ethanporcaro/eric-fulltext-meta huggingface dataset:
Renewal of Portland Community College and Area High School Career and Technical Education Partnerships: Conceiving the Next Generation of PAVTEC
Author: Schoelkopf, James
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Community Colleges,Vocational Education,Partnerships in Education,High Schools,College Readiness,Program Development,Federal Legislation,Educational Finance,Program Administration,Coordinators,Technical Assistance,Accountability,Outcomes of Education,Measurement,Budgets,Outreach Programs,College School Cooperation,Program Evaluation,Regional Programs,Administrative Change,Organizational Change,Organizational Development

Portland Community College has a firmly rooted career and technical education (CTE) partnership with its service area high schools. However, the partnership was continuing to operate as it had for many years. Given the rapid pace of change in the region's workforce, Oregon's secondary and postsecondary educational initiatives, and a shared interest in college and career readiness, the partnership commissioned a review of its existing practices and solicited recommendations for renewing its partnership momentum. The report describes the strengths and challenges for sustaining a strong regional partnership. Recommendations are offered for the restructuring of partnership administration, support, and collaboration. An addendum provides Summer 2010 Partnership Renewal Progress. Two appendixes present: (1) Summer 2010 Partnership Retreat Agenda; and (2) Perkins IV Required Uses of Funds. (Contains 1 footnote.) [This report was prepared under contract to Portland Community College, Portland, Oregon.]
Leveraging ARRA Funding for Developing Comprehensive State Longitudinal Data Systems
Author: Pfeiffer, Jay
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Information Systems,Education Work Relationship,Secondary Education,Postsecondary Education,Federal Legislation,Educational Finance,Longitudinal Studies,State Programs,Educational Policy,Data Analysis,Information Technology,Computer Uses in Education,Federal Aid,Proposal Writing,Program Proposals,Grantsmanship,Guidelines,Databases,Database Design,Educational Testing,Dropout Rate,Graduation Rate,Program Administration,Employment

The American Recovery and Reinvestment Act (ARRA) provides several funding opportunities that can assist states in designing, developing, and implementing statewide education longitudinal data systems. These new and enhanced information systems will enable states to track student progress within and across the secondary and postsecondary education sectors and to link individuals' educational investments with their employment and other post-program outcomes. This brief offers a vision of what these state systems can offer and a set of promising projects that states may wish to consider in responding to ARRA funding opportunities and setting priorities for developing the state longitudinal data systems. (Contains 3 footnotes.)
Getting Teacher Evaluation Right: A Background Paper for Policy Makers
Author: Darling-Hammond, Linda
Date: 2011-09-14
Type: Reports - Evaluative
Subjects: Evidence,Teacher Evaluation,Teaching Methods,Academic Achievement,Teacher Effectiveness,Scores,Achievement Gains,Models,Evaluation Methods

There is a widespread consensus among practitioners, researchers, and policy makers that current teacher evaluation systems in most school districts do little to help teachers improve or to support personnel decision making. For this reason, new approaches to teacher evaluation are being developed and tested. There is also a growing consensus that evidence of teachers' contributions to student learning should be a component of teacher evaluation systems, along with evidence about the quality of teachers' practice. &quot;Value-added models&quot; (VAMs) for examining gains in student test scores from one year to the next are promoted as tools to accomplish this goal. Policy makers can benefit from research about what these models can and cannot do, as well as from research about the effects of other approaches to teacher evaluation. This background paper addresses both of these important concerns. (Contains 2 figures, 2 tables and 29 endnotes.)
Uses of Multiple Measures for Performance-Based Compensation
Author: Burnett, Alyson
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Compensation (Remuneration),Educational Change,Teacher Evaluation,Stakeholders,Merit Pay,Teachers,Measures (Individuals),Evaluation Methods,Teacher Effectiveness

