ethanporcaro/eric-fulltext-meta huggingface dataset:
Annual Report on Transfer and Articulation, 2008
Author: Tennessee Higher Education Commission
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Associate Degrees,Bachelors Degrees,Articulation (Education),Community Colleges,Annual Reports,Trend Analysis,Policy Analysis,Program Implementation,Program Evaluation,Higher Education,Public Colleges,College Transfer Students,Student Characteristics,Minority Groups,Adult Students,Educational Attainment,Academic Persistence,School Holding Power,Educational Trends,Graduation Rate,State Legislation,Educational Policy,Educational Indicators,School Statistics,State Agencies,Transfer Rates (College),Transfer Policy,Majors (Students),College Credits

In 2008's Public Chapter 863, the General Assembly directed the Tennessee Higher Education Commission (THEC) to work with the University of Tennessee and the Tennessee Board of Regents to facilitate &quot;universal articulation&quot; of lower division &quot;transfer paths&quot; to baccalaureate majors. This legislation builds on a 2000 Act requiring establishment of a community college transfer track of 60 semester credit hours. The 2008 legislation addresses the remaining 19 semester credit hours of the 60-hour university parallel associate and the assurance of direct articulation of these pre-major courses to specific baccalaureate majors. The legislation directs universal articulation of 19-hour community college transfer paths to all state universities. Public Chapter 863 extends the directive of the previous PC 795. Public Chapter 795 requires the Tennessee Higher Education Commission to report to the Joint Education Oversight Committee and the chairs of the House and Senate Finance, Ways and Means Committees on the progress made toward full articulation on October 1 of each year. In previous years, the Commission has reported on progress made by the coalition of the Tennessee Higher Education Commission, the Tennessee Board of Regents, and the University of Tennessee system that addresses articulation agreements among the public institutions. With articulation agreements now in place and the university track program adopted by both systems, the Commission will begin assessment on the success of these arrangements and will also report on the implementation of &quot;universal transfer&quot; of lower division sub-major courses. The remainder of this year's annual report continues an approach begun last year, providing analysis of recent transfer activity at public institutions: its volume, timing, and directionality. Taken together, last year's and this year's annual reports will create a baseline for future trend analyses. Notable findings include the following: (1) Transfer remains a way of life for today's Tennessee college students; (2) Tennessee's public institutions vary greatly in their reliance on transfer student enrollment; (3) Transfer is multi-directional; (4) Most students transferring to a public university do so without an associate degree; and (5) Hours to degree are generally lower for students who graduated from the same institution at which they started. [For the 2007 report, see ED512307.]
Tennessee Higher Education County Profiles, 2007
Author: Tennessee Higher Education Commission
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Private Colleges,Counties,Profiles,Student Financial Aid,Public Colleges,Paying for College,Graduation Rate,High School Graduates,Associate Degrees,Bachelors Degrees,Educational Attainment,Unemployment,Poverty,Family Income,Income,Employment Level,Population Trends,Age Differences,Enrollment Trends,Out of State Students,In State Students,Scholarships,Awards,Grants,Adolescents,Adults

This report presents a localized perspective on Tennessee higher education for the year 2007, including: (1) county demographic and economic data; (2) information on public and private colleges and universities located in the county; and (4) number of county residents participating in the state's primary need-based and merit-based financial aid programs at a public or private institution. The profile concludes by showing the number of students from each county who applied and were eligible for the need-based Tennessee Student Assistance Award (TSAA) but were not awarded due to insufficient program funds.
Tennessee Higher Education County Profiles, 2008
Author: Tennessee Higher Education Commission
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Private Colleges,Counties,Profiles,Student Financial Aid,Economic Factors,Public Colleges,Enrollment Trends,Place of Residence,State Aid,Eligibility,Educational Attainment,Bachelors Degrees,Associate Degrees,Unemployment,Poverty,Family Income,Income,Manufacturing Industry,Population Trends,Adults,Age Differences,Racial Differences,Children,Adolescents,Grants

This report presents a localized perspective on Tennessee higher education, including: (1) county demographic and economic data; (2) information on public and private colleges and universities located in the county; (3) number of county residents enrolled in Tennessee public institutions; and (4) number of county residents participating in the state's primary need-based and merit-based financial aid programs at a public or private institution. The profile concludes by showing the number of students from each county who applied and were eligible for the need-based Tennessee Student Assistance Award (TSAA) but were not awarded due to insufficient program funds.
Tennessee Higher Education Commission Statutory Data Report, 2007
Author: Tennessee Higher Education Commission
Date: 2007-02-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Accreditation (Institutions),African American Students,College Entrance Examinations,Scores,Satisfaction,Student Attitudes,Alumni,Enrollment Rate,Intellectual Disciplines,Vocational Education,Higher Education,Community Colleges,Student Characteristics,Minority Groups,Educational Attainment,Academic Persistence,School Holding Power,College Preparation,Graduation Rate,Educational Finance,Outcomes of Education,Reports,State Legislation,Remedial Instruction,Developmental Studies Programs,College Transfer Students,Licensing Examinations (Professions),Job Placement,Data,Educational Indicators,School Statistics

The &quot;Statutory Data Report&quot; is prepared pursuant to T.C.A. (Tennessee Code Annotated) Section 49-7-210. As specified, this report provides information as required for public four-year institutions, public two-year institutions and public technology centers. (Contains 18 tables.)
Tennessee Higher Education Commission Statutory Data Report, 2008
Author: Tennessee Higher Education Commission
Date: 2008-02-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Colleges,Community Colleges,Technical Institutes,Accreditation (Institutions),College Entrance Examinations,College Admission,Graduation Rate,Academic Degrees,Remedial Instruction,Developmental Studies Programs,African American Students,College Students,College Transfer Students,Certification,Job Placement,College Graduates,Financial Support,Tables (Data)

