ethanporcaro/eric-fulltext-meta huggingface dataset:
The Company They Keep: Organizational and Economic Dynamics of the BDS Movement
Author: Oxnevad, Ian
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Academic Freedom,Freedom of Speech,Social Discrimination,Jews,Activism,Higher Education,Student Organizations,Social Justice,Politics of Education,College Students,Student Attitudes,Investment,Universities,Political Attitudes,Student Government,Case Studies,Terrorism,Financial Support,Organizations (Groups),College Curriculum

The &quot;Boycott, Divestment and Sanctions&quot; (BDS) movement against Israel is one of the faces of anti-Semitism in the United States. It threatens not only Jewish students and scholars but also the political neutrality of the university. The BDS movement is particularly concentrated in higher education and creates an environment of academic politicization to the detriment of academic freedom, freedom of speech, and constructive civil discourse. This report finds that the BDS movement's success on campus is mixed, while its broader movement is well-funded and growing in influence. This report expands beyond previous work on the BDS movement by examining its constitutive student groups in the context of its off-campus support organizations and funding. BDS in universities must be understood as one component of a larger left-wing social justice movement that politicizes higher education. This report first describes the Palestinian origins and development of the campus BDS movement, before examining its rates of success and failure nationwide from 2005 to the Fall 2022 semester. Three campus case studies then examine how pro-BDS initiatives are propagated, how such anti-Israel measures affect anti-Semitism on campus, and how university administrations address the issue. The second half of this report examines the off-campus organizations that enable BDS student activism by means of training, legal assistance, and funding. This report also notes ties between BDS organizations and terrorism.
Identifying Long-Term English Language Learners. Issue 1: Common Characteristics of the 2010-2011 Cohort. DRE Publication 11.13 RB a
Author: Brunner, Josie
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: English Language Learners,Student Characteristics,Language Fluency,School Districts,Time,Student Needs,At Risk Students,English (Second Language),Instructional Program Divisions,Elementary Secondary Education,Special Education,Grade Repetition,Language Proficiency,Listening Skills,Speech Skills,Writing Skills,Academic Achievement,Science Achievement,Mathematics Achievement,Reading Achievement,Writing Achievement,Social Studies

The performance data on long-term English language learners (ELLs) in AISD were mixed and suggest not all long-term ELLs were struggling in English proficiency or content area knowledge. A quarter of long-term ELLs received special education services.
AISD Net-Talk, 2011-12: Student Results. DRE Publication # 11.29
Author: Ibanez, Natalia
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: School Districts,Bullying,Resource Allocation,Standardized Tests,Exit Examinations,Test Preparation,Achievement Tests,Internet,Grade Point Average,Elective Courses,Positive Behavior Supports,Technology Uses in Education,Class Size,Educational Quality,Retrenchment,Educational Policy,School Policy

The Net-Talk is an online forum in which AISD staff and students can voice their opinions and share ideas with the Superintendent. This report summarizes the most popular topics in the 2011-2012 student Net-Talk.
Prekindergarten Program Cost Allocation Analysis. DRE Publication #11.33
Author: Brunner, Josie
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: School Districts,Preschool Education,Costs,Expenditure per Student,Grade Repetition,Program Effectiveness,Special Education,School Schedules,Teacher Student Ratio,Resource Allocation,English Language Learners

Data in this report suggest that AISD's full-day prekindergarten (pre-K) program helped reduce the number of students who were retained a grade level or were placed in special education services. The cost per student for full-day pre-K was less than the costs associated with grade-level retention or special education services.
Central Office Climate Survey Results, 2011-2012. DPE Publication # 11.34 RB
Author: Ibanez, Natalia
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Central Office Administrators,Employees,Work Environment,School Districts,Professional Development,Job Satisfaction,Facilities,Resources,Leadership Responsibility