Across the nation, states and local school districts are seeking to redesign their educator-evaluation systems. Newly funded initiatives from the U.S. Department of Education--such as Race to the Top, School Improvement Grants, and the Teacher Incentive Fund--call for innovative teacher and principal evaluation models. These new evaluation models can inform human capital decisions regarding recruitment, retention, professional development, evaluation, and compensation. Because no single measure can identify all strengths and weaknesses of teacher practice, performance-based compensation systems should include multiple measures of performance to accurately identify areas of needed support. When thoughtfully implemented, the use of multiple measures provides a more complete picture of teacher practice, increases the legitimacy of the performance-based compensation system, and promotes stakeholder buy-in. This paper presents a table that describes numerous measurements and analytical techniques. The table has four columns: the first lists the measurement; the second column briefly describes it; the third column identifies the strengths of the measure; and the fourth column discusses some of its limitations. (Contains 2 boxes and 2 footnotes.)
Healthcare
Author: Carnevale, Anthony P.
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Wages,Employment Level,Nurses,Prediction,Allied Health Personnel,Supply and Demand,Job Skills,Minority Groups,Occupations,Employment Opportunities,Income,Trend Analysis,Family Income,Females,Males,Gender Differences,Age Differences,Certification,Expenditures,Costs,Productivity,Postsecondary Education,Higher Education,STEM Education,Employment Qualifications,Physicians,Persistence

This report, provides detailed analyses and projections of occupations in healthcare fields, and wages earned. In addition, the important skills and work values associated with workers in those fields of healthcare are discussed. Finally, the authors analyze the implications of research findings for the racial, ethnic, and class diversity of the healthcare workforce in the coming decade. Appended are: (1) Forecast of detailed healthcare occupations, 2010-2020; (2) Forecast of detailed job openings in healthcare occupations by education, 2010 through 2020; (3) Wage premium by education attainment for healthcare professionals over support workers; (4) Wages of detailed healthcare occupations by education; (5) Sample of healthcare wages and employment levels; (6) Mean annual healthcare wages; (7) Time-series growth of wages in detailed healthcare occupations; (8) Occupation distribution of top 1% of family income in the nation; (9) Distribution of female doctors and male nurses; (10) Age distribution of detailed healthcare occupations; (11) Nativity of detailed healthcare occupations; (12) Household income by detailed healthcare occupation; (13) Sample of healthcare professions, average education and general licensure requirements; (14) Summary table of projections of surplus/shortages by various institutions/authors; and (15) Summary table of projection methodologies employed by various institutions to forecast demand for the healthcare workforce. (Contains 33 tables, 88 figures and 64 footnotes.) [For &quot;Healthcare. Executive Summary,&quot; see ED533706. For &quot;Healthcare. State Report,&quot; see ED533707.]
Healthcare. Executive Summary
Author: Carnevale, Anthony P.
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Labor Market,Allied Health Personnel,Economic Factors,Employment Level,Postsecondary Education,Job Skills,Nursing Education,Nurses,Immigrants,Minority Groups,Physicians,Obesity,STEM Education,Gender Differences,Salaries,Gender Bias,Wages,Productivity,Supply and Demand,Educational Attainment,Graduate Study,Bachelors Degrees

This executive summary highlights several findings about healthcare. These are: (1) Healthcare is 18 percent of the U.S. economy, twice as high as in other countries; (2) There are two labor markets in healthcare: high-skill, high-wage professional and technical jobs and low-skill, low-wage support jobs; (3) Demand for postsecondary education in healthcare professional and technical occupations is third to science, technology, engineering and mathematics (STEM) and education; (4) Upskilling in nursing is growing especially fast; (5) Healthcare skills are concentrated in science, technology, engineering and mathematics (STEM) fields, but healthcare poaches STEM talent from other high-skill occupations because of high wages and different work values; (6) Despite STEM skill sets, healthcare workers tend to value &quot;relationship: and &quot;support&quot; in the workplace and have &quot;social&quot; work interests; (7) Healthcare is predominantly female, yet women still make less than men; (8) Healthcare has largest proportion of foreign-born and foreign-trained workers in the country; (9) The healthcare workforce is growing in ethnic diversity; (10) Physicians and other doctors are the highest income earners in the country, and doctors tend to come from the most affluent families; and (11) Obesity continues to be a concern. (Contains 5 tables, 10 figures and 9 footnotes.) [For the main report, &quot;Healthcare,&quot; see ED533705. For &quot;Healthcare. State Report,&quot; see ED533707.]
Healthcare. State Report
Author: Carnevale, Anthony P.
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Obesity,Nurses,Chronic Illness,Metropolitan Areas,Profiles,Educational Demand,Trend Analysis,Supply and Demand,Allied Health Personnel,Postsecondary Education,Job Training,Physicians,Public Health,Labor Force,Geographic Location,Primary Health Care,High Schools,State Surveys,Employment Opportunities

