ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Perceptions of High School Students Underachievement in Science
Author: Gopalsingh, Bhagyalakshmi
Date: 2010-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Academic Achievement,Educational Indicators,Achievement Gap,Science Achievement,Underachievement,Exit Examinations,Program Effectiveness,Federal Programs,Measures (Individuals),Educational Improvement,High Schools,Federal Legislation,Social Studies,Teacher Attitudes,Questionnaires,Secondary School Teachers,Cognitive Ability,Statistical Analysis,Integrated Curriculum,Predictor Variables,Educational Legislation,Comparative Analysis,High School Students,Science Instruction

Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom's taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance (ANOVA) and chi-square tests were used to test hypotheses. Results confirmed that teachers perceived that (a) students demonstrated a low rate of proficiency in science because science demands higher cognitive skills, (b) less emphasis was placed on science because it is a non-AYP indicator, and (c) making science an AYP indicator will optimize student science achievement. Based on results, recommendations were made to promote the integration of English, math, and social studies curriculum with science curriculum to enable students to transfer learned skills and information across subjects. The potential benefits of outcome of this study include (a) providing critical insight for policy makers and educational practitioners to understand the impact of science underachievement on graduation rates, and (b) raising student science achievement to improve graduation rates. The following are appended: (1) Comparative Performance between GHSGT Core Subjects for 8 Randomly Selected School Districts; (2) A Visual Model of Interactions between Variables; (3) Achievement Gap and Science Underachievement (AGSU) Questionnaire; and (4) Letter of Invitation to Participate in the Survey. (Contains 19 tables and 1 figure.)
Role of Universities in the National Innovation System. Discussion Paper
Author: Group of Eight (Australia)
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Innovation,Classification,College Role,Institutional Role,Educational Indicators,Educational Assessment,Educational Policy,Research and Development,Economic Impact,Input Output Analysis,Universities,Diversity (Institutional),School Business Relationship,Commercialization,Productivity,Investment

Over recent years governments have been placing more emphasis on innovation as a source of national competitiveness. Governments now assess their investments across many areas in terms of the contribution that such investments make to increasing innovation. This has been especially significant for education and in particular for the development of policies for universities because universities perform research as well as provide learning. The measures governments use to assess the performance of universities frequently include indicators of research-related engagement with business, or of the level of patenting, licensing and start ups. Assessing university performance by focusing on just some of the direct services or outputs that universities provide, or on narrow aspects of their individual services, seriously underestimates the contributions that universities make. Appended are: (1) The health innovation system; (2) Sources of ideas or information for business innovation; (3) Innovation-Active Businesses; and (4) Carnegie Classification of Institutions of Higher Education in the USA. (Contains 33 footnotes.)
Strategic Review of the Student Visa Program 2011. Go8 Response
Author: Group of Eight (Australia)
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Foreign Countries,International Education,Economic Progress,Educational Experience,Foreign Students,International Educational Exchange,Educational Change,Educational Finance,Fees,Student Costs,Enrollment Trends

The current and first independent review of Australia's student visa program by The Honorable Michael Knight AO is a welcome indication of the Government's recognition of the importance of international education to Australian society. It represents a crucial opportunity for reform to ensure Australian education institutions can compete for the most talented international students. International education provides significant economic benefits for Australia. It is both a major export industry and a source of domestic economic growth. However, international education is much more than a business. The relationships formed through international education underpin Australia's engagement with the world and help sustain goodwill, trade and investment. They are the basis of future research collaboration. They make Australia's creative and intellectual assets more visible to other countries. They improve our reputation internationally as a centre for learning, research and innovation. Furthermore, international students bring diverse experiences and perspectives and make it possible for universities to offer a much wider range of study programs, thus enriching the educational experience for all students and staff. For these reasons the Group of Eight (Go8) believes that unnecessary financial and other barriers should not be put in the way of genuine international students who wish to come to Australia and that reforming the student visa program is critical for Australia's future as an innovative nation. (Contains 2 tables, 3 figures and 14 footnotes.)
A Contextual Examination of Education and Workforce Development in California. Commission Report 05-13
Author: California Postsecondary Education Commission
Date: 2005-12-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Labor Force Development,Education Work Relationship,Educational Policy,College Role,Institutional Role,Role of Education,College Outcomes Assessment,Educational Indicators,Economic Impact,Investment

