ethanporcaro/eric-fulltext-meta huggingface dataset:
The Accountability for Quality Agenda in Higher Education
Author: Gallagher, Michael
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Academic Standards,Higher Education,Quality Assurance,Professional Personnel,Foreign Countries,Conferences (Gatherings),Accountability,Institutional Autonomy,Research,Public Officials,Educational Change,Outcomes of Education,Information Dissemination,Comparative Analysis,Educational Quality

Governments in many countries exert pressures on universities to be more accountable for the results they manage to achieve with the resources available to them. A recently added twist, ironically within the context of falling government investment and rising student demand, is that governments are intruding into areas which have long been regarded as prerogatives of autonomous universities. The accompanying paper has been prepared as a draft to focus discussion between Australian and British policy analysts in the first instance, and later with US counterparts. The main reason for a bilateral discussion initially is that there are three significant factors in common between the Australian and British higher education contexts. First, there are commonalities in the structure and culture of universities in the UK and Australia. Second, in both countries there has been a longstanding convention of parity of esteem of higher education awards. Third, in both countries there has been an increasing interest on the part of government in matters of higher education quality assurance and research quality verification. Indeed there are some shared policy and program features, reflecting regular interactions among policy makers and academic and professional staff between the two countries. This paper is intended to help make sense of what is happening and inform public debate to promote balanced outcomes. Attached are: (1) Australian Higher Education Graduate Statement (Sample); (2) US College Portrait (Example); and (3) University of South Australia Teaching and Learning Academic Standards Framework 2009. (Contains 2 figures, 5 tables, 47 boxes, and 15 footnotes.)
Infrastructure Survey 2009
Author: Group of Eight (Australia)
Date: 2010-11-00
Type: Reports - Research
Subjects: Educational Facilities,Definitions,Facilities Management,School Buildings,Space Utilization,Energy Management,Facility Requirements,Environmental Standards,School Surveys,College Housing,School Maintenance,Equipment Maintenance,Educational Facilities Improvement,Educational Facilities Planning,Bayesian Statistics,Measurement Techniques,Foreign Countries

In 2008 the Group of Eight (Go8) released a first report on the state of its buildings and infrastructure, based on a survey undertaken in 2007. A further survey was undertaken in 2009, updating some information about the assessed quality, value and condition of buildings and use of space. It also collated data related to aspects of the estate not previously explored, including student accommodation, energy and other environmental issues and initiatives. Some of these data are provisional: data sources are not yet well developed, and definitions and classifications are being reviewed for some of these topics. This is particularly so of the data related to space management and environmental issues including carbon measurement and reduction strategies, where further work is being done on both strategies and measurement/data issues. Where appropriate, the survey has used Tertiary Education Facilities Management Association (TEFMA) definitions and methodology. As for the previous survey, two reports from the survey data are being prepared. This summary presents aggregates across the Go8. The second report contains data about each member university. It is confidential, and has limited availability. Appended are: (1) Glossary of Terminology and Definitions; (2) Survey definitions; and (3) Go8 survey form 2009. (Contains 3 figures, 7 tables, and 2 footnotes.)
Energy Research
Author: Group of Eight (Australia)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Energy,Foreign Countries,Energy Management,Energy Education,Sustainability,Energy Conservation,Environmental Influences,Socioeconomic Influences,Public Policy,Supply and Demand,Scientific Research,Research and Development,Power Technology,Efficiency,Nuclear Energy,Facility Planning,Facility Inventory,Research Universities,Technology Transfer

The Group of Eight (Go8) is a coalition of leading Australian universities, intensive in research and comprehensive in general and professional education. The Go8 member universities recognise that the issue of energy usage and transformation is one of vital importance not only to Australia but to the world as a whole. The universities aim to make substantial contributions to the technologies and policies that will enable the delivery and use of energy in a sustainable manner. Energy is a multi-dimensional subject, so the term &quot;energy-related&quot; in this report includes: (1) Identification, extraction and delivery of primary energy sources; (2) Conversion of these primary energy sources to secondary energy forms and their delivery; (3) Use of primary and secondary energy in an efficient manner; (4) Environmental impacts of energy supply and use; and (5) Economic/social impacts and regulatory/policy issues related to energy supply and use. This report aims to identify areas of energy research undertaken by the Go8 member universities that have both quality and critical mass.
Group of Eight Response to DIISR Consultation Paper: &quot;Meeting Australia's Research Workforce Needs&quot;
Author: Group of Eight (Australia)
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Needs,Educational Quality,Labor Force Development,Research and Development,Research Needs,Research Problems,Research Skills,Training Methods,Training Objectives,Role Perception,Innovation,Partnerships in Education,Educational Policy,Public Policy,Government Role,Strategic Planning,Change Strategies,Educational Change,Consultation Programs,Supply and Demand,Educational Demand,Student Attrition,Resource Allocation,Financial Support,Educational Assessment,Educational Indicators,School Business Relationship

