ethanporcaro/eric-fulltext-meta huggingface dataset:
Constitutional Reform and the Opportunity for Higher Education Access in Ecuador since 1950
Author: Post, David
Date: 2011-07-20
Type: Journal Articles
Subjects: Higher Education,Universities,Educational Attainment,Foreign Countries,Probability,Access to Education,Educational Legislation,Equal Education,Educational Opportunities,Politics,Census Figures,Surveys,American Indian Languages,Spanish,Native Language,Ethnicity,Family Income,Mothers,Welfare Services,Poverty,Fees,Disadvantaged,Advantaged,Educational History,Educational Trends,Trend Analysis

Ecuador's 2008 Constitution--and a subsequent law on higher education passed in its wake--effectively suspended student fees for public universities. The goal of this reform was to increase equality of opportunity. In this article I use newly-available individual-level retrospective information from the 2001 Census to explore gender and ethnic inequality in educational attainment since the 1950s. After establishing the long term historical tendencies, I discuss the politics and implementation of the Constitutional reform. Then, recent national survey data are analyzed to show the recent trends in access to universities depending on home language (Quichua versus Spanish), ethnicity, parental income, and whether or not the mother had received a poverty-alleviation welfare transfer. I find that, after the suspension of user fees, there was an increased gap in the probability and rates of public university access between the more-advantaged and the less-advantaged populations of Ecuador. (Contains 6 figures, 1 table and 3 footnotes.)
Public Education Finance Systems in the United States and Funding Policies for Populations with Special Educational Needs
Author: Verstegen, Deborah A.
Date: 2011-07-30
Type: Journal Articles
Subjects: Expenditures,Public Schools,Elementary Secondary Education,State Aid,Special Needs Students,Special Education,Educational Finance,National Surveys,Financial Policy,Educational Policy,Educational History,Budgeting,Resource Allocation,Administrators,State Departments of Education,Student Transportation,Funding Formulas,At Risk Students,Compensatory Education,Related Services (Special Education),English Language Learners

This research investigates state finance policies for public education using survey methodology. The purpose is to update previous work and the existing knowledge base in the field as well as to provide a compendium of finance and policy options that are used across the states to finance public elementary and secondary schools. Chief state school officers or their designee were queried; data were provided for all 50 states and posted on the web for verification. This article presents the findings together with crosscutting themes including major state apportionment policies for K-12, special student populations, capital outlay provisions and transportation funding. (Contains 8 tables and 8 footnotes.)
Required Security Screenings for Researchers: A Policy Analysis and Commentary
Author: Zucker, Andrew A.
Date: 2011-08-10
Type: Journal Articles
Subjects: Educational Research,Federal Government,Federal Regulation,Personnel Evaluation,Screening Tests,Researchers,Public Schools,National Security,Contracts,Outsourcing,Employment Practices,Employees,Privacy,Policy Analysis,Politics of Education

After the attacks of 9/11/2001 the federal government implemented new policies intended to protect people and institutions in the United States. A surprising policy requires education researchers conducting research under contract to the U.S. Department of Education (ED) to obtain security clearances, sometimes known as security screenings. Contractor employees whose work meets any of four conditions are required by to &quot;undergo personnel security screenings.&quot; Two of the four conditions are mandated by Homeland Security Presidential Directive 12, issued by President George W. Bush in 2004. This article focuses on the other two conditions triggering security screenings by ED, which are when contractor employees either &quot;require access to unclassified sensitive information, such as Privacy Act-protected, personally identifiable, proprietary or other sensitive information and data&quot; or &quot;perform duties in a school or location where children are present.&quot; Neither is a national security concern. Since 2007 the American Educational Research Association has objected to security screenings triggered by these two requirements; however, the policy was reissued by ED in July 2010. This article describes the experiences of contracting organizations and their employees. The majority have complied with the requirements, although often under duress. Two historical precedents are cited and discussed, when the government in the 1950s implemented loyalty oath provisions allegedly to protect citizens. Sociological and psychological research is explored that sheds light on people's behavior when faced with requirements such as these screenings. A lengthy list of objections to the policy is explained and discussed. (Contains 6 footnotes.)
Grading Standards in Education Departments at Universities
Author: Koedel, Cory
Date: 2011-08-20
Type: Journal Articles
Subjects: Schools of Education,Teacher Effectiveness,Grades (Scholastic),Elementary Secondary Education,Grading,Academic Standards,Educational Quality,Teacher Qualifications,Educational Policy,Data Analysis,Data Interpretation,Grade Inflation,Teacher Education,Teacher Education Programs,Statistical Distributions,College Outcomes Assessment,Intellectual Disciplines,Policy Analysis