This survey measures AISD central office employees' satisfaction with professional development, leadership, facilities and resources, and various other areas of the work environment. The report presents 2011-2012 school year results disaggregated by job category.
AISD Net-Talk, 2011-12: Staff Results. DRE Publication # 11.35 RB
Author: Ibanez, Natalia
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: School Districts,Faculty Development,Technology Uses in Education,Computer Software,Alignment (Education),Computer Assisted Testing,Educational Environment,School Surveys,Educational Improvement

The Net-Talk is an online forum in which AISD staff and students can voice their opinions and share ideas with the Superintendent. This report summarizes the most popular topics in the 2011-2012 staff Net-Talk.
Student Climate Survey Results: Summary for 2009-2010 through 2011-2012. DRE Publication #11.47
Author: Ibanez, Natalia
Date: 2012-06-00
Type: Reports - Research
Subjects: School Districts,Educational Environment,Elementary School Students,Middle School Students,High School Students,Racial Differences,Ethnicity,Student Behavior,Interpersonal Relationship,Adults,Ethics,Learner Engagement,Self Esteem,Teacher Expectations of Students,Teacher Behavior,Teacher Characteristics,Student Attitudes

The Austin Independent School District (AISD) student climate survey provides campuses with the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness &amp; respect, student academic self confidence, teacher expectations, and student engagement. This report summarizes results for school years 2009-2010 through 2011-2012.
AISD Staff Survey Results about Professional Development Needs, 2011-2012. Publication 11.52
Author: Austin Independent School District (AISD)
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: School Districts,Professional Development,Technology Integration,Special Education,Best Practices,Educational Technology,Teacher Competencies,Teacher Attitudes,Administrator Attitudes,Principals,Assistant Principals,Educational Quality,Educational Needs,Gifted Education,Teaching Methods

Based on spring 2012 survey results, Austin Independent School District (AISD) teachers' most commonly mentioned professional development need was using technology in instruction, while campus administrators' most commonly mentioned topic was academic rigor.
Austin Independent School District English Language Learner Programs Annual Report, 2011-2012. Publication Number 11.53
Author: Brunner, Josie
Date: 2012-09-00
Type: Reports - Research
Subjects: School Districts,English Language Learners,Enrollment Trends,Language Proficiency,Intellectual Disciplines,Bilingual Education,English (Second Language),Student Characteristics,Immigrants,Elementary Schools,Middle Schools,High Schools,Preschool Education,Academic Achievement,Achievement Gap

This report provides a description of Austin Independent School District (AISD) English language learner (ELL) student enrollment in the district during school year 2011-2012, examines ELL progress in English proficiency and academic content areas, and evaluates the dual language program in its first year of district wide implementation. A separate research brief also was published.
AISD REACH Program Update, 2011-2012: The Peer Observation Program. Publication 11.64
Author: Lamb, Lindsay M.
Date: 2012-10-00
Type: Reports - Research
Subjects: School Districts,Observation,Peer Evaluation,Teacher Evaluation,Teacher Attitudes,Program Effectiveness,Scoring Rubrics,Principals,Administrator Attitudes,Feedback (Response)

Austin Independent School District (AISD) teachers, principals, and observers had favorable attitudes toward the peer observation program in 2011-2012. Announced and unannounced observation ratings were moderately consistent, but were only slightly related to administrator ratings on professional development and appraisal system.
ACCESS Early Childhood Questionnaire, 2011-2012 District Summary. DRE Publication #11.54
Author: Brunner, Josie
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Parents,Parent Attitudes,Student Characteristics,Child Care,Preschool Children,Kindergarten,Young Children,Student Mobility