This report projects education requirements linked to forecasted job growth in healthcare by state and the District of Columbia from 2010 through 2020. It complements a larger national report which projects educational demand for healthcare for the same time period. The national report shows that with or without Obamacare, the United States will need 5.6 million more healthcare workers by 2020. 4.6 million of those jobs will demand postsecondary education and training. The state report shows the: (1) Growth rate of the healthcare industry by state; (2) Growth rate of four occupational categories: nurses, doctors, allied health professionals and support workers by state; (3) Distribution of demand for postsecondary education in healthcare jobs, by state; (4) Distribution of demand for middle skills education in healthcare jobs, by state; and (5) Proportion of obese and overweight residents by state which also contributes to growing healthcare costs from associated chronic illnesses. The state report finds that: (1) The growth of healthcare jobs exceeds the national growth rate for all jobs except in Maine, Pennsylvania, North Dakota and West Virginia; (2) States with the highest concentration of doctors in their healthcare workforce are all on the nation's coasts; (3) States with large metropolitan areas have the highest concentration of practitioners in their healthcare workforce; (4) Nine of the top ten states with the highest concentrations of nurses in their healthcare workforce are in the South; and (5) States with highest concentrations of overweight or obese populations will increase the demand for primary care services to treat chronic illnesses. Appended are: (1) Education distribution of healthcare job openings by state 2010-2020 state High school; (2) Distribution of the Healthcare workforce by state; and (3) Total jobs by broad healthcare occupational categories, 2010 and 2020. Individual state profiles contain figures and tables. [For the main report, &quot;Healthcare,&quot; see ED533705. For &quot;Healthcare. Executive Summary,&quot; see ED533706.]
Revisiting First Language Acquisition through Empirical and Rational Perspectives
Author: Tahriri, Abdorreza
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Language Acquisition,Child Development,Epistemology,Linguistic Theory,Language Processing,Behaviorism,Learning Theories,Developmental Psychology,Child Psychology,Piagetian Theory,Linguistic Competence,Language Research,Learning Processes

Acquisition in general and first language acquisition in particular is a very complex and a multifaceted phenomenon. The way that children acquire a language in a very limited period is astonishing. Various approaches have been proposed so far to account for this extraordinary phenomenon. These approaches are indeed based on various philosophical positions that might have quite different underlying assumptions. In the present paper, major approaches to first language acquisition, i. e., empiricism and nativism are reviewed and critically evaluated.
Student and Exchange Visitor Program: DHS Needs to Assess Risks and Strengthen Oversight Functions. Report to Congressional Requesters. GAO-12-572
Author: Gambler, Rebecca
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Foreign Students,Investigations,National Security,Risk,Certification,Accreditation (Institutions),Institutional Evaluation,National Standards,Federal Regulation,Risk Management,Deception,Interviews,Position Papers,Audits (Verification),Compliance (Legal),Needs Assessment,Barriers,Change Strategies,Foreign Policy,International Educational Exchange,Student Exchange Programs,Accountability

