2010
Author: Bellinger, William
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Economic Impact,Private Colleges,School Community Relationship,Municipalities,Counties,Local Government,Summer Programs,Expenditures,School Construction,School Personnel,College Students,Tourism,Service Learning,Volunteers,Cultural Activities,Taxes,Income,Questionnaires

This study of Dickinson College represents an unusually complete, detailed, and balanced study of the local and regional economic impact of an academic institution. Among other features, it includes estimates of the college's positive and negative effects on local government, local as well as county wide economic impact estimates, and a relatively complete analysis of summer programs, visitor spending, and cultural and charitable activity. Appendixes include: (1) Survey Forms; and (2) Dickinson Taxable and Tax Exempt Property. Individual chapters contain endnotes and bibliographies. (Contains 65 tables and 10 figures.)
Are Household Income, Gender, and Race Important in Shaping Parental Involvement in Children's Education?
Author: Hartlep, Nicholas D.
Date: 2010-10-00
Type: Reports - Research
Subjects: Homework,Pacific Islanders,Parent Participation,Family Involvement,Parent School Relationship,Family Income,Gender Differences,Racial Differences,National Surveys,Parents,African Americans,Whites,Fathers,Mothers,Low Income Groups,Hispanic Americans,Asian Americans,American Indians

The authors used data from the National Household Education Surveys (NHES) Program 2007 Parent and Family Involvement in Education Survey (National Center for Education Statistics, 2007) (N=10,681) to examine household income, gender, and race of parents, and their importance in shaping parental involvement in children's education. The study finds that when accounting for tutoring that: (1) Pacific Islander mothers have the highest odds of being involved in their child's homework; (2) Black fathers have the highest odds of being involved in their child's homework; and (3) Low household incomes (compared to high household incomes) have the highest odds of being involved in their child's homework. This study supports previous research on &quot;nontraditional parental involvement,&quot; as well as previous research regarding high African American parental involvement. (Contains 3 tables and 1 footnote.)
Student Progression through Developmental Sequences in Community Colleges. CCRC Brief. Number 45
Author: Bailey, Thomas
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Community Colleges,Developmental Studies Programs,Enrollment,Two Year College Students,Referral,Remedial Programs,Academic Achievement,Institutional Characteristics,Student Characteristics,Longitudinal Studies,Sequential Approach,Student Placement,Student Evaluation,College Instruction,College Credits,Educational Policy,College Preparation

Developmental education is designed to provide students with weak academic skills the opportunity to strengthen those skills enough to prepare them for college-level coursework. The concept is simple enough--students who arrive unprepared for college are provided instruction to bring them up to an adequate level. In practice, developmental education (or "remedial" education, the authors use these terms interchangeably) is complex and confusing. Experts do not agree on the meaning of being "college ready," and policies governing assessment, placement, pedagogy, staffing, completion, and eligibility for enrollment in college-level, credit-bearing courses vary from state to state, college to college, and program to program. The developmental education process is confusing enough simply to describe, yet from the point of view of the student, especially one with very weak academic skills and little previous success in school, it may appear as a bewildering set of unanticipated obstacles involving several assessments, classes in more than one subject area, and sequences of courses requiring three or more semesters of study before the student (often a high school graduate) is judged prepared for college-level work. The policy deliberation and especially the research about developmental education give scant attention to this confusion and complexity. Discussion typically assumes that the state of being "college ready" is well-defined, and it often elides the distinction between students who need remediation and those who actually enroll in developmental courses. In this Brief, which summarizes a study by the Community College Research Center on patterns of student progression through developmental education, the authors broaden the discussion by moving beyond consideration of the developmental "course" and focus attention instead on the developmental "sequence". (Contains 3 tables.) [This Brief is based on CCRC Working Paper No. 15, "Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges" (ED503962).]
Online Learning in the Virginia Community College System
Author: Jaggars, Shanna Smith
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Strategic Planning,Community Colleges,Distance Education,Educational Objectives,Online Courses,College Outcomes Assessment,Educational Indicators,Student Characteristics,Enrollment Trends,Enrollment Rate,Graduation Rate,Cohort Analysis,Student Centered Curriculum,Faculty Development,Academic Support Services,Academic Achievement