The role and responsibility of postsecondary education in preparing California's workforce demand both a research-based examination and a comprehensive discussion that can bring education and workforce interests together at the state level. This policy brief and others to follow examine where and how the state's postsecondary systems fit into a plethora of programs that educate and train workers. The outcome will be policy recommendations that support postsecondary education in most effectively fulfilling its role in preparing a workforce to meet the challenges of a 21st century economy. Appended are: (1) Outline of Briefs in the Series; and (2) The Nexus Between Postsecondary Education and the Workforce--Major Actions.
Enrolments, Funding and Student Staff Ratios by Sector. Policy Note. Number 2
Author: Group of Eight (Australia)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Educational Change,Private Education,Financial Support,Private Schools,Funding Formulas,Enrollment Rate,Enrollment Trends,Educational Policy,Institutional Characteristics,Teacher Student Ratio,Educational Finance,Comparative Analysis,Statistical Data,Statistical Distributions,Income Contingent Loans,Fees

This briefing examines government and private funding across educational sectors. Key findings include: (1) Differences in funding for public and private education across the sectors: (a) do not reflect policy coherence; and (b) entrench inequities; (2) All sectors receive funding from both public and private sources, though the shares vary. Private funding is uncapped in independent schools and negligible in Government schools; (3) Private schools receive more government funding for students than public universities; and (4) While school student staff ratios have been declining, university student staff ratios have been increasing. (Contains 2 tables and 14 footnotes.)
Submission to the Review of Higher Education Base Funding
Author: Group of Eight (Australia)
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Foreign Countries,Income,Student Experience,Finance Reform,Financial Policy,Financial Support,Enrollment Influences,Fees,Sustainability,Educational Quality,Investment,Foreign Students,Fiscal Capacity,Financial Problems

The Review of Higher Education Base Funding gives Government an historic opportunity to set higher education funding on a sound footing for the future, and to commit the support needed to achieve its important quality and participation goals. There is a significant funding gap, which has led universities to neglect infrastructure and let class sizes grow. The quality of the student experience has suffered. The funding gap is likely to widen in an expanding, demand driven system, and universities will not be able to rely on increasing international fee revenue to cover rising costs. Government investment in higher education has been insufficient and should be increased, as the Bradley Review recommended in 2008. But Government will not be able to pay the whole cost of growing the system while maintaining quality. Student contributions should be partially deregulated to increase revenue, diversity and competition. Australia led the world in introducing income-contingent loans for university fees to allow students to co-invest in their education, without imposing up-front barriers to participation by the less affluent. In the coming decades, Australia will need to build on this world-leading system to ensure that higher education funding is adequate and fair, and that it effectively supports growing participation and world-class quality. Further background research and analysis are appended. (Contains 2 tables, 10 figures and 14 footnotes.)
Go8 Response to the: Tertiary Education Quality and Standards Agency (TEQSA) Draft Provider Standards--Consultation Guide
Author: Group of Eight (Australia)
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Accreditation (Institutions),Standards,Universities,Foreign Countries

The Group of Eight (Go8) appreciates the opportunity to contribute to the consultation about the Tertiary Education Quality and Standards Agency (TEQSA)--Draft Provider Standards. These are some overarching questions regarding the application of the Draft Provider Standards and their interaction with the broader regulatory framework in which universities operate: (1) How will the provider standards be applied to universities, established under State and Territory acts?; and (2) How do the various standards interact with a university's self-accrediting status? In this paper, specific issues have been raised with each of the areas contained within the &quot;Provider Standards&quot;--&quot;Provider Registration Standards,&quot; &quot;Provider Category Standards,&quot; and &quot;Provider Course Accreditation Standards.&quot;
Guiding Policy Principles for Higher Education. Policy Note. Number 1
Author: Group of Eight (Australia)
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Educational Policy,Higher Education,Foreign Countries,Public Policy,Sustainability,Educational Opportunities,College Choice,Educational Quality,Educational Finance,Student Diversity