Students who take classes in education departments at universities receive significantly higher grades than students who take classes in other academic departments. The higher grades awarded by education departments cannot be explained by differences in student quality or by structural differences across departments (i.e., differences in class sizes). The remaining explanation is that the higher grades are the result of lower grading standards. This paper formally documents the grading-standards problem in education departments using administrative grade data from the 2007-2008 academic year. Because a large fraction of the teachers in K-12 schools receive training in education departments, I briefly discuss several possible consequences of the low grading standards for teacher quality in K-12 schools. (Contains 5 tables, 3 figures and 15 footnotes.)
Pursuing Equity in and through Teacher Education Program Admissions
Author: Childs, Ruth A.
Date: 2011-08-30
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Program Descriptions,Access to Education,Equal Education,Educational Policy,Educational Principles,Case Studies,Diversity (Faculty),Diversity (Institutional),Minority Group Teachers,Teacher Characteristics,College Admission,Admission Criteria,Affirmative Action,Administrative Principles,Content Analysis,Structured Interviews

This case study investigated equity in teacher education admissions. Through document analysis and structured interviews with ten past or current members of the admissions committee in a large initial teacher education program in Ontario, we developed an understanding of equity in teacher education admissions as encompassing two foci: equity in admissions--that is, equity of access for applicants to the program--and equity through admissions--that is, equity of educational opportunity and outcomes for the children in the schools where the teachers trained by the programs will eventually teach. Our analysis illustrates the importance of recognizing both foci and the tensions between them.
Locating Leadership: The Blind Spot in Alberta's Technology Policy Discourse
Author: Brooks, Charmaine
Date: 2011-09-20
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Superintendents,Leadership,Critical Theory,Stakeholders,Values,Technology Planning,Educational Technology,Technology Integration,Position Papers,Educational Philosophy,Educational History,Educational Environment,Discourse Analysis,Policy Formation,Policy Analysis,Leadership Role

Over the last 20 years, technology and education policy discourse in Alberta, Canada has been philosophically polarized and dominated by value-neutral ways of thinking about technology (Brooks, 2011). While technology policy implementation has significant ramifications for schools and systems, for much of this time, system leaders, specifically the College of Alberta School Superintendents, (CASS), did not engage the discursive circle. This paper identifies a probable rationale for the historic lack of engagement in technology and education policy by CASS. Concluding discussion offers reasons for and early impacts of CASS' first formal move into provincial technology policy discourse &quot;System Leadership for Learning Technology Success&quot;. (Contains 2 tables and 2 footnotes.)
Multidimensional Framework for the Analysis of Innovations at Universities in Catalonia
Author: Tomas, Marina
Date: 2011-09-30
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Organizational Change,Educational Innovation,Politics of Education,College Administration,Change Strategies,Evaluation,School Culture

The purpose of this paper is to contribute to a better understanding of the nature of change processes and dynamics at Catalan universities. A multidimensional approach was adopted to examine the change processes and to analyse organizational innovation in higher education. The paper draws involved in each particular innovation. Analysis of these innovations has led to the identification of common characteristics and a proposal for a multidimensional framework for future innovation analysis. Finally, the innovation cases analysed highlighted interactions between three innovation characteristics, defined as scope (number of people involved), nature (organizational or curricular) and term (short, medium or long). (Contains 4 tables.)
School Choice Participation Rates: Which Districts Are Pressured?
Author: Ni, Yongmei
Date: 2011-10-20
Type: Journal Articles
Subjects: Charter Schools,School Choice,Academic Achievement,School Effectiveness,Student Diversity,Racial Composition,Demography,Student Participation,Enrollment Rate,Educational Policy,School Policy,Low Income Groups,School Districts,Educational Assessment,Educational Indicators,Competition,Social Characteristics

