ethanporcaro/eric-fulltext-meta huggingface dataset:
Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C
Author: National Centre for Vocational Education Research
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Employment Patterns,Vocational Education,Youth,Longitudinal Studies,Data,Guides,Cohort Analysis,Surveys,Employment Level,Employment Experience,Compensation (Remuneration),Youth Employment,Postsecondary Education

This is a support document to the &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide&quot; report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides employment information for the guide. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74,&quot; see ED536971. For other supporting documents, see &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A&quot; (ED536979); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1&quot; (ED536973); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2&quot; (ED536975); and &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D&quot; (ED536972).]
Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2
Author: National Centre for Vocational Education Research
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,National Surveys,Longitudinal Studies,Youth,Postsecondary Education,Vocational Education,Apprenticeships,Withdrawal (Education),Employment,Satisfaction,Career Guidance,Welfare Services,Student Financial Aid,Student Attitudes,Problems,Occupational Mobility,Transfer Students,Income,Paying for College

This is a support document to the &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide&quot; report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides post-school information for the guide. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74,&quot; see (ED536971). For other support documents, see &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A&quot; (ED536979); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1&quot; (ED536973); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C&quot; (ED536974); and &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D&quot; (ED536972).]
Erich Fromm and Universal Humane Experience: Application in the Aesthetic Domain for Art Educators. Technical Paper No. 39
Author: Fisher, R. Michael
Date: 2012-00-00
Type: Opinion Papers
Subjects: Art Education,Aesthetics,Humanism,Values,Educational Philosophy,Art Activities,Heuristics,Metacognition

Recent re-reading of Erich Fromm's (1968) "The Revolution of Hope," has proven to be compatible with an aesthetic model (A-ness/D-ness) that I have been researching on and developing in the past 30 years. Fromm's call for a radical humanistic agenda, if not revolution, was appealing to my own call for a radical aesthetic and art education agenda on how we teach coloring and drawing and how that impacts our worldview, our value system and choices and how that impacts the sustainability and health of ourselves and the ecological relationships with the earth-solar system. Fromm suggests a set of universal qualities to the human experience which he specifically distinguishes as "humane" and from there he asks us to consider how those ought to be the main criteria and reference for designing and planning, of which curriculum and pedagogy ought to pay close attention. The bulk of this paper is focused on a specific application of these reference criteria in an aesthetic model I created for demonstrating where people are at in terms of their value-biases aesthetically and implications of those mostly unconscious biases. A specific illustration, with empirical data, offers art teachers specifically a way to understand, and teach, Fromm's "humane" agenda, in a world which is arguably more and more becoming mechanized, digitalized and inhumane. (Contains 9 endnotes, 1 footnote, and 4 figures.) [This paper was published by the In Search of Fearlessness Research Institute.]
Examining the Role of Corporate Sponsorship in the Public School System: Appropriate Pathways
Author: Potter, Maria
Date: 2012-12-00
Type: Reports - Research
Subjects: Public Education,Public Schools,Corporate Support,Corporations,Case Studies,School Business Relationship,Partnerships in Education,Correlation,Academic Achievement,Private Financial Support,Business,Qualitative Research,Commercialization

To compensate for declining public school budgets, an increasing number of local public education organizations are soliciting and accepting financial support from U.S. corporations. There is considerable debate as to whether corporate involvement ultimately aids or hampers students' academic achievement, and there are many conflicting opinions as to the sorts of problems that corporate involvement creates. This study is aimed at determining what types of cooperative efforts between corporations and educational institutions are currently functioning across the spectrum of school-business partnerships, and what type of oversight is needed to make them work better. A qualitative method was applied as the primary basis for organizing this research. The project utilized case studies and research literature to examine the positive and negative aspects of these relationships. The sampling group included an expert in the field of education and a corporate executive involved in school-business partnerships. This paper analyzes the business community's current involvement in the public schools, various case studies and suggestions as to how these two entities might collaborate. A quality public education is a right, not a choice for our children. &quot;According to the most recent Funding Gap report by the non-profit group The Education Trust, many states still provide the least amount of funding to school districts serving students with the greatest needs&quot; (Woodruff, 2008, para. 5). It is imperative that we find alternative approaches that address this imbalance. Our nation's future demands this, because success will depend on the academic achievements of our young people. The results of this study demonstrate that schools and businesses support these relationships, but the fear of change is holding us back. To a significant extent, this resistance is stunting our nation's development. Guidelines for Effective Partnerships are appended.
Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort Derived Variables. Technical Report 73
Author: National Centre for Vocational Education Research
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: Syntax,Foreign Countries,Vocational Education,Interviews,Predictor Variables,Longitudinal Studies,Youth,Data,Guides,Enrollment,Surveys,Cohort Analysis,Employment,Social Indicators,Educational Attainment