In November 2011, ACCESS staff distributed a questionnaire about early childhood education services participation to all Austin Independent School District's parents/guardians of kindergarten and prekindergarten students through their classroom teacher. This report was funded through the ACCESS grant as an ad hoc request and provides a district summary of the data.
Class of 2012 High School Exit Survey. Austin Independent School District. DRE Publication 11.61
Author: Looby, Karen
Date: 2012-08-00
Type: Reports - Research
Subjects: High School Students,Student Surveys,Student Attitudes,School Districts,Academic Aspiration,Parent Participation,Employment,College Attendance,Educational Attainment,Parent Aspiration,College Applicants,Extracurricular Activities,Student Participation,Skill Development,Access to Computers,Handheld Devices,Technology Uses in Education,Parent Child Relationship,College Preparation,School Counseling,Student Financial Aid,Educational Experience

The purpose of this survey is to monitor AISD high school students' perceptions of their high school experience. Results are used to improve the campus environment and program supports for students. The report summarizes survey results from the Class of 2012.
Prekindergarten Program, 2011-2012. Issue 1: Student Academic Performance. DRE Publication #11.38 RB a
Author: Brunner, Josie
Date: 2012-06-00
Type: Reports - Research
Subjects: School Districts,Preschool Education,Academic Achievement,Emergent Literacy,At Risk Students,Vocabulary,Receptive Language,English,Spanish Speaking,Bilingual Students,Program Effectiveness,English Language Learners

The AISD prekindergarten (pre-K) program advanced nearly one-third of students to above the national average in receptive vocabulary ability in their native language by Spring 2012, with more than 50% of students scoring above the national average on the test. [Funding for this report was provided by Title I funds.]
AISD Parent Support Specialist Survey District-Level Report 2011-2012. Publication 11.62 RB
Author: Doolittle, M.
Date: 2012-08-00
Type: Reports - Research
Subjects: Specialists,Parent Participation,Parent School Relationship,Family Involvement,Elementary Schools,Middle Schools,High Schools,Outreach Programs,Facilitators (Individuals),Workshops,Family Programs,Staff Development,Parent Role,Leadership,School Role,Educational Environment,School Districts,Role,Professional Development,Family Needs

This report summarizes results from a survey of AISD campus-based parent support specialists who reported the numbers of parents and parent involvement activities at their schools for 2011-2012. [Funding for this report was provided by district Title I funds.]
NCLB Title I, Part A Program Summary, 2011-2012. Publication 11.65 RB
Author: Doolittle, Martha
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Legislation,Elementary Secondary Education,Federal Legislation,Compliance (Legal),Federal Aid,Grants,Educational Finance,Low Income Students,Eligibility,Disadvantaged Schools,School Demography,Academic Achievement,Accountability,Educational Improvement,Expenditures

AISD used federal Title I Part A funds to serve more than 51,000 students during school year 2011-2012. AISD receives Title I funds based on the number of low-income students residing in the district attendance zones.
Cultural Proficiency and Inclusiveness Update, 2010-2011 to 2011-2012. DRE Publication # 11.63
Author: Lamb, Lindsay M.
Date: 2012-08-00
Type: Reports - Research
Subjects: Cultural Awareness,Inclusion,School Districts,School Surveys,Cultural Pluralism,Educational Quality,Kindergarten,Elementary Secondary Education,Central Office Administrators,Educational Environment,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Student Diversity,School Policy,Faculty Development,Student Behavior,Teacher Student Relationship,Discipline,Parent School Relationship,Trust (Psychology),Work Attitudes,Work Environment

Does AISD promote a culturally proficient and inclusive environment for all staff and students? This report summarizes data gathered from district-wide surveys that address issues related to cultural diversity for school years 2010-2011 and 2011-2012.
Focus on Hispanic Seniors: 2011 High School Exit Survey and Postsecondary Enrollment. Publication 11.57
Author: Pazera, Carol
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: School Districts,College Enrollment,Postsecondary Education,Racial Differences,Ethnicity,Hispanic American Students,High School Seniors,High School Graduates,Student Characteristics,At Risk Students,Economically Disadvantaged,Immigrants,English Language Learners,Undocumented Immigrants,Parent Background,Educational Attainment,Grade Point Average,Family Influence,Intention,College Readiness,Student Participation,Learner Engagement,Self Esteem,Teacher Student Relationship