In January 2001, the Virginia Community College System (VCCS) released a distance learning strategic plan that endorsed taking a student-centered approach to online learning as well as providing support services to promote faculty development and student success. The current study was commissioned by VCCS to investigate student outcomes for the 2004 student cohort by examining: (1) patterns of online course taking among Virginia community college students; (2) college-ready and underprepared students' retention and performance in online versus face-to-face courses; and (3) subsequent educational outcomes for underprepared and college-ready students who participate in online learning. Results indicate that nearly half of Virginia community college students enrolled in an online course across the period of study, with online enrollments increasing dramatically over four years. However, few students enrolled in an entirely online curriculum in a given term, even by the time the study concluded in 2008. In general, students with stronger academic preparation were more likely to enroll in online courses. Regardless of their initial level of preparation, however, students were more likely to fail or withdraw from online courses than from face-to-face courses. In addition, students who took online coursework in early semesters were slightly less likely to return to school in subsequent semesters, and students who took a higher proportion of credits online were slightly less likely to attain an educational award or transfer to a four-year institution. Additional analyses with a new cohort of students entering in 2008 were consistent with the results of the 2004 cohort. Tables and figures are appended. (Contains 25 tables, 3 figures and 19 footnotes.)
Issue Brief: Community College and High School Partnerships
Author: Barnett, Elisabeth
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Persistence,High School Students,College Students,Partnerships in Education,College Bound Students,College Preparation,Access to Education,Outreach Programs,Dual Enrollment,College Entrance Examinations,Technical Education,Career Education,Summer Programs,Program Effectiveness

In this Brief, the authors focus on partnerships between community colleges and high schools that may make it more likely for students to complete "three important milestones" on the road to college completion: (1) Enrollment in college; (2) College readiness at enrollment; and (3) Persistence in college. There is a broad range of goals and activities among community college-high school partnerships. The authors have organized the most prominent programs and initiatives into two categories as follows: (1) Initiatives designed to provide high school students with "access to existing and regular college resources and offerings," such as assessments or college courses; and (2) Programs or activities that partnerships develop together "specifically for high school students" and their needs. The Brief concludes with a short discussion of policy and funding considerations. (Contains 22 endnotes.)[This Issue Brief was prepared for the White House Summit on Community College.]
A Model for Accelerating Academic Success of Community College Remedial English Students: Is the Accelerated Learning Program (ALP) Effective and Affordable? CCRC Working Paper No. 21
Author: Jenkins, Davis
Date: 2010-09-00
Type: Reports - Research
Subjects: Community Colleges,Acceleration (Education),Freshman Composition,Basic Writing,Remedial Instruction,Academic Persistence,Cost Effectiveness,College Students,Outcomes of Education,Academic Achievement

This paper presents the findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP). Under ALP, students placed into upper-level developmental writing are &quot;mainstreamed&quot; into English 101 classes and simultaneously enrolled in a companion ALP course (taught by the same instructor) that meets in the class period immediately following the English 101 class. The aim of the ALP course, which has only eight students, is to help students maximize the likelihood of their success in English 101. Our results suggest that among students who place into the highest level developmental writing course, participating in ALP is associated with substantially better outcomes in terms of English 101 completion and English 102 completion, the two primary outcomes ALP was designed to improve. However, we found no evidence that ALP students' greater likelihood of completing English 101 and 102 correlates with increased rates of college persistence or passing other college-level courses. Looking at the costs of ALP in relation to our findings on its effects, we found that ALP is a more cost-effective pathway through the required college-level English courses than the traditional developmental English sequence as measured by cost per successful student ($2,680 versus $3,122). A rough cost-benefit analysis finds that the benefits of ALP are more than double the costs. Appended are: (1) Tables; and (2) Accelerated Learning Program, Community College of Baltimore County Cost Analysis Details. (Contains 7 tables and 17 footnotes.)
Issue Brief: Developmental Education in Community Colleges
Author: Bailey, Thomas
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Remedial Programs,Remedial Instruction,Community Colleges,Developmental Studies Programs,Sequential Approach,Educational Finance,Costs,Program Effectiveness,Student Evaluation,Educational Change,Basic Skills,Learning Activities,Discourse Communities

In this Brief the authors first report on evidence about the effectiveness (or, unfortunately, in too many cases, the ineffectiveness) of remediation and then provide information about the progression of students through the developmental sequence. They discuss problems associated with the crucial assessments and make a brief statement about costs. They then describe three initiatives designed to improve the performance of remedial services. (Contains 10 endnotes.)
Community and Place in Mathematics Instruction in Selected Rural Schools
Author: Howley, Aimee
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Rural Schools,Mathematics Instruction,Education,Rural Education,Community,Culturally Relevant Education,Public Schools,Private Schools,Teacher Leadership,Elementary Schools,Middle Schools,High Schools,Active Learning,Barriers,Academic Achievement,School Culture,Partnerships in Education,Principals,Superintendents,Leadership