The Group of Eight (Go8) welcomes the Government's commitment to developing a comprehensive research workforce strategy. Australia's research capacity and the continuing translation of research into policy, products and services is directly linked to the future productivity of the economy, social wellbeing, environmental outcomes and the nation's long-term prosperity. The &quot;Meeting Australia's research workforce needs&quot; consultation paper provides a useful starting point for discussions on Australia's research workforce needs but the Go8 believes that some issues will need to receive more attention in the final strategy to ensure it is comprehensive and well targeted. In particular, the paper gives insufficient attention to: (1) the quality of both the research workforce and of the research training experience--increasing the size of the research work force will not be sufficient in itself to keep Australia competitive; (2) interdependencies between the research workforce and other parts of the innovation system, including schools and research users; (3) the roles and importance of research-trained people in the broader workforce including in industry and government; (4) the need for a whole of government approach and the removal of inconsistencies between the proposed strategy and other policies and programs (for example in relation to visas) that could impede its implementation; and (5) the dependence of the strategy on increased and better targeted funding and a concentration of capability (talent and infrastructure). A number of important actions have been identified which if adopted would be positive steps in helping to build Australia's research capacity and would help Go8 universities in managing their research training programs. (Contains 2 figures, 1 table, and 10 footnotes.)
Innovative Uses of Social Media in High Schools. Research Brief
Author: Bravender, Marlena
Date: 2010-05-23
Type: Reports - Descriptive
Subjects: Computer Uses in Education,Internet,Social Networks,High Schools,Computer Mediated Communication,Technology Integration,Teaching Methods,Instructional Innovation

The use of social media is a phenomenon that is changing the way people communicate. Along with the Internet, social media provide unparalleled opportunity for schools to interact with students, families and community. They also provide incredible resources for improving curricular experiences and improving instruction. Because the growth of social media is a relatively new event, and because of the constantly changing and updating of technology, there are no clear patterns in how schools approach the use of social media. Some schools severely restrict the use by students and employees. Others openly embrace the possibilities and have begun to incorporate the use of social media as part of their curricula. (Contains 34 online resources.)
Social Media: Developing an Acceptable Use Policy. Research Brief
Author: Williamson, Ronald
Date: 2010-06-05
Type: Reports - Descriptive
Subjects: Intellectual Freedom,Internet,Social Networks,Educational Improvement,Computer Mediated Communication,Risk,Access to Education,Privacy,Values,Safety,Guidelines,Public Policy,Policy Formation

The growing use of social media by students and staff has led many schools to consider developing acceptable use policies. There is tremendous opportunity for improving education through the use of social media. There is also potential risk because social media can be used to access age inappropriate information and to engage in aggressive online behavior. The Center for Disease Control and Prevention recommends that policies about the use of social media be developed collaboratively with teachers and other staff, families, students and administrators. The emphasis should be on appropriate use of social media when communicating and when used in classrooms. The elements of an acceptable use policy reflect underlying values (i.e., privacy, free speech, intellectual freedom, fair inquiry, student safety). But, these values often conflict. Therefore it is important to talk about those underlying values prior to developing and implementing a policy. Examples of acceptable use policies and links to guidelines for the use of social media are included in this brief. (Contains 31 online resources.)
Standards Based Report Cards. Research Brief
Author: Muir, Mike
Date: 2005-06-06
Type: Reports - Descriptive
Subjects: Student Evaluation,Report Cards,Testing,Elementary Secondary Education,Academic Standards,Grading,State Standards

With the increased focus on standards-based education, more and more states, districts and school are becoming interested in standards-based grading and report cards. Hawaii, for example, is a state that is working hard on its "Standards Implementation Design" (SID), including standards-based report cards. As a component of Maine's Local Assessment System, schools have the need to report student progress as it relates to the four (4) performance levels as defined by the Maine Education Assessment (4th, 8th, & 11th grade testing): (1) Does not meet the standard; (2) Partially meets the standard; (3) Meets the standard; and (4) Exceeds the standard. Although standards-based report cards are not required, it is a logical next step. It seems that many jurisdictions across the country are phasing in standards-based report cards, beginning with the elementary grades and then adding the middle schools and high schools in later years. But most of those jurisdictions seem to still rely on proficiency testing for high school students, even though more and more high schools seem to be exploring standards-based report cards. (Contains 22 online resources.)
S.T.E.M. Initiatives. Research Brief
Author: Anderson, David
Date: 2010-07-03
Type: Reports - Descriptive
Subjects: Curriculum Development,Elementary Secondary Education,Educational Finance,Program Effectiveness,STEM Education

