ethanporcaro/eric-fulltext-meta huggingface dataset:
Time and Place: An Examination of Career and Technical Education Course Taking and Labor Markets across Two High School Cohorts
Author: Sublett, Cameron
Date: 2019-11-00
Type: Reports - Research
Subjects: Vocational Education,Course Selection (Students),Labor Market,High School Students,Educational Legislation,Federal Legislation,Technical Education,Outcomes of Education,Employment Patterns,Academic Aspiration,Bachelors Degrees,Credits,Alignment (Education)

Ever since the passage of the Carl D. Perkins Career and Technical Education Act of 2006, the lines historically used to separate &quot;vocational&quot; and &quot;academic&quot; students have blurred. This shift away from vocational education toward career and technical education (CTE) has come with many promising educational outcomes. CTE course taking has been associated with increased graduation rates and decreased dropout rates. High school participation in CTE courses has also been linked to numerous labor market outcomes in the short term, such as increased rates of employment and higher average wages. However, the long-term economic returns to CTE and the degree to which CTE course taking correlate with local labor market demands have been less clear. This report seeks to address the important though unexplored relationship between the CTE courses students complete in high school and their surrounding labor market characteristics. Using national data from the National Center for Education Statistics and the Bureau of Labor Statistics, the author investigates the extent to which high school CTE course taking aligns with employment rates in CTE jobs, how the relationship between CTE course taking and labor markets has evolved over time, and whether students who aspire to a bachelor's degree enroll in CTE courses in response to employment rates more than students who do not aspire to a bachelor's degree. Findings from the data analysis indicate that modern CTE coursework is associated with rates of employment in students' local areas, that this relationship has potentially strengthened over time, and that baccalaureate aspirations do not necessarily affect the number of CTE credits students take in high school. In light of these data, policymakers should note that CTE appears to be less of a tracking mechanism today than vocational education has been in the past and that the process of aligning CTE course taking with labor markets requires updated, local labor market data that include both current and projected figures.
Teaching and Assessing Academic Writing for Tourism Studies: An Example of Reflective Practice from the Field
Author: Ennis, Michael Joseph
Date: 2020-01-00
Type: Reports - Research
Subjects: Language Skills,English for Academic Purposes,Tourism,College Students,English (Second Language),English for Special Purposes,Intervention,Program Effectiveness,Student Attitudes,Attendance,Collaborative Writing,Program Development,Student Needs,Foreign Countries,Student Diversity,Student Motivation,Student Interests,Language Proficiency,Graduation Requirements,Writing Skills

This chapter describes the process of developing an English for tourism studies course at a trilingual university across five academic years. The process involved four phases. During the 2011-2012 academic year, I gained a grounded understanding of the needs of the learners from the standpoint of a &quot;reflective practitioner&quot; (see Farrell, 2007). This initial experience teaching the course served as the basis for a formal needs analysis which informed the writing and implementation of a customized course book during the 2012-13 academic year based on the concepts of English for specific academic purposes (ESAP) and task-based language teaching (TBLT). In response to the observed effectiveness of the course and student reactions, in particular their continued sporadic attendance and reluctance to complete ungraded collaborative writing assignments, I conducted two classroom experiments during the 2014-15 and 2015-16 academic years, respectively, in order to test the effects of two interventions involving the use of extra credit pop quizzes. The extra credit scheme utilized in 2014-15 relied upon multiple choice pop quizzes to incentivize attendance and participation, but resulted in less class time for collaborative writing tasks and less individualized instructor feedback for the students. The modified extra credit scheme in 2015-16 greatly increased the submission of collaborative writing tasks by awarding extra credit for satisfactory completion. [This chapter was published in: M. J. Ennis &amp; J. Prior (eds.), &quot;Approaches to English for specific and academic purposes: Perspectives on teaching and assessing in tertiary and adult education&quot; (pp. 85-118). Bozen-Bolzano, Italy: Bozen-Bolzano University Press.]
Florida Agricultural and Mechanical University Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-06-06
Type: Reports - Descriptive
Subjects: Land Grant Universities,Black Colleges,State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; and (5) Academic Program Coordination. [This report was approved by the Board of Trustees on 4/17/2019. It was then revised and approved on 6/6/2019. For the 2018 edition, see ED597119.]
Autonomous District Schools: Lessons from the Field on a Promising Strategy
Author: Wells, Mary
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School District Autonomy,Educational Improvement,Educational Strategies,Program Implementation,Central Office Administrators,Capacity Building,Governing Boards,Educational Cooperation,Strategic Planning,Governance,Leadership,School Districts