This report uses the AISD High School Exit Survey as a vehicle to explore explanations for the consistent postsecondary enrollment gap between Hispanic seniors and students of other races/ethnicities. Two separate research briefs also were published. [For the research brief, &quot;2011 High School Exit Survey and Postsecondary Enrollment,&quot; see ED628744. For the research brief, &quot;Recommendations for Increasing Postsecondary Enrollment,&quot; see ED628745.]
Focus on Hispanic Seniors: 2011 High School Exit Survey and Postsecondary Enrollment, Research Brief. DRE Publication 11.57a RB
Author: Pazera, Carol
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: School Districts,College Enrollment,Postsecondary Education,Racial Differences,Ethnicity,Hispanic American Students,High School Seniors,High School Graduates,Student Characteristics,At Risk Students,Economically Disadvantaged,Immigrants,English Language Learners,Undocumented Immigrants,Parent Background,Educational Attainment,Grade Point Average,Family Influence,Intention,College Readiness,Student Participation,Learner Engagement,Self Esteem,Teacher Student Relationship

This research brief highlights findings from the full report (published separately). Researchers used the AISD High School Exit Survey as a vehicle to explore explanations for the consistent postsecondary enrollment gap between Hispanic seniors and students of other races/ethnicities. A separate research brief with recommendations also was published. [For the full report, &quot;Focus on Hispanic Seniors: 2011 High School Exit Survey and Postsecondary Enrollment,&quot; see ED628743. For the research brief, &quot;Recommendations for Increasing Postsecondary Enrollment,&quot; see ED628745.]
Focus on Hispanic Seniors: Recommendations for Increasing Postsecondary Enrollment, Research Brief. DRE Publication 11.57b RB
Author: Pazera, Carol
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: School Districts,College Enrollment,Postsecondary Education,Racial Differences,Ethnicity,Hispanic American Students,High School Seniors,High School Graduates,Student Characteristics,At Risk Students,Economically Disadvantaged,Immigrants,English Language Learners,Undocumented Immigrants,Parent Background,Educational Attainment,Grade Point Average,Family Influence,Intention,College Readiness,Student Participation,Learner Engagement,Self Esteem,Teacher Student Relationship

This research brief provides recommendations for increasing postsecondary enrollment of Hispanic seniors in AISD. A separate full report and research brief also were published. The full report describes how researchers used the AISD High School Exit Survey as a vehicle to explore explanations for the consistent postsecondary enrollment gap between Hispanic seniors and students of other races/ethnicities. [For the full report, &quot;Focus on Hispanic Seniors: 2011 High School Exit Survey and Postsecondary Enrollment,&quot; see ED628743. For the research brief, &quot;Recommendations for Increasing Postsecondary Enrollment,&quot; see ED628744.]
Employability and Productivity of Alumni of a Private Higher Education Institution&apos;s Graduate School
Author: Bueno, David Cababaro
Date: 2017-09-18
Type: Speeches/Meeting Papers
Subjects: Employment Potential,Productivity,Alumni,Private Colleges,Graduate Students,Graduate Study,College Graduates,Competence,Job Skills,Employment Patterns,Foreign Countries