The principal priorities for the Group of Eight (Go8) with regard to higher education policy are coherence and sustainability. Good public policy is based on principle and backed by evidence. This paper offers an interlinked set of principles for the development of higher education policy in Australia.
Stalking and Cyberstalking. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Prevention,Internet,Victims,Sexual Abuse,Laws,Definitions,Antisocial Behavior,School Policy,Campuses,Social Networks,Telecommunications,Asynchronous Communication,Consciousness Raising,Electronic Mail,Computer Software

According to the Stalking Resource Center (SRC), "While legal definitions of stalking vary from one jurisdiction to another, a good working definition of stalking is a course of conduct directed at a specific person that would cause a reasonable person to feel fear. Stalking is serious, often violent, and can escalate over time." "Model Campus Stalking Policy," a collaborative report from SRC (a program of the National Center for Victims of Crime) and the California Coalition Against Sexual Assault, characterizes stalking behaviors as "persistent and frequent unwanted in-person contact, surveillance, and unwanted telephone and other electronic contact." The various technological means to stalk include use of the Internet, e-mail, or social networking sites to gather information, harass, and intimidate; use of cell phones and landline phones; text messaging; global positioning systems (GPS) to track a person's whereabouts; or placing spyware on a victim's computer. SRC recommends that stalking behaviors be listed in any campus stalking policy. For the most part, campus-based stalking prevention programs focus on raising awareness and providing education on stalking behaviors as well as providing victims of stalking with advice on how to report stalking and take measures to protect themselves. A list of resources is included.
New Technology Tools: Using Social Media for Alcohol, Drug Abuse, and Violence Prevention. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Prevention,Drinking,Drug Abuse,Social Networks,Information Technology,Violence,Computer Mediated Communication,Health,Safety,Higher Education,College Students,Social Environment,Health Promotion,Photography

When it comes to using social media technology for alcohol, drug abuse, and violence prevention, Thomas Workman, at Baylor College of Medicine's John M. Eisenberg Center for Clinical Decisions and Communications Science, points out that social media is interactive. This means that a person is entering a conversation rather than a declaration, and he/she will get responses that may contradict his/her message. For Workman, the conversations and debates through social media "seed" public thought. Social media technology can be very useful in supporting community prevention coalitions. Workman said that a coalition's presence online in a community is powerful because it does exactly what social norming is designed to do. Michigan State University's social norms campaign has a Facebook page that is driven by a group of people who are online peers. It has a large friend collection. But not all the interactions are alcohol-based social norms. People are "friending" the page to see posts on their wall that may have nothing to do with alcohol. The Illinois Higher Education Center for Alcohol, Other Drug and Violence Prevention's mission is to "reduce negative health & safety consequences to Illinois college students related to alcohol, other drugs & violence & to increase college & community environmental factors that support healthy and safe norms." Its Facebook page lets people know about upcoming training events, provides discussions on topics, and displays photos from activities. (Contains 2 resources.)
The Role of Law Enforcement in Prevention. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Prevention,Publicity,Alcohol Abuse,Law Enforcement,Role,Campuses,Health Behavior,Safety,College Students,Laws,Age,Drinking,Motor Vehicles,Intervention,Community Role,Traffic Safety

As campuses and communities across the country grapple with problems related to unruly house parties, neighborhood disruptions, and alcohol-fueled "celebratory" incidents, they are developing partnerships with law enforcement agencies to implement strategies to reduce such problems and protect the health and safety of students and residents alike. In fact, tier 2 prevention strategies in "A Call to Action: Changing the Culture of Drinking at U.S. Colleges" from the National Institute on Alcohol Abuse and Alcoholism in 2002 identify enforcement of minimum drinking age laws and enforcement of other laws to reduce alcohol-impaired driving. Another tier 2 strategy relies on enforcement measures: "Comprehensive community interventions have also shown that increased enforcement and publicity of laws to reduce alcohol-impaired driving have produced significant reductions in the types of motor vehicle crashes most likely to involve alcohol and alcohol-related traffic deaths." (Lists 4 online resources.)
Update on the NIAAA Task Force on College Drinking Recommendations. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Intervention,Alcoholism,Colleges,Researchers,Drinking,Advisory Committees,College Students,Universities,Risk,Alcohol Abuse,Compliance (Legal),Costs,Retailing,Surveys,Administrator Attitudes,Familiarity,Guidelines