Districts around the country are increasingly experimenting with the design and launch of autonomous district schools as a way to increase innovative, high-quality school options; bring decision-making closer to students; retain talented leaders; and prevent students and families from leaving the district for charter schools. In this report, the authors share a case study of one district using autonomous district schools as a part of its district improvement strategy: San Antonio Independent School District (SAISD) in south central Texas. This document aims to inform education leaders -- especially district administrators, school principals, and philanthropists -- about a promising (but still largely unproven) education improvement strategy, the key steps in implementing this strategy, and what the authors have learned in supporting the early implementation of this work. The authors offer five key lessons from their work with SAISD for districts considering autonomous schools as a strategy: (1) Build maximum autonomy into the application around the instructional program; (2) Ensure leaders receive robust support to shift mindsets and skills into this new role; (3) Empower a central office team to efficiently clear obstacles; (4) Invest in extensive stakeholder engagement; and (5) Build leaders' capacity to manage a governing board (this is far outside leaders' experience, and they will need a lot of support to do this well). The authors believe that only if districts considering an autonomous schools initiative take note of the five lessons learned from this work with SAISD and make these investments thoughtfully and well, this promising strategy will reach its potential to improve education for the most underserved students.
A Pilot English for Academic Purposes Course for Professors and Researchers
Author: Ennis, Michael
Date: 2019-03-00
Type: Journal Articles
Subjects: Pilot Projects,English for Academic Purposes,Foreign Countries,Course Descriptions,Curriculum Development,Needs Assessment,Diagnostic Tests,Focus Groups,Online Surveys,Curriculum Design,Research Assistants,College Faculty,Nontenured Faculty

Most academics learn how to write research articles informally and implicitly through exposure in academia. This experience with a pilot English for Academic Purposes course suggests that drawing attention to linguistic features can greatly improve the writing of both early career and experienced researchers. [&quot;ESP News&quot; is published by TESOL International Association.]
The Essence and Structure of Key Competencies of Future Skilled Sewing Workers
Author: Odnoroh, Halyna
Date: 2019-00-00
Type: Journal Articles
Subjects: Sewing Instruction,Needle Trades,Job Skills,Competence,Industry,Clothing,Vocational Education,Competency Based Education,Foreign Countries

The article presents key competencies as a complex of important qualities of a modern specialist, which are required for successful professional performance, self-realization and full-fledged life of an individual. The relevance of the topic is caused by the rapid growth of requirements for a skilled worker, the interest of modern entrepreneurs in the specialists, who are able to work with information, be creative and think critically, discover optimal solutions, express and defend their own opinion, cooperate and collaborate. Such concepts as &quot;competency&quot; and &quot;key competencies&quot; are specified. The views on key competencies are presented in the context of European and Ukrainian legislation. The article highlights the need to develop those competencies in future skilled workers, which contribute to developing personal potential, promote self-realization, expand employment opportunities and ensure success in a rapidly changing society. Key competencies of future sewing workers are presented as a system of competencies, which, when combined with professional knowledge, skills and abilities, will allow such workers to achieve positive results in personal and professional life and will ensure an effective interpersonal interaction in the production environment. It is proved that the key and professional competencies of sewing workers are interrelated and should be formed and developed simultaneously. The article justifies the need to develop these qualities in the process of educating future tailors and cutters, whose professional activity is connected with communication with the customer, the choice of a model and material, fittings, detection and elimination of defects, ability to work on several orders simultaneously. [&quot;Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine: Professional Pedagogy&quot; is published by the Institute of Vocational Education and Training of NAES of Ukraine.]
Working toward Equitable Access and Affordability: &quot;How Private Schools and Microschools Seek to Serve Middle- and Low-Income Students&quot;
Author: Squire, Juliet
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Equal Education,Access to Education,Private Schools,Small Schools,Low Income Students,Family Income,Costs,Catholic Schools,Educational Trends,Tuition,Educational Finance,Tax Credits,Scholarships,Partnerships in Education

