ethanporcaro/eric-fulltext-meta huggingface dataset:
Modern Pre-Operation Education of Surgeons: Principles Forming of Clinical Diagnosis
Author: Sulyma, Volodymyr
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Surgery,Physicians,Clinical Diagnosis,Diseases,Symptoms (Individual Disorders),Etiology,Patients,Medical Evaluation,Creativity,Algorithms,Injuries,Language Usage,Classification,Intervention,Medical Education,Student Mobility,Study Abroad,College Credits,Educational Cooperation,International Cooperation,Educational Policy,Pain,Medical Schools,Foreign Countries

At the examination of a patient, a doctor evaluates clinical picture of the disease that manifests itself by a great number of various general and local symptoms caused by an etiological factor and pathogenesis changes of the different organs and systems of the organism. A purpose of the surgical patient examination is making of early, correct and precise individual diagnosis, and, based on it, effective and timely rendering of medical care via either pharmacologic nonsurgical methods or surgical intervention. Making a diagnosis is the most important task of the diagnostic and treatment process; solution of this task includes creative analysis of the disease clinical course, formulation of the provisional diagnosis and following determination of the additional examination methods scopes and diagnostic algorithm. From a formal aspect, diagnosis is based on the nosological principle and has to contain the name of a certain disease or injury according to the accepted nomenclature and classification of diseases; it is of importance to medical statistical goals and scientific research. Assessment of the findings of additional methods of examination in the aggregate with clinical signs allows carrying out of differentiation of similar diseases and gives an opportunity to make a clinical (final) diagnosis and define treatment approach. Concomitant diseases do not have etiopathogenetic relation to the underlying disease but able to influence substantially on the character of clinical picture, choice of the extent of other methods of examination and treatment. [For the full proceedings, see ED626585.]
Proposed Strategic Plan to Improve Student Retention and Enrollment at Universities: A Perspective Study
Author: Maddah, Hisham A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Strategic Planning,School Holding Power,Academic Persistence,Educational Benefits,Enrollment Rate,Academic Achievement,Institutional Mission,Universities,Admissions Counseling,College Admission,Standards,Workshops,Orientation,Enrollment Management,Admission Criteria,Student Diversity,Learner Engagement,Undergraduate Students,Academic Advising,Student Personnel Services,Foreign Countries

This article aims to study the impact of the institution's strategic plan and the given student benefits and/or provided services on the student retention/enrollment rates. Institutional sustainability and student performance/motivation can be maintained with proper guidelines and enrollment management practices aligned with the university mission. Here, we propose a guided institution's strategic plan for King Abdulaziz University (KAU) including discussions on the university mission/vision statements, admission standards and counselors, recruitment procedures, student engagement, student support services, finances, and academic advising. The introduced strategic plan is believed to improve student retention and enrollment via: (a) applying the IDEAL initiative to promote campus diversity, (b) providing first-year support and assigned full-time advisors for guidance and persistence, (c) understanding applicant profiles for effective recruitment, (d) training and engaging students in several workshops and activities, (e) offering welcoming-week orientation to familiarize new students with the university requirements and guidelines, and (f) giving space to students to encourage in-class discussions and make them feel comfortable to share their ideas, from applying the &quot;Turn and Talk&quot; strategy. Strategic plans have a direct impact on the delivery of high-quality and cost-effective services to meet students educational and financial needs, with realistic/quantifiable goals necessary for student recruitment/success. [For the full proceedings, see ED626585.]
How Do Charter Schools Affect System-Level Test Scores and Graduation Rates? A National Analysis. Policy Brief
Author: Chen, Feng
Date: 2022-01-26
Type: Reports - Research
Subjects: Charter Schools,Decision Making,Collective Bargaining,Institutional Autonomy,Outcomes of Education,Attendance,School Districts,Public Schools,Enrollment Trends,Scores,Graduation Rate,High School Graduates,Mathematics Tests,Reading Tests,Achievement Tests,Student Characteristics,Race,Socioeconomic Status,Correlation,Comparative Analysis,Elementary Secondary Education

Charter schools are funded and governed by public agencies but operated by private organizations under government contracts. As private organizations, charter schools have more autonomy over their operations than traditional public schools. Charter school teachers typically do not work under collective bargaining units or have tenure protections, which gives charter leaders more authority over personnel decisions. Also, charter schools do not have &quot;attendance zones,&quot; so families can choose the school that best meets their needs regardless of where they live. Charter schools now represent 7% of national school enrollment and rising. In a growing number of cities, this number is well above 40%. The debate over the rise of charter schools has focused on only some of the ways in which charter schools affect children. In this study, the authors assess the total effect charter schools have on student outcomes nationwide, including not only students attending charter schools but also indirect effects on students attending nearby public schools. [For the corresponding technical paper, &quot;The Combined Effects of Charter Schools on Student Outcomes: A National Analysis of School Districts,&quot; see ED622023.]
Design Thinking as an Educational Innovation Way: A Case Study of Design for Change Taiwan (DFC Taiwan)
Author: Lin, Wan-Ting
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Design,Thinking Skills,Educational Innovation,Curriculum Design,Teaching Methods,Interdisciplinary Approach,Student Teacher Attitudes,College Faculty,Teacher Attitudes,Program Effectiveness,Case Studies,Foreign Countries,Teacher Education Programs,Administrator Attitudes,Educational Change