This technical paper details the derived variables developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. These variables fall into the categories of education, employment and social, and help to simplify the use of the data by providing useful indicators for analysis. This paper provides descriptions, formats and additional notes for each variable, as well as the SAS syntax used to create the derived variables for the LSAY 2009 commencing cohort.
Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Longitudinal Studies,Youth,Data,Guides,Surveys,Cohort Analysis,Demography,Parent Background,Educational Attainment,Elementary Secondary Education,Postsecondary Education,Family Characteristics

This is a support document to the &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide&quot; report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides demographics information for the guide. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74,&quot; see ED536971. For other supporting documents, see  &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1&quot; (ED536973); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2&quot; (ED536975); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C&quot; (ED536974); and &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D&quot; (ED536972).]
Self Assessment and Student-Centred Learning
Author: McDonald, Betty
Date: 2012-11-30
Type: Reports - Research
Subjects: Self Evaluation (Individuals),Control Groups,Experimental Groups,Textbooks,Academic Achievement,Student Centered Curriculum,Personal Autonomy,Student Responsibility,Postsecondary Education,Teaching Methods,Graphs

This paper seeks to show how self assessment facilitates student-centred learning (SCL) and fills a gap in the literature. Two groups of students were selected from a single class in a tertiary educational institution. The control group of 25 was selected randomly by the tossing of an unbiased coin (heads = control group). They were trained in the traditional manner (TCL) using mostly chalk and talk with numerous textbook examples for practice. The experimental group of 25 representing the remaining students in the selected class was trained using a SCL focus with emphasis on self assessment. Both groups were exposed to the Mathematical topic of "Piecewise Graphing." Their scores on ten compulsory identical textbook questions on the topic of "Piecewise Graphing" were compared. Comparison of the scores of students exposed to both approaches of learning showed that generally students of the experimental group outperformed their counterparts at all achievement levels (top, middle and bottom). Students of the experimental group were able to pin point their specific areas for improvement whilst those of the control group took no interest in determining ways for improvement. Because SCL places the learner at the centre of the learning process, giving him autonomy and responsibility for his own learning this research has added value to industry personnel. The emphasis on being customer focused in industry may have translated itself to being student focused in education. It is hoped that readers would use the ideas offered to improve their practice. A bibliography is included. (Contains 1 table.)
Examining Learner Autonomy Dimensions: Students' Perceptions of Their Responsibility and Ability
Author: Gamble, Craig
Date: 2012-00-00
Type: Reports - Research
Subjects: Personal Autonomy,Student Attitudes,Measures (Individuals),English (Second Language),Foreign Countries,Misconceptions,Student Responsibility,Teacher Response,Self Esteem,Questionnaires,Student Motivation,Second Language Learning,Academic Ability

This paper was written to clarify misconceptions that East Asian students are somehow less autonomous than learners from other cultural backgrounds. Specifically, based on motivational levels, it examines Japanese university students' perceptions of their responsibility and ability of autonomous English learning and what they can do inside and outside the classroom. Three hundred and ninety-nine students from seven universities in Japan answered a 22-item questionnaire adapted from a recent study on learner autonomy. The results show that students, regardless of motivational level, have the same perceptions of responsibility to carry out the autonomous learning tasks. However, with regard to ability, highly motivated students tend to perceive themselves as being capable of being more involved in their own learning than unmotivated students. Nevertheless, they often do not act on these feelings due to a perception that it is the teacher's responsibility or from a lack of confidence. Pedagogical implications are considered and suggestions on further studies are encouraged. Study questionnaire is appended. (Contains 2 tables.) [This paper was published in: A. Stewart &amp; N. Sonda (Eds.), &quot;JALT2011 Conference Proceedings.&quot; p263-272. Tokyo: JALT.]
Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature
Author: Hedeen, Timothy
Date: 2011-07-00
Type: Information Analyses
Subjects: Disabilities,Special Education,Cooperation,Parent Participation,Parent Teacher Cooperation,Family School Relationship,Educational Legislation,Federal Legislation