Graduate education is part of the most effective means of developing capacities related to doing research that will improve educational theory and practice in the many different aspects of the educational process. Thus, this study traces the employability and productivity of a Private Higher Education Institution's (PHEI's) Graduate School graduates from 2010-2015 regarding employment status, position in the present job, and gross monthly income in the present job. The school-related factors relevant to graduate's employability and the competencies/ skills/ and values learned in the graduate school are important factors considered to further improve the curricular offerings. The descriptive-survey is used. Majority of the Ed. D., MA, MBA and MPM graduates are employed in a regular or permanent status. Thus, the Graduate School is continuously nurturing and embracing the quality of education as revealed by the graduates. They are occupying supervisory and managerial job level positions. Education graduates are school supervisors and head teachers, while the MBA and MPM graduates are supervisors and executives. The graduate programs are responding to the needs of various industries. Ed.D. graduates are highly satisfied with basic salary; the MA and MBA graduates were receiving at least Php30,000; and at least Php25,000 a month for the MPM graduates. Administration and governance, curriculum and instruction, research, professional and cognate courses, student services, library, internet laboratory, interdisciplinary learning, and teaching/ learning environment are the school-related factors relevant to their current employment. Communication, human relations, entrepreneurial, information technology, problem-solving, critical thinking, and research skills are considered relevant skills learned at the graduate school. Love of God, honesty, punctuality, obedience to superior, perseverance, creativity, professional integrity, unity, fairness, love for other, nationalism and eco-friendly are the values evidently manifested in their workplaces as part of the hidden curriculum of the institution.
Work-Life Balance of Employees in a Private Higher Education Institution: Basis for Institutional Policy Reformulation
Author: Bueno, David Cababaro
Date: 2017-09-21
Type: Speeches/Meeting Papers
Subjects: Family Work Relationship,Private Colleges,Higher Education,College Faculty,School Personnel,Educational Policy,Foreign Countries,Leaves of Absence,Child Rearing,Pregnancy,Work Environment,Administrators,Policy Formation

The study presupposes that workers must deal with often challenging demands as they confer between spheres of &quot;life&quot; and work. The study determines the current Work Life Balance (WLB) practices and policies as a basis for institutional policy reformulation in a Private Higher Education Institution (PHEI). Specifically, the study seeks to describe the work-life related activities of employees; impacts of work-life balance related activities; and the related policies of the institution in terms of leave arrangements, parenting and pregnancy, work arrangements, additional work provisions, and experience in the organization. The researchers utilized the descriptive cross sectional design of research to obtain information concerning the analysis of the work-life balance of employees using survey questionnaire at a given time in an academic year. The participants of the study were the school administrators and faculty members in one private higher education institution in the Philippines with full-time status during the Academic Year 2015-2016. The survey- questionnaire for work-life balance (WBL) was modified from &quot;Better Work Life Balance Survey- Employees&quot; of the University of Queensland. Spreadsheet software was used for more efficient, effective and accurate treatment of data. The work-life balance related activities of employees are sometimes at risk. Work-life related policies are viewed by the employees in various ways. Leave arrangements are being viewed by employees in various ways in the organization. Moreover, parenting and pregnancy related policies are also evident in the organization. Furthermore, various work arrangements related policies are also enjoyed by the employees. Additional provisions regarding work are also evident. There is a moderate impact work related activities and policies on the personal life of employees.
BOOSTing Transfer Pathways through Strategic Finance and Affordability
Author: Collis, Jessica
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: College Transfer Students,State Programs,Access to Education,Bachelors Degrees,Educational Attainment,Educational Finance,Technical Assistance,Partnerships in Education,Guidance,Equal Education,Strategic Planning,Minority Group Students,Community Colleges,Universities,Outcomes of Education,Enrollment Trends,Student Financial Aid,Enrollment Management,College Administration,Expenditures,Financial Support,Scholarships,Costs,Achievement Gap,Institutional Cooperation,Educational Opportunities

TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. Affordability matters a great deal for transfer students, but it has typically not been understood or prioritized. The IHEP and HCM teams joined forces with rpk GROUP to offer technical assistance to TransferBOOST institutions and state partners to make strategic finance and college affordability a signature feature of the initiative. The second brief in the series outlines the steps partnerships took and offers guidance on how institutions can use the Transfer Affordability Financial Tool. It also provides clear steps for how states can support institutions in improving transfer affordability. [This report was written with contributions from Katie Hagan. For &quot;BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative,&quot; see ED628654. For &quot;BOOSTing Transfer Partnerships to Promote Equitable and Affordable Transfer Pathways,&quot; see ED628655.]