As of January 2012, more than 850,000 active foreign students were in the United States enrolled at over 10,000 U.S. schools. ICE, within DHS, is responsible for managing SEVP and certifying schools to accept foreign students. GAO was asked to review ICE's fraud prevention and detection procedures for SEVP. This report examines the extent to which ICE has (1) identified and assessed risks in SEVP and 2) developed and implemented policies and procedures to prevent and detect fraud during the initial school certification process and once schools begin accepting foreign students. GAO analyzed documents, such as ICE's SEVP procedures, and tested recordkeeping controls by selecting a random sample of 50 SEVP-certified schools and reviewing case files. GAO interviewed officials from SEVP, CTCEU, and 8 of 26 ICE field offices, selected based on a mix of factors, including school fraud investigations and referrals from CTCEU. While the results of the case file reviews and interviews cannot be generalized, they provided insights about SEVP. GAO recommends that ICE, among other things, identify and assess program risks; consistently implement procedures for ensuring schools' eligibility; address missing school case files; and establish target time frames for notifying flight schools that lack required FAA certification that they must re-obtain FAA certification. DHS concurred with the recommendations. Appended are: (1) Scope and Methodology; (2) Comments from the Department of Homeland Security; and (3) GAO Contact and Staff Acknowledgments. (Contains 1 table, 3 figures and 53 footnotes.)
Series Overview. Special Series on the Fresno-Long Beach Learning Partnership
Author: California Collaborative on District Reform
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Urban Schools,Second Language Learning,School Districts,Educational Change,Leadership,Mathematics Instruction,Partnerships in Education,Outcomes of Education,Accountability,Higher Education,Leaders,Superintendents,English Language Learners,Academic Achievement,Communities of Practice

In 2008, the leaders of two of California's largest urban school districts--Fresno and Long Beach Unified School Districts--entered into a formal learning partnership, with the goal of preparing all students for success in higher education or for a career with significant growth potential. Though initially designed to secure greater categorical funding flexibility from the state, the Partnership emerged as a strategy to direct the attention of both systems to important levers for improvement. Focused on mathematics instruction, improving outcomes for English learners, leadership development, and college and career readiness, the Partnership is designed to accelerate achievement for all students and to close achievement gaps by capitalizing on shared, systemic capacity-building across the two districts. As resource-strapped states and districts across the country begin to implement the Common Core State Standards, it is useful examine lessons from collaborations such as the one between these two districts. This Special Series on the Fresno-Long Beach Learning Partnership examines the evolution of this unique partnership, which began over four years ago with informal conversations between two superintendents. Those conversations revealed many commonalities, including a shared belief that district leaders and practitioners have much to learn from their own practice and from one another. It was this belief, along with the goals and values the two leaders shared, that ultimately led them to formalize their Partnership. (Contains 2 endnotes.) [For related report, &quot;Building District Capacity for Data-Informed Leadership. Special Series on the Fresno-Long Beach Learning Partnership,&quot; see ED533732.]
Building District Capacity for Data-Informed Leadership. Special Series on the Fresno-Long Beach Learning Partnership
Author: Duffy, Helen
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Evidence,Second Language Learning,Partnerships in Education,Leadership,Mathematics Instruction,Academic Achievement,School Districts,Higher Education,Mathematics Curriculum,College Readiness,Educational Change,Formative Evaluation,English Language Learners