All parents can and should participate meaningfully in their children's education, including those whose children receive special education services. The value of parent participation has been recognized under law since 1975, most recently as the Individuals with Disabilities Education Improvement Act (Coots, 2007). Many scholars and professionals in the field of special education have explored various approaches to collaboration since then, and research has demonstrated the benefits for all parties involved: from children and their families, to teachers and principals, to district administrators and the communities they serve. The body of literature on collaboration in family/school relationships has continued to grow. Within that literature are rich insights and implications for improved practice. Complementing well-known work in this area (including Kalyanpur and Harry, 1999; Marzano, 2003; Friend and Cook, 2009; and the works cited previously), researchers have undertaken rigorous study of the complex dynamic between schools and families and published their work in a variety of outlets--some of which are inaccessible to educators and families who might benefit from the findings therein. This document synthesizes findings from a number of recent academic studies and policy publications. Among the highlights is the idea that &quot;involvement&quot; may be too narrow a term to encapsulate the range and depth of partnerships that support students' success.
Advanced Education and Technology Business Plan, 2007-10
Author: Alberta Advanced Education and Technology
Date: 2007-03-30
Type: Reports - Descriptive
Subjects: Higher Education,Educational Planning,Lifelong Learning,Foreign Countries,Innovation,Strategic Planning,Alignment (Education),Institutional Mission,Educational Opportunities,Agency Cooperation,Improvement Programs,Educational Policy,Educational Strategies,Partnerships in Education,Research and Development,Advisory Committees

The Government of Alberta Strategic Business Plan addresses significant opportunities and challenges facing Alberta over the next three years and positions Alberta to make the most of its economic, social and natural advantages. It is a plan to strategically manage growth and plan for a sustainable and secure future. Advanced Education and Technology ensures that its goals, strategic priorities and strategies support Goal One of the Government of Alberta Strategic Business Plan, which states, &quot;Alberta will have a prosperous economy,&quot; and Goal Two, which states, &quot;Albertans will be well prepared for lifelong learning.&quot; The strategic priorities, goals and strategies also support government's priority to Build a Stronger Alberta. This paper presents the business plan of the Ministry of Advanced Education and Technology for 2007 to 2010.
Advanced Education and Technology Business Plan, 2009-12. Highlights
Author: Alberta Advanced Education and Technology
Date: 2009-04-07
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Innovation,Educational Quality,Educational Policy,Strategic Planning,Postsecondary Education,Labor Force Development,State Policy,Program Effectiveness,Educational Indicators,Enrollment,Canada Natives,Apprenticeships,Vocational Education,Student Financial Aid,Longitudinal Studies,Commercialization,Research and Development,Technology Transfer,Economics,State Government

Advanced Education and Technology provides strategic leadership for the development of the next generation economy in Alberta through the provision of accessible, affordable and quality learning opportunities for all Albertans and support for a dynamic and integrated innovation system. This paper provides the highlights of the business plan of the Ministry of Advanced Education and Technology for 2009-12. [For the full report, &quot;Advanced Education and Technology Business Plan, 2009-12,&quot; see ED507039.]
Advanced Education and Technology Business Plan, 2008-11
Author: Alberta Advanced Education and Technology
Date: 2008-04-04
Type: Reports - Descriptive
Subjects: Higher Education,Vocational Education,Public Agencies,Foreign Countries,Industry,Educational Opportunities,Lifelong Learning,Research,Apprenticeships,Agency Cooperation,Educational Policy,Educational Innovation,Adult Education,Advisory Committees,Educational Finance,Goal Orientation,Educational Objectives