School choice policies are intended to provide students in poorly performing schools the option of transferring to a better school. The associated loss of funding to new competitors is expected, in turn, to benefit students who remain in their assigned schools by spurring improved performance among the educators in them. The prospects for such systemic improvement are greatest if in fact student transfers and the market signals they provide are determined by school effectiveness rather than the social and racial characteristics of a district's students. To test this proposition, we employ a series of fixed effects regressions to analyze the relative influence of school effectiveness versus student demographic composition on participation rates in Michigan's charter school and inter-district choice policies. Our results indicate that school effectiveness has no systematic influence on participation rates for either choice policy, while the loss of students to choice options increases significantly in districts serving high concentrations of low-income students. Therefore, Michigan's school choice policies create financial pressures not on schools that are performing most poorly but rather on those that face the most difficult educational challenges. (Contains 9 tables and 11 footnotes.)
Education Alignment and Accountability in an Era of Convergence: Policy Insights from States with Individual Learning Plans and Policies
Author: Phelps, L. Allen
Date: 2011-11-10
Type: Journal Articles
Subjects: Educational Policy,Role of Education,Economic Development,Federal State Relationship,State Programs,Federal Programs,Alignment (Education),Guidance Programs,Individualized Education Programs,Career Planning,Educational Demand,Case Studies,Accountability

In response to the rising demand for market-responsive education reform across the U.S., since 1998 more than twenty states have created Individual Learning or Graduation Plan (ILP/IGP) state policies. Using extensive policy document analyses and stakeholder interview data from four early-adopting ILP/IGP states, the goal of this four-state case study was twofold. First, to determine the extent to which states are leveraging federal and state resources to align their ILP initiatives with other policies aimed at fostering education innovation and assisting economic recovery. The second goal was to develop policy recommendations for making intergovernmental investments to strengthen performance outcomes in education and workforce development in ILP/IGP states. The federal interest in equal protection and improving equity for special populations including youth with disabilities stimulated and animated the investigation. Several key findings emerged across the four states. First, to date limited fiscal investments in professional development and systematic data collection have constrained ILP-IGP implementation and evaluation efforts. Second, the opportunity to align and leverage the state investment with federal programs and other state employment and education initiatives was largely unexplored in these states. Recommendations for state policy improvements include aligning ILP policies with state plans for improving outcomes in federal programs for students confronting economic, language, and disability challenges. (Contains 4 tables and 2 footnotes.)
Impact of Performance-Funding on Retention and Graduation Rates
Author: Sanford, Thomas
Date: 2011-11-30
Type: Journal Articles
Subjects: Higher Education,Public Education,Educational Finance,State Aid,Government School Relationship,Accountability,Institutional Evaluation,Academic Achievement,School Funds,Outcomes of Education,School Holding Power,Academic Persistence,Graduation Rate,Graduation,Educational Policy,Incentives,Program Effectiveness

As the architect of the oldest and most stable performance-funding program, Tennessee provides a unique opportunity to analyze the impact of changes in performance-funding policies on changes in institutional retention and six-year graduation rates over time. Utilizing spline linear mixed models, this study examines the impact of changes in Tennessee's performance-funding policies on retention and six-year graduation rates at public four-year institutions from 1995-2009. The results show tying retention and graduation rates to performance-funding was unrelated to changes in the performance measures over the fifteen year period examined. Additionally, the doubling of the monetary incentive associated with the retention and six-year graduation rate measures in 2005 was not associated with increases in retention rates. These results suggest that at their current funding levels, states' adoption of performance-funding programs, such as the one in Tennessee, may be insufficient to incentivize changes in institutional outcomes as desired by state leaders. (Contains 8 tables and 1 footnote.)
The Utility of Online Choice Options: Do Purely Online Schools Increase the Value to Students?
Author: Rauh, Jonathan
Date: 2011-12-10
Type: Journal Articles
Subjects: Charter Schools,Standardized Tests,Online Courses,Distance Education,School Choice,Virtual Classrooms,Web Based Instruction,Educational Policy,Exit Examinations,Graduation Requirements,High Stakes Tests,School Effectiveness,Outcomes of Education,Comparative Analysis

Online education has grown in popularity as a choice option over the past decade. A variety of studies exist on methodologies for content delivery and on the impacts of online education for specific communities. However, few works have considered the utility of online educational choices in comparison to physical schools. Using an expected utility model this paper examines the value conferred to a student in an online charter school versus traditional physical schools in the same state. Value in this case is defined as the likelihood of performing better on a standardized test. (Contains 3 tables.)
Assessment of Egyptian Agricultural Technical School Instructors' Ability to Implement Experiential Learning Activities
Author: Barrick, R. Kirby
Date: 2011-00-00
Type: Journal Articles
Subjects: Technical Education,Agricultural Education,Inservice Education,Internship Programs,Foreign Countries,Experiential Learning,Workshops,Teacher Attitudes,Self Concept,Surveys,Secondary School Teachers