The teaching of  mathematics, which arguably is so abstract as to transcend place and community and even culture (according at least to a Platonic view of mathematics), will seem to some observers particularly ill-suited to instruction in place- or community- or culture-based approaches. Nevertheless, current thinking in mathematics education, with its emphasis on the construction of meaning and the application of problem solving to &quot;real-world&quot; situations, might logically be interpreted as supporting these varied approaches to instruction. Because both rural education and math education scholars collaborated in conducting this study, the project did indeed have its eye as much on the &quot;community purposes of mathematics instruction&quot; as on the &quot;mathematical purposes of  community engagement&quot;. The related complexities are legion--and, the authors find, them interesting. This report begins by stating the study questions quite simply (then in a very wide context, and then, before turning to the reports of  the seven sites studied, carefully distinguishing &quot;place-based education&quot; from its close, and valued, cousins. The beginning of  the report, then, provides theoretical frameworks necessary for readers to understand the intentions and purposes of  the study. The empirical work is objectively conducted on such a basis. (Contains 5 figures, 7 tables and 26 footnotes.)
Legislative Update, September 2010. Report 10-18
Author: Blair, Julia
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: State Legislation,Access to Education,Data,Educational Finance,Performance Based Assessment,Private Education,Postsecondary Education,Institutional Mission,Fees,Student Financial Aid,Transfer Policy,Labor Force Development,Educational Legislation,Politics of Education,Educational Policy

This update contains analyses of legislative initiatives being tracked by CPEC (California Postsecondary Education Commission) staff, including bills that have been introduced since the June Commission meeting. It has positions as adopted in the Commission meeting on September 28. A matrix of bills tracked by CPEC staff is included. Contents include: (1) Access; (2) Data; (3) Higher Education Financing; (4) Performance Assessment; (5) Private Postsecondary Education; (6) Segmental Mission and Functions; (7) Student Fees, Financial Aid, and Affordability; (8) Transfer; (9) Workforce Development; (10) Other Areas; (11) Other Bills being Monitored by Staff; (12) Bills Removed From Tracking; (13) Summary Matrix of Bills; and (14) Legislative Committee Membership.
Review of a Proposal for a New Community College Center in Vallejo. Report 10-15
Author: Wilson, Stacy
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Expenditures,Educational Needs,Educational Facilities Planning,Community Colleges,Cost Effectiveness,State Aid,Educational Finance,Financial Support,Partnerships in Education,Campuses

This report provides a staff review of a proposal by the Solano Community College District to convert its existing facility in Vallejo to a state-approved off-campus educational center of Solano Community College. Educational centers can be a cost-effective means for meeting educational needs of a region through agreements with local high schools, businesses, and nearby university campuses. Centers support learning productivity because students spend more time engaged near their homes and less time commuting to a main campus. Because the Commission concurred with the decision of the California Community Colleges Board of Governors and the CPEC (California Postsecondary Education Commission) staff recommendation based on ten facilities review criteria, the Vallejo Center will become eligible to compete for state capital outlay funding and to receive base apportionment funding.
Review of a Proposal for a New Community College Center in Orange County. Report 10-04
Author: Jones, Jessika
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Campuses,Educational Needs,Educational Facilities Planning,Community Colleges,College Planning,Program Proposals,Feasibility Studies,Regional Schools,Shared Resources and Services,Enrollment Projections,State Licensing Boards,Accreditation (Institutions)

This report reviews the proposal by the Rancho Santiago Community College District to convert its facility in Orange to a state-approved educational center. Educational centers are a cost-effective means for meeting increased student demand and of serving a region's educational needs because they often involve collaboration and shared facility use with high schools, university campuses, and local businesses. Educational centers can grow as needed when students require more course offerings; they begin small and expand as the region's population expands. Attending an educational center is a cost-effective option for students who can attend classes near their homes, cutting back on their commute time and expenses. CPEC (California Postsecondary Education Commission) guidelines require that an off-campus educational facility must serve at least 500 full-time-equivalent students annually before it can begin the process of proposing a conversion to a state-approved educational center. If the Commission votes to concur with a proposal, the center becomes eligible to compete for state capital outlay funding.