In 2002 the National Institute on Alcohol Abuse and Alcoholism (NIAAA) issued a groundbreaking report, "A Call to Action: Changing the Culture of Drinking at U.S. Colleges." This report was developed by the NIAAA-supported Task Force on College Drinking after three years of intensive discussions. It described new understanding of dangerous drinking behavior by college students and its consequences for both drinkers and nondrinkers. Rather than debate how many students drink how much, the task force focused on addressing the consequences. In its report, the task force outlined a series of recommendations for colleges and universities, researchers, and NIAAA. At the core of the recommendations is the recognition that successful interventions occur at three distinct levels, referred to as the 3-in-1 framework. This approach calls for interventions to operate simultaneously to reach individual students, the student body as a whole, and the greater college community. Given the recommendations in NIAAA's 2002 "Call to Action" and 2007 update, what are colleges and universities doing when it comes to addressing high-risk drinking and associated problems? To answer that question, researchers at the Alcohol Epidemiology Program at the University of Minnesota surveyed 351 four-year colleges in the United States to ascertain familiarity with and progress toward implementation of NIAAA recommendations. According to "Implementation of NIAAA College Drinking Task Force Recommendations: How Are Colleges Doing 6 Years Later?" administrators at most of the colleges surveyed were familiar with NIAAA recommendations, although more than one in five (22 percent) were not. Nearly all colleges used educational programs--a Tier 4 strategy--to address student drinking (98 percent). Half the colleges (50 percent) offered intervention programs with documented efficacy for students at high risk for alcohol problems (Tier 1 strategies). Few colleges reported that they had implemented empirically supported, community-based alcohol control strategies (Tier 2 strategies), including conducting compliance checks to monitor illegal alcohol sales (33 percent), instituting mandatory responsible alcohol beverage service (RBS) training (15 percent), restricting alcohol outlet density (7 percent), or increasing the price of alcohol (2 percent). (Contains 2 resources.)
Changing Policies on Campus. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Alcohol Abuse,Sanctions,Narcotics,School Policy,At Risk Students,Student Behavior,College Students,College Administration,Campuses,Policy Formation,Behavior Problems,Drinking,Law Enforcement,Intervention,Counseling,Outreach Programs

"High-Risk Drinking in College: What We Know and What We Need To Learn: Final Report of the Panel on Contexts and Consequences" (2002), a report from the National Institute on Alcohol Abuse and Alcoholism's (NIAAA) Task Force on College Drinking, points out that "federal, state, and local laws help define college administrators' responsibilities for taking action when students misuse alcohol." Among other requirements, the federal "Drug-Free Schools and Communities Act" and its 1989 amendments require institutions receiving any federal funds to define a policy that prohibits the unlawful possession, use, and distribution of alcohol and other drugs (AOD); adopt disciplinary sanctions for students and employees who violate the school's policy on alcohol and drugs; and ensure that the disciplinary sanctions are consistently enforced. The NIAAA Task Force on College Drinking's Panel on Contexts and Consequences recommends that colleges and universities "[r]eview policy and its implementation continually and update and/or expand it as needed" and "[r]eview the scope of disciplinary sanctions associated with policy violations for appropriateness and for consistency of enforcement." According to Penn State "Live," since fall 2010 the university has implemented a number of initiatives to address high-risk drinking using a multipronged approach that includes environmental change, enforcement, alternative activities, intervention, counseling, and outreach. Penn State has adopted stricter consequences to illegal drinking behaviors, such as increased attention to enforcement and serious consequences to students who violate the community's laws and the university's student conduct policies. A list of resources is included.