The purpose of this study was to assess the perceptions of ATS instructors in Egypt related to implementing experiential learning in the form of internships. In July 2007, 90 ATS instructors attended workshops focused on conducting internship experiences. Self-perceived competency of ATS instructors to implement internships was assessed immediately following inservice training. Approximately a year later (June 2008), ATS instructors' self-perceived importance and application of internship competencies were assessed. A discrepancy score (Borich, 1980) was also calculated. Results indicated that: (a) at the conclusion of the initial workshop, ATS instructors felt competent to implement internship activities with their students; (b) a year later, ATS instructors felt that all the competencies had high importance, but their ability to apply the competencies was slightly lower; and (c) there were discrepancies on all competencies, with the largest discrepancies focused on explaining internships. (Contains 2 tables.)
Characteristics of Distinguished Programs of Agricultural Education
Author: Birkenholz, Robert J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Administrators,Postsecondary Education,College Faculty,Classification,Institutional Characteristics,Mail Surveys,Universities,Reputation,Measures (Individuals),Research,Graduate Study,College Programs,Teacher Education

Academic program rankings are highly anticipated by many university administrators, faculty, and alumni. This study analyzed the perceptions of agricultural education departmental contact persons to identify esteemed post-secondary agricultural education programs and the distinguishing characteristics of each program. The ten most distinguished programs were located at the University of Florida, Texas A&amp;M University, The Ohio State University, University of Missouri, Iowa State University, Oklahoma State University, North Carolina State University, The Pennsylvania State University, Texas Tech University, and the University of Arizona. Faculty were cited as a distinguishing feature of each program. Other distinguishing characteristics included research, graduate programs, range of programs, communication program, and teacher education. Based on the conclusion that faculty are the most common distinguishing characteristic of highly regarded agricultural education programs, administrators should focus their efforts on recruiting, retaining, and continually developing talented faculty. Program administrators should also review other distinguishing characteristics cited in this study and consider strategies to enhance those features in their respective program. Recognizing that faculty and program changes occur frequently, there is a need to replicate this survey periodically to reflect such changes in order to acknowledge distinguished programs and the characteristics of those programs. (Contains 3 tables and 1 figure.)
Influence of Selected Personal Characteristics on Florida Master Gardener's Instructional Efficacy
Author: Strong, Robert
Date: 2011-00-00
Type: Journal Articles
Subjects: Individual Characteristics,Teacher Effectiveness,Extension Education,Self Efficacy,Extension Agents,Volunteers,Gardening,Teaching Methods

With increased budget cuts and a shortage of funding sources, Cooperative Extension must have a reliable group of proficient volunteers to carry-out organizational goals. Developing an understanding of volunteer abilities will assist extension agents in preparing and utilizing volunteers. Self-efficacy theory provided the theoretical framework of this study. The purpose of this study was to develop an understanding of the teaching self-efficacy of Florida Master Gardeners. The questionnaire included the instructional efficacy construct from the Teacher Sense of Efficacy Scale (TSES) and questions about participant demographics. The sampled population was 613 adult Master Gardeners with a total response rate of 86%. The majority of participants were women, white, earned some type of higher education degree, and 56 years old or older. Participants felt at least &quot;some influence&quot; in their effective teaching responsibility as a volunteer educator. Education was the sole demographic characteristic that had a significant effect on instructional efficacy. Proficiently training and retaining adults as volunteer educators in the Master Gardener program extends the reach of Cooperative Extension throughout Florida's communities. (Contains 2 tables.)
An Evaluation of Successful Collaboration among Agricultural Science Teachers and Extension Agents in Texas
Author: Murphrey, Theresa Pesl
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Agents,Science Teachers,Teacher Collaboration,Success,Collegiality,Performance Factors,Barriers,Best Practices,Group Dynamics,Educational Environment,Program Descriptions,Influence of Technology,Extension Education,Mail Surveys,Teacher Attitudes

The purpose of this research was to investigate collaboration between agricultural science teachers and Extension agents in Texas from the perspective of successful collaboration. Programs, leaders, and participants in both agricultural education and Extension can be impacted positively through collaboration. However, successful collaboration ultimately rests upon the commitment of individuals and the willingness of these individuals to work together and &quot;collaborate&quot; with one another. This study examined factors indicated in the literature as enablers of collaboration in the context of collaboration among agricultural science teachers and Extension agents in an effort to document best practices. Specific objectives included: (a) documentation of the environment in which successful collaboration was taking place, (b) description of areas of collaboration, (c) description of the impact of Internet-based technologies, and (d) identification of the major factors influencing collaboration. Findings provided insight into factors that can facilitate collaboration. (Contains 6 tables.)