A skills gap from theoretical knowledge to practical application is always a critical issue in Taiwan's education field. The launch of 12-year Basic Education Curriculum and the emergence of the educational innovation industry arouse the awareness of project-based competency-oriented curriculum design. Introducing design thinking into the educational field has received significant attention in recent years owing to the fact that the characteristics of design thinking track with a similar vision of the &quot;core competency&quot; listed in the 12-year Basic Education Curriculum, including emphasizing on exploring and doing, interdisciplinary integration, and the real-world scenario. This research takes the &quot;Campus Ambassador Program&quot; held by Design for Change Taiwan (DFC Taiwan), an educational innovation organization, as a case study. The method of semi-constructed in-depth interview is selected to gather the information from the student teachers of the program's participants as well as the staffs of DFC Taiwan who are responsible for this program, in order to know the effectiveness of the student teachers' design thinking education program. [For the full proceedings, see ED626585.]
Tuition &amp; Fees in Public Higher Education in the West, 2022-23. Detailed Data Tables
Author: Western Interstate Commission for Higher Education (WICHE), Policy Analysis and Research Unit
Date: 2022-11-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Higher Education,Educational Finance,Tuition,Fees,Two Year Colleges,Full Time Equivalency,Enrollment Trends,In State Students,Out of State Students,Research Universities,Institutional Characteristics,Undergraduate Students,Graduate Students,Foreign Countries

This report provides comprehensive data about the tuition and fee prices published by public higher education institutions in the West for academic year 2022-23, including changes in tuition and fee rates over the past one-, five-, and 10-academic year periods. Tuition and fee rates in the region appear to have stabilized over the past decade after significant increases that occurred during the Great Recession and, as noted above, when adjusting for inflation, average tuition and fee rates at public two- and four-year institutions in the region have decreased between 2012-13 and 2022-23. This trend has become even more noticeable over the past two years as higher education institutions and systems have been reluctant to increase rates amidst the uncertainty of the COVID-19 pandemic and as inflation has increased across the economy. [For the 2021-22 report, see ED617649.]
Emerging Innovations in Data Transparency, Governance, and Quality
Author: Vilsack, Rachel
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: State Action,Data Use,Equal Education,Social Justice,Skill Development,Accountability,Access to Information,Job Training,Governance,Credentials,Labor Force Development,Career Readiness

Economic downturns, like a global pandemic, magnify the need for timely, accurate, and complete data that policymakers need to make data-informed decisions that will help workers, businesses, and their communities recover. Good data helps to better understand what's working and what's not in terms of creating greater access to workforce investments and in reporting the measurable economic gains of skills training programs that advance career pathways, build wealth, and expand the well-being of workers. Well-designed data systems, too, are crucial to track progress toward closing equity gaps. Postsecondary education and training have become essential to the economic mobility of working adults of color, immigrants, and workers with a high school diploma or less. State leaders have recognized the critical importance of postsecondary attainment in meeting equity and economic goals. Credentials are a key component of state postsecondary attainment goals and economic recovery responses, helping workers earning low wages transition into better jobs in expanding sectors and serving to reconnect them to further postsecondary education and training opportunities. States have made significant advances in data sharing and use, transparency and reporting, data governance, and using their data systems to build knowledge about which credentials have value for workers and businesses. These developments help workers save time and money, make it easier for businesses to identify talent and address emerging skill needs, and help states know how to invest limited resources in high-quality skills training programs to maximize equitable outcomes. This issue brief outlines emerging and innovative data approaches that states have identified and implemented to better connect individuals with the education, skills training, and other supports needed to close equity gaps. The brief identifies timely opportunities for policymakers and advocates to foster the development of effective approaches and speed up the adoption of innovative strategies.
Advising for College Success: Policies, Practices, and Programs That Support Students on the Path to College Completion
Author: Feygin, Amy
Date: 2022-12-00
Type: Reports - Research
Subjects: Academic Advising,College Students,College Freshmen,Administrators,Student Needs,Academic Persistence,Dropout Prevention,Educational Policy,Educational Practices,Social Support Groups,College Seniors