In 2008, Fresno Unified and Long Beach Unified School Districts entered into a formal learning partnership, with the goal of preparing all students for success in higher education or for a career with significant growth potential. Though they were perhaps at different points on their growth trajectories, both districts were on similar paths, and their Partnership was an opportunity to accelerate existing work. With this overarching goal in mind, the districts focused initially on three key areas: enhancing mathematics instruction (curriculum), improving outcomes for English learners (students), and developing strong leadership at the district and school levels (adults). In 2011, the districts added an explicit focus on college and career readiness. The cross-district conversations in these four arenas have led to a number of strategic district policy and program reforms designed to improve outcomes for all students as the districts work toward their common goals. Over time, the Partnership has leveraged a variety of data to measure progress and accelerate growth. The districts have also worked together to increase the capacity of each system to generate and use data effectively for decision making. This brief provides examples of the way the Partnership has done the following: (1) Deepened the culture of evidence-based practice within and across the districts; (2) Helped both districts as they address infrastructure challenges, such as access to data, deployment of resources, and training; and (3) Provided support as they use data for local and state policy conversations. (Contains 3 figures and 11 endnotes.) [For previous brief, &quot;Separate Paths, Common Goals: Cross-District Collaboration on Mathematics and English Learner Instruction. Special Series on the Fresno-Long Beach Learning Partnership,&quot; see ED528169. For &quot;Series Overview. Special Series on the Fresno-Long Beach Learning Partnership,&quot; see ED533727.]
Document-Oriented E-Learning Components
Author: Piotrowski, Michael
Date: 2009-00-00
Type: Dissertations/Theses
Subjects: Foreign Countries,Electronic Learning,Internet,Integrated Learning Systems,Computer System Design,Educational Assessment,Definitions,Computer Software Evaluation,Glossaries,Questionnaires,Student Evaluation,Computer Assisted Testing,College Instruction,Use Studies,Usability,College Students,Student Attitudes,Instructional Effectiveness,Open Source Technology

This dissertation questions the common assumption that e-learning requires a &quot;learning management system&quot; (LMS) such as Moodle or Blackboard. Based on an analysis of the current state of the art in LMSs, we come to the conclusion that the functionality of conventional e-learning platforms consists of basic content management and communications facilities (such as forums, chats, wikis, etc.) and functionality for assessment (such as quizzes). However, only assessment functionality is actually specific to e-learning. Furthermore, the content management and communication functionality in e-learning platforms is typically restricted and often inferior when compared with the more general implementations available in Web content management systems. Since content management systems (CMS) offer more general and more robust functions for managing content, we argue that e-learning platforms should be based on content management systems. Only assessment functions are actually specific to e-learning and need to be added to a CMS; this requires the architecture of the CMS to be modular. As a proof of concept, we have designed and implemented the eduComponents, a component-based e-learning system architecture, realized as software components extending a general-purpose content management system with facilities for course management and assessment. The eduComponents have been successfully used since several semesters at Otto von Guericke University and other institutions. The experience with the eduComponents gives practical evidence for the theses we have put forward in this dissertation and of the feasibility of the eduComponents approach. The research done for this dissertation has also resulted in practical definitions for &quot;e-learning&quot; and &quot;e-learning platform,&quot; terms which are notoriously ill-defined. Based on these definitions, we have developed an innovative way to assess and to visualize the areas of functionality of e-learning environments. A glossary, student questionnaire, user questionnaire, and bibliography are included. Individual chapters contain footnotes. (Contains 52 figures and 6 tables.)
Purpose of Lifelong Learning: Analysis from a Single Participant Interview
Author: Regmi, Kapil Dev
Date: 2012-03-00
Type: Reports - Research
Subjects: Lifelong Learning,Foreign Countries,Interviews,Educational Objectives,Educational Practices,Relevance (Education),Economic Impact,Knowledge Economy,Education Work Relationship,Economic Development,Outcomes of Education,Academic Achievement

What should be goal of education in general? What type of education are we practicing in the name of lifelong learning? What perspective of lifelong learning is becoming more dominant? Should the education system of a nation fulfill the demand of the market or the demand of the society? In this short single participant interview research I have explored the issues associated with these questions. Four themes generated out of interview--economy and lifelong learning, knowledge discrimination, lifelong learning in Canada, and Education-Job mismatch--have been discussed in particular. The report concludes that: objective of lifelong learning shouldn't be limited to economic gain; knowledge shouldn't be discriminated on the basis of the value given by the market; lifelong learning policy must allow spaces for indigenous, traditional and other forms of informal knowledge that are often left unrecognized and neglected; and as both market and education are the parts of nation both of them should work towards the fulfillment of the demand of the nation. The interview transcript is appended.