STEM (Science, Technology, Engineering, Mathematics) initiatives represent an extensive and expanding movement across American education. Nationally, funding for K-12 STEM programs increased from $700 million to almost $1 billion from 2005 to 2007 alone (US DOE, Report of the Academic Competitiveness Council, 2007, p. 51). Although there is a dearth of high quality evaluation of existing STEM programs, current research has identified a set of characteristics of effective STEM programs that are outlined in this research brief. While there are few programs that meet all of these criteria, there are numerous notable programs implemented at the national, state, and school levels. (Contains 24 online resources.)
Small Learning Communities. Research Brief
Author: Walker, Karen
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Small Schools,House Plan,Curriculum,Cooperative Learning,Goal Orientation,School Size

There is minimal research on the schools-within-a-school model, however, the research on small schools is abundant. According to the research, when determining how a school should be structured, some guiding questions should be asked and answered before a program is established. Those questions are listed in this paper. The size of the school and/or program depends on its structure and goals. "Breaking Ranks" states that a school or program should not have more than 600 students. Smaller is only better if the change is systemic and the pedagogy and curriculum met the needs of the students. (Contains 15 online resources.)
Special Education. Research Brief
Author: Walker, Karen
Date: 2008-04-10
Type: Reports - Descriptive
Subjects: Disabilities,Academic Achievement,Standardized Tests,Special Needs Students,Self Contained Classrooms,Educational Objectives,Federal Legislation,Special Education,Educational Legislation,School Districts,Goal Orientation,Inclusion,Mainstreaming,Educational Strategies,Teaching Methods

Meeting the needs of every student so that they can be successful in the real world and life is one of the primary goals of education. In this era of high stakes standardized testing and No Child Left Behind, it is expected that all students should achieve at the same academic levels. Yet, no two students are identical so it makes logical sense that their needs and achievement levels will not be the same. According to IDEA (Individuals with Disabilities Education Act (2004), students who have been identified with special needs are expected to achieve and be successful in the least restrictive environment that is as inclusive as possible. &quot;...school districts are required to educate students with disabilities in regular classrooms with their nondisabled peers, in the school they would attend if not disabled, to the maximum extent appropriate&quot; (&quot;Inclusion, least restrictive environment [LRE], mainstreaming&quot;). With this in mind, students with disabilities could be receiving their education in the regular education classroom, a mainstream setting, an inclusive setting or a self-contained classroom. What can be done, regardless of their educational setting, to help high school students with special needs be successful and achieve at their highest levels? (Contains 16 online resources.)
Transitions from High School--SPED Students. Research Brief
Author: Walker, Karen
Date: 2007-09-10
Type: Reports - Descriptive
Subjects: High School Students,Transitional Programs,Special Needs Students,Disabilities,Learning Disabilities,Dropouts,Behavior Disorders,Emotional Disturbances,Unemployment,Juvenile Justice,Social Services,Youth,Professional Occupations,Professional Development,Career Exploration,Career Readiness

Helping regular education students transition from high school to the post-secondary world can be a daunting task. Assisting students with special needs do this can be quite intimidating. According to the Harris Poll 2000, 20% of the general population was unemployed, while 71% of adults with disabilities were unemployed (Miller, Lombard, & Corbet, p. 3). The National Collaborative on Workforce and Disability stated that 36% of high school dropouts have some type of learning disability, 59% have some type of emotional or behavioral disorder and 75% of those in the juvenile justice system have some form of a disability ("The Workforce Development System and the professional development of youth service practitioners: Why professional development?") The fastest growing occupations are in technology and include: computer and data management, public relations services, motor vehicles and equipment manufacturing, engineering, manufacturing electronic components and accessories ("National Collaborative on Workforce and Disability"). All of these careers require higher-level thinking and analytical skills. (Contains 1 resource and 23 online resources.)
Standardized Tests and Grades. Research Brief
Author: Muir, Mike
Date: 2005-03-14
Type: Reports - Descriptive
Subjects: Academic Achievement,Grades (Scholastic),Academic Persistence,African American Students,Standardized Tests,College Freshmen,College Entrance Examinations,Correlation,Nontraditional Students,Prediction