For the past several decades, private schools have steadily served about one in ten students in the United States. However, the student population enrolled in private schools has changed. Thousands of Catholic schools, which often serve less affluent urban communities, have closed; meanwhile, tuition increases in independent schools have outpaced inflation and wage growth, making them less accessible to those with limited means. This suggests an emerging gap in affordable options and merits a fresh look at private schools that still seek to serve middle- and low-income families. In this report, the authors sought to understand the landscape of private schools that are working to remain affordable, the approaches they are taking, and how some are revisiting traditional operating models. This document provides an overview of private schools' enrollment, an analysis of the strategies private schools use to be accessible to middle- and low-income families, and an analysis of microschools, in particular. The authors identify and examine a variety of strategies private schools can use to improve affordability: (1) Subsidize cost with public funds; (2) Subsidize cost with private funds; (3) Find alternative revenue streams; and (4) Reduce expense of the model. The report ends by surfacing questions regarding the role of private schools in serving middle- and low-income students, the lessons they might hold for others, and their potential to scale and innovate.
Relevant Concepts of Developing Entrepreneurship Competence in Future Specialists in Physical Education and Sport
Author: Moldovan, Andrii
Date: 2019-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Physical Education Teachers,Specialists,Competence,Professional Education,Higher Education,Business Skills,Skill Development,Foreign Countries

The article highlights that the increasing quality of goods and services in physical education depends on human resourcing and indicates the need to improve the quality of physical education and training of specialists for successful self-realization in the modern labour market. The author considers sports entrepreneurship to be a special kind of business, which is specified by relevant value orientations, knowledge and skills in certain activities in sports and commerce. Therefore, there appears to be a need not only for professional training of future athletes, physical education teachers and coaches as specialists but also as entrepreneurs. In this context, the article analyzes socioeconomic and legal conditions of social progress, which determine professional activities and areas of specialists' self-realization, including in physical education and sport. It also justifies the need to create favourable conditions in the system of higher physical education in order to develop entrepreneurship competence in the participants in the educational process. Thus, the conducted research proves the need to enhance professional training of future specialists in physical education and sport in higher education institutions. However, sports entrepreneurship is regarded as a special type of business, whose successful implementation requires the acquisition of relevant knowledge and skills. The author believes that an entrepreneurial approach enables the integrity of forming entrepreneurship competence in future specialists in physical education and sport. [&quot;Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine: Professional Pedagogy&quot; is published by the Institute of Vocational Education and Training of NAES of Ukraine.]
Florida Atlantic University Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-03-26
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,Research Universities

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; and (6) Definitions. [For the 2018 edition of this Plan, see ED597120.]
Florida Gulf Coast University Accountability Plan, 2019. Revised
Author: State University System of Florida, Board of Governors
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; and (6) Academic Program Coordination. [This report was approved by the Board of Trustees on 4/9/2019. It was then revised by the Board of Governors in June 2019. For the 2018 edition, see ED597121.]
Florida International University Accountability Plan, 2019. Revised
Author: State University System of Florida, Board of Governors
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,Urban Universities,Research Universities

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [This report was approved by the Florida International University (FIU) Board of Trustees (BOT) in April 2019. It was then revised by the Board of Governors (BOG) in June 2019 and re-approved by FIU BOT in September and BOG October 2019. For the 2018 edition of this Plan, see ED597122.]
Florida Polytechnic University Accountability Plan, 2019. Revised
Author: State University System of Florida, Board of Governors
Date: 2019-08-12
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; and (6) Definitions. [For the 2018 edition of this Plan, see ED597109.]
New College of Florida Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-06-08
Type: Reports - Descriptive
Subjects: Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,State Colleges,Honors Curriculum,Liberal Arts

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics (not applicable); (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For the 2018 edition of this Plan, see ED597124.]
University of South Florida System Accountability Plan, 2019. Revised
Author: State University System of Florida, Board of Governors
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,State Universities

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; and (6) Academic Program Coordination. [For the 2018 edition of this Plan, see ED597125.]