The Ministry of Advanced Education and Technology's 2008-11 business plan identifies how it plans to work over the next three years to enhance advanced learning opportunities and innovation for all Albertans. Alberta's advanced learning system is composed of public board-governed institutions, the apprenticeship and industry training system, community consortia, private providers and community-based organizations. In collaboration with the advanced learning system, industry communities, government agencies and non-governmental organizations, Advanced Education and Technology strives to create accessible, affordable and quality learning opportunities that are responsive to the ongoing learning needs of Albertans. This paper presents the business plan of the Ministry of Advanced Education and Technology for 2008 to 2011.
Advanced Education and Technology Business Plan, 2010-13
Author: Alberta Advanced Education and Technology
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Certification,Scholarships,Standards,Program Descriptions,Knowledge Economy,Educational Finance,Capacity Building,Alignment (Education),Foreign Students,Innovation,Lifelong Learning,Partnerships in Education,Industry,Educational Cooperation,Cooperative Planning,Adult Education,Commercialization,State Government,Educational Quality,Educational Policy,Strategic Planning,Postsecondary Education,Labor Force Development,State Policy,Program Effectiveness,Educational Indicators,Enrollment,Canada Natives,Apprenticeships,Vocational Education,Student Financial Aid,Longitudinal Studies,Research and Development,Technology Transfer,Economics,Budgets

This paper presents the business plan of the Ministry of Advanced Education and Technology for 2010 to 2013. Advanced Education and Technology supports the advanced learning system by providing funding for advanced learning providers, coordinating and approving programs of study at public institutions, licensing and approving programs at private providers where required by legislation, and rewarding learner excellence through the provision of scholarships. The ministry also supports community adult learning opportunities, provides student financial assistance to eligible Albertans, facilitates industry's development of training and certification standards, and certifies individuals in designated trades and occupations. In collaboration with Campus Alberta and Alberta Innovates partners, Advanced Education and Technology strives to build a prosperous province through a dynamic and integrated advanced learning and innovation system built on a foundation of highly skilled people in support of a knowledge-based economy and society in Alberta. [For &quot;Advanced Education and Technology Business Plan, 2010-13. Highlights,&quot; see ED536988.]
Advanced Education and Technology Business Plan, 2010-13. Highlights
Author: Alberta Advanced Education and Technology
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Innovation,Lifelong Learning,Partnerships in Education,Industry,Educational Cooperation,Cooperative Planning,Adult Education,Commercialization,State Government,Educational Quality,Educational Policy,Strategic Planning,Postsecondary Education,Labor Force Development,State Policy,Program Effectiveness,Educational Indicators,Enrollment,Canada Natives,Apprenticeships,Vocational Education,Student Financial Aid,Longitudinal Studies,Research and Development,Technology Transfer,Economics

The Ministry of Advanced Education and Technology envisions Alberta's prosperity through innovation and lifelong learning. Advanced Education and Technology's mission is to lead the development of a knowledge-driven future through a dynamic and integrated advanced learning and innovation system. This paper presents the highlights of the business plan of the Ministry of Advanced Education and Technology for 2010-13. [For the full report, &quot;Advanced Education and Technology Business Plan, 2010-13,&quot; see ED536987.]
Advanced Education and Technology Business Plan, 2011-14
Author: Alberta Advanced Education and Technology
Date: 2011-02-02
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Program Descriptions,Educational Finance,Alignment (Education),Foreign Students,Innovation,Lifelong Learning,Partnerships in Education,Industry,Educational Cooperation,Cooperative Planning,Adult Education,Commercialization,State Government,Educational Quality,Educational Policy,Strategic Planning,Postsecondary Education,Labor Force Development,State Policy,Program Effectiveness,Educational Indicators,Enrollment,Canada Natives,Apprenticeships,Vocational Education,Longitudinal Studies,Research and Development,Technology Transfer,Economics,Budgets

Advanced Education and Technology's mission is to lead the development of a knowledge-driven future through a dynamic and integrated advanced learning and innovation system. Its core businesses are to: (1) provide strategic leadership for Campus Alberta and Alberta Innovates; and (2) engage learners, industry and the community in learning opportunities. This is the business plan of the Ministry of Advanced Education and Technology for 2011 to 2014. This business plan is aligned with the government's five goals and supports the government's core businesses as set out in the &quot;Government of Alberta Strategic Plan.&quot;