There is decades of research on the correlation between grades and standardized test scores. Much of what the author accessed was published in the 70s and 80s, partly because a scare around &quot;the declining American SAT score&quot; led to an examination of the tests (the drop can easily be explained by the fact that many students who might not have considered college in the past are now applying to and attending college). For traditional, Caucasian college students, there seems to be a strong correlation between SAT scores and high school grades and between SAT scores and college freshman grades. High school grades are actually a stronger predictor of college freshman grades, than the SAT alone, but the combination of high school grades and SAT score are a stronger predictor of college freshman grades than either alone. SAT scores are a poor predictor of college freshman grades for non-traditional students (students who return to college later in life, perhaps after a career or raising a family). SATs are also not valid for predicting college performance for African American students. SATs are not good at predicting the nonacademic factors that lead to persistence in college or success in life, and should only be considered predictors of performance in freshman year for traditional college students. (Contains 7 online resources.)
Social Media. Research Brief
Author: Williamson, Ronald
Date: 2010-04-08
Type: Reports - Descriptive
Subjects: Internet,Web Sites,Electronic Publishing,Social Networks,Adolescents,Aggression,Family School Relationship,School Community Relationship,Computer Mediated Communication,Information Dissemination,Instructional Materials,Bullying,Safety,Information Technology

The growing use of social media by students and adults is impacting schools. A recent Pew study found that 73% of teens use social-networking sites to connect with others. Social media includes blogs, wikis, and podcasts as well as sites such as MySpace, Facebook, and Linkedin. While such sites promote connection with others, their use has created issues impacting schools. Students often don't understand the openness of such sites and frequently share potentially damaging or dangerous personal information, engage in electronic aggression because of the belief that their identity is masked by the anonymity of the Internet, join inappropriate or dangerous online communities or expose themselves to a predator. While the potential dangers are real, schools have begun to recognize the potential of social media to positively impact instruction. The sites can be used to exchange curricular material or to engage students in discussion of class work. Many schools also use social networking sites to communicate with families and community. It is a way to promote their school and share information about the success of students and faculty. (Contains 31 online resources.)
Social Media for School Communication. Research into Practice
Author: Williamson, Ronald
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Internet,Video Technology,Web Sites,Electronic Publishing,Social Networks,Information Dissemination,Schools,Computer Mediated Communication,Handheld Devices,Teachers,Principals,Superintendents,Interpersonal Relationship,Parents,Information Technology

It's easy to dismiss social media as a fascination of young people but to do so minimizes one of the fastest growing trends in technology. The Pew Internet and American Life Project recently found that over 71% of teens have a Facebook profile and 75% of adults have one too. Social media tools have become the way for a school or business to quickly and efficiently disseminate information. Because of the almost universal access to social media across all demographic groups it often reaches people that traditional forms of communication miss. The online presence for many schools has moved beyond the school website. It now includes a Facebook page, a Twitter account, blogs by teachers, principals or the superintendent, and YouTube and Flickr for sharing videos and photos about school events. There are seven reasons to pay attention to social media: (1) It Builds Relationships; (2) It's About Customers; (3) They're Already Talking; (4) Listen as Well as Share; (5) You'll Be Well Received; (6) It Builds Community; and (7) It's Here to Stay. (Contains 1 print resource and 3 online resources.)
Hot Topic: Preparing Students for Jobs
Author: Data for Action (DFA)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Alignment (Education),Labor Force Development,Educational Improvement,Educational Policy,Data,Data Analysis,State Policy,Policy Analysis,State Surveys,Longitudinal Studies,Program Development,Program Implementation,Program Evaluation,High Schools,Feedback (Response),State Programs,College Readiness,Career Readiness,Federal Programs,Educational Indicators,Postsecondary Education,Elementary Secondary Education

Nearly every high-priority item in national, federal, state, and local discussions about education--and policy proposals across the political spectrum--requires high-quality longitudinal data to inform its design, implementation, and evaluation. This factsheet shares Data Quality Campaign's (DQC's) analysis of what &quot;Data for Action 2011: DQC's State Analysis&quot; tells us about states' data capacity related to preparing students for jobs. (Contains 5 resources.)
Hot Topic: Providing High School Feedback
Author: Data for Action (DFA)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Educational Policy,Data,Data Analysis,State Policy,Policy Analysis,State Surveys,Longitudinal Studies,Program Development,Program Implementation,Program Evaluation,High Schools,Feedback (Response),State Programs,College Readiness,Career Readiness,Federal Programs,Educational Indicators,Postsecondary Education

Nearly every high-priority item in national, federal, state, and local discussions about education--and policy proposals across the political spectrum--requires high-quality longitudinal data to inform its design, implementation, and evaluation. This factsheet shares Data Quality Campaign's (DQC's) analysis of what &quot;Data for Action 2011: DQC's State Analysis&quot; tells us about states' data capacity related to providing high school feedback. (Contains 7 resources.)