From fall 2021 to summer 2022, the American Institutes for Research (AIR) conducted virtual focus groups with administrators at 47 colleges: a nationally representative sample of 36 2-year and broad-access 4-year colleges and a purposive sample of 11 colleges selected for their track record with advising. The study identified four key findings that can inform future research: (1) Advising policies, practices, and programs often focused on the first year of college, with the intent of setting students up for success at entry; (2) College administrators reported using different types of strategies for supporting students in the face of time and resource constraints; (3) College administrators reported using a combination of light-touch strategies (such as nudging) and more intensive strategies (such as proactive advising) to support students' progress through college; and (4) Increasingly, and especially since the onset of the COVID-19 pandemic, colleges have recognized the importance of meeting students' basic needs. College administrators can use the findings from this study to learn about approaches to advising other colleges are using, and the successes and challenges of implementation, and researchers who study advising and other student success initiatives can use the findings from this study to identify directions for future research. [For &quot;Advising for College Success: Next Steps for Policymakers, Practitioners, and Researchers,&quot; see ED626636. For &quot;Advising for College Success: A Systematic Review of the Evidence. Appendix C,&quot; see ED626639. For &quot;Advising for College Success: A Systematic Review of the Evidence,&quot; see ED626933.]
Advising for College Success: Next Steps for Policymakers, Practitioners, and Researchers
Author: Feygin, Amy
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Academic Advising,College Students,Success,Educational Attainment,Educational Policy,Educational Practices,Holistic Approach,Intervention,Outcomes of Education,First Year Seminars,Mentors,Communities of Practice,Comprehensive Programs,College Administration,Program Effectiveness,Evidence Based Practice,Faculty Advisers

From fall 2021 to summer 2022, the College Completion Network conducted virtual focus groups with administrators at 47 2-year and broad-access 4-year colleges with the goal of better understanding the advising policies, practices, and programs (hereafter referred to as &quot;strategies&quot;) that colleges use to support student success. Simultaneously, the network conducted a systematic review of the research literature on advising strategies, summarizing the evidence for a wide range of advising strategies that have been the focus of research conducted during the past 2 decades. This brief considers the findings from each study side by side, distilling gaps between policy and practice and research. The brief answers the following three key questions: (1) Which advising strategies have strong evidence of success and are widely used?; (2) Which information and advising strategies are widely used, but have little or no evidence of success?; and (3) Which information and advising strategies have strong evidence of success, but are not widely used? Policymakers and practitioners may use the findings from this gaps analysis to make decisions about which advising strategies to implement, adapt, or discontinue. Likewise, researchers can use the findings to prioritize areas for future research. [For &quot;Advising for College Success: A Systematic Review of the Evidence,&quot; see ED626933. For &quot;Advising for College Success: Policies, Practices, and Programs That Support Students on the Path to College Completion,&quot; see ED626635. For &quot;Advising for College Success: A Systematic Review of the Evidence. Appendix C,&quot; see ED626639.]
The Pandemic Has Exacerbated a Long-Standing National Shortage of Teachers
Author: Schmitt, John
Date: 2022-12-06
Type: Reports - Research
Subjects: Teacher Shortage,Pandemics,COVID-19,Teacher Salaries,Salary Wage Differentials,Comparable Worth,Work Environment,Stress Variables,Vocational Interests,Teacher Supply and Demand

For more than a decade, academics and education policy experts have raised concerns about a widespread shortage of teachers in the United States. The first wave of warnings came in response to the drastic cuts in state and local spending on education following the Great Recession. In this report, the authors use data from a wide range of sources to document the size and scope of the teacher shortage. The data show that the teacher shortage is both widespread and acute across several dimensions, from subject matter specialties to school poverty status. The authors also review data that point to the two most important drivers of the shortage: (1) the declining compensation in the teaching profession relative to other occupations that employ college graduates; and (2) and the increasingly stressful work environment teachers face, a long-standing reality that has been greatly exacerbated by COVID-19. The key finding is that the current shortage is generally &quot;not&quot; the result of an insufficient number of potentially qualified teachers. The shortage is, instead, a shortfall in the number of qualified teachers &quot;willing to work at current wages and under current working conditions.&quot; The combination of substandard teacher compensation and highly stressful working conditions has, in recent decades, made teaching a much less attractive profession than alternatives available to workers with college degrees.
Seen and Served: How Dedicated Federal Funding Supports the Identification of Students Experiencing Homelessness
Author: SchoolHouse Connection
Date: 2023-00-00
Type: Reports - Research
Subjects: Elementary School Students,Secondary School Students,Homeless People,Identification,Federal Aid,Data,Educational Policy,Federal Legislation,State Aid,School Funds

In the 2020-2021 school year, more than 25 million children and youth -- roughly half of all elementary and secondary students in the United States -- attended schools in school districts that lacked dedicated funding to identify and support students experiencing homelessness. This significant funding gap increases the likelihood that many children and youth experiencing homelessness will not be identified, and even in cases where they are identified, that they will not receive the educational protections and services that can stabilize their education and their lives. Ensuring access to these supports is an important part of creating a school system that meets the needs of all of the nation's children and youth. This brief analyzes publicly-available preK-12 federal education data for the 2020-2021 school year to examine patterns that are correlated with under-identifying and inadequately supporting children and youth experiencing homelessness.
Advising for College Success: A Systematic Review of the Evidence. Appendix C
Author: Feygin, Amy
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Academic Advising,College Students,Success,Literature Reviews,Educational Attainment,Educational Policy,Educational Practices,Holistic Approach,Intervention,Outcomes of Education,Student College Relationship,Computer Mediated Communication,First Year Seminars,Mentors,Communities of Practice,Comprehensive Programs,Program Effectiveness

The College Completion Network conducted a systematic review of the research literature on advising strategies, summarizing the evidence for a wide range of advising strategies that have been the focus of research conducted during the past 2 decades. Simultaneously, the network conducted virtual focus groups with administrators at 47 2-year and broad-access 4-year colleges with the goal of better understanding the advising policies, practices, and programs that colleges use to support student success. This report provides the full list of reviewed studies. [For &quot;Advising for College Success: A Systematic Review of the Evidence,&quot; see ED626933. For &quot;Advising for College Success: Policies, Practices, and Programs That Support Students on the Path to College Completion,&quot; see ED626635. For &quot;Advising for College Success: Next Steps for Policymakers, Practitioners, and Researchers,&quot; see ED626636.]
The Annual Condition of Iowa&apos;s Community Colleges, 2022
Author: Jepsen, Alison
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Admission,College Enrollment,Academic Achievement,Paying for College,Student Characteristics,Graduation Rate,Costs,Tuition,Fees,Student Financial Aid,Vocational Education,Work Experience Programs,Adult Education,Dual Enrollment,Correctional Education,Accountability,Transfer Rates (College),State Programs,Federal Programs,Human Resources,Educational Finance,Governance,Labor Force Development,College Readiness,Career Readiness,Literacy Education,Developmental Studies Programs,Noncredit Courses,College Transfer Students,Economic Development,Apprenticeships,Partnerships in Education,Community Involvement,Gender Differences,Ethnicity,Socioeconomic Status

Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation (division) has compiled and published &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the &quot;Condition Report.&quot; The intent of this report is to provide clear, objective data about Iowa's community colleges for policymakers, governing bodies and other community college stakeholders. This year's &quot;Condition Report&quot; contains seven sections designed to tell a cohesive story about the programs and services offered by Iowa's 15 community colleges. These sections focus on the following broad themes: (1) The Evolution of Iowa's Community Colleges; (2) Programs that Meet Student and Workforce Needs; (3) College Admission and Enrollment; (4) Student Success and Institutional Performance; (5) College Costs and Affordability; (6) Programs that Serve Local Communities; and (7) Systems and Infrastructure. In addition, the report contains this executive summary that provides a snapshot of the data highlights, stories and pictures to highlight student successes and a conclusion to summarize the year in review. [The following were contributing authors to this report: Vladimir Bassis, Joe Collins, Jeff Fletcher, Kelly Friesleben, Lisa Gard, Alison Jepsen, Dennis Harden, Dan Li, Peggy Long, Heather Meissen, Paula Nissen, Jen Rathje, Lora Vargason, Kristy Volesky, Mike Williams and Erica Woods-Schmitz. For the 2021 report, see ED617624.]
Student Mental Health and Well-Being: A Review of Evidence and Emerging Solutions
Author: Gross, Betheny
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Mental Health,Well Being,COVID-19,Pandemics,Social Emotional Learning,Educational Innovation,Technology Integration,Educational Technology,Interpersonal Relationship,Social Development,Emotional Development,Student Needs,Elementary Secondary Education

In the summer of 2022, the Center on Reinventing Public Education convened a panel of education and youth development experts to take stock of recent efforts to address students' mental health and well-being and to reestablish core elements of social and emotional learning (SEL) in schools. The panel agreed that the pandemic's impact has been complex, but that there have been few dynamic and collaborative efforts to address it. While the experts recognized the tremendous demands placed on teachers to address students' academic as well as social and emotional needs, they noted that the kind of innovation they called for in 2021 (e.g., new kinds of learning environments, partnerships, and funding models for mental health and social skill development) had yet to materialize. The panelists arrived at three calls to action that reflect the challenges and opportunities young people are facing. Specifically, they call for policymakers and advocates to: (1) Embrace technological innovations that can improve student well-being while still honoring the fundamental need for human relationships; (2) Overcome turf wars and divisions; embrace &quot;big tent&quot; thinking for social and emotional development and well-being support; and (3) Build new, integrated monitoring and response systems to address the urgent needs of young people.