The &quot;Statutory Data Report&quot; is prepared pursuant to T.C.A. (Tennessee Code Annotated) Section 49-7-210. As specified, this report provides information as required for public four-year institutions, public two-year institutions and public technology centers. (Contains 18 tables.) [For the 2007 report, see ED512312.]
Tacit Knowledge Barriers within Franchise Organizations
Author: Cumberland, Denise M.
Date: 2010-00-00
Type: Information Analyses
Subjects: Knowledge Management,Barriers,Business,Administrative Organization,Knowledge Level,Experience,Communication (Thought Transfer),Transfer of Training,Selection,Trust (Psychology),Learning Processes,Interpersonal Communication,Power Structure,Human Resources,Organizational Culture,Competition,Cooperation

This paper reviews knowledge management in the context of a franchise business operation, with a focus on tacit knowledge barriers. In a franchise organization, the transfer of knowledge occurs on multiple levels and has an added level of complexity because of the number of partners and relationships. Tacit knowledge transfer should occur vertically between the franchisor and franchisee, as well as horizontally between franchisees. This literature review distinguishes five barriers to knowledge transfer at the tacit level. By identifying these five barriers and offering potential solutions, this examination provides insight around future research studies which could address these barriers. Solutions may be in the form of how franchisees and/or franchisors are selected, adoption of new shared learning processes, or the creation of cultures that work in collaboration vs. competition. The five barriers examined in this research include: Trust, Maturation, Communication, Competition, and Culture. [This paper was published in: Academy of Human Resource Development (AHRD) 2010 Americas Conference Proceedings (pp. 1278-1302).]
Problem Based Learning in Metaverse
Author: Barry, Dana M.
Date: 2010-10-15
Type: Reports - Research
Subjects: Engineering Education,Problem Based Learning,Foreign Countries,Pilot Projects,Instructional Effectiveness,Learning Activities,Science Education,Virtual Classrooms,Computer Simulation,Student Projects,Internet,Teaching Methods

Problem Based Learning (PBL) is a powerful tool for both science and engineering education in the real world. Therefore, Japanese educators/researchers (with assistance from a US educator) carried out a pilot study to determine the effectiveness of using PBL activities in Metaverse. Their project was carried out by student teams from the US and Japan. Each team worked independently on the same PBL project.  A discussion about this successful pilot study is provided. (Contains 4 figures.)
The Impact of Childhood Trauma on Brain Development: A Literature Review and Supporting Handouts
Author: Kirouac, Samantha
Date: 2009-04-16
Type: Information Analyses
Subjects: Brain Hemisphere Functions,Emotional Disturbances,Child Development,Correlation,Cognitive Development,Physiology,Social Development,Emotional Development,Stress Variables,Neurological Organization,Child Abuse,Child Neglect

This project provides a comprehensive overview of the research literature on the brain and how trauma impacts brain development, structures, and functioning. A basic exploration of childhood trauma is outlined in this project, as it is essential in making associations and connections to brain development. Childhood trauma is processed in the brain; it is responsible for our emotional, cognitive, behavioral, social, and physiological functioning. Understanding how the brain develops, including basic brain structures and functions, as well as how trauma impacts these areas provides the means to better understanding the traumatized child. This project is a comprehensive literature review focusing on the brain and the impact of traumatic experiences on brain development and function. It also includes supportive handouts, which can be used by professionals. (Contains 2 tables, 4 figures, 48 footnotes, and a list of additional resources.)
Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001
Author: Ruby, Allen
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Student Behavior,Elementary School Students,School Activities,Social Development,Personality Development,Program Evaluation,Grade 3,Grade 4,Grade 5,Educational Environment,Community Characteristics,Family Characteristics,Institutional Characteristics,Student Characteristics,Teacher Characteristics,Outcomes of Education,Professional Development,Learner Engagement,Academic Achievement,Interpersonal Competence,Effect Size

The Institute of Education Sciences (IES) and the Division of Violence Prevention in the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (CDC) collaborated to conduct a rigorous impact evaluation of programs aimed at improving students' behavior. For this evaluation, such programs were termed Social and Character Development (SACD) programs. Seven programs were evaluated, and all were coherent in that their activities were integrated and logically organized based on a theory of action (that differed among the programs), school-based in that they were implemented in the schools by school personnel, and universal in that they were to be implemented for all students in all elementary classrooms in a school. This report provides the results from the evaluation of the seven SACD programs on one cohort of students as they moved from third through fifth grades starting in fall 2004 and ending in spring 2007. The evaluation examined the effects on these students of the seven programs, together and separately, after 1, 2, and 3 school years and also estimated the impact on students' growth in social and character development over the 3 years. Chapter 1 discusses the evaluation of the programs when considered together and provides summary results for each program. Chapters 2 through 8 detail the findings for each of the programs individually. Appendices include: (1) Analysis of Cohorts 1 and 2, which examines whether the addition of the smaller second cohort of students to the study affected the results; and (2) Technical Notes on the Development of Outcome Measures, Selection of Covariates, Construction of Sample Weights, and Sensitivity Analyses. A glossary is included. (Contains 239 tables, 1 figure, and 51 footnotes.) [This report was prepared by the Social and Character Development Research Consortium for the National Center for Education Research, Institute of Education Science with Mathematica Policy Research, Inc.]
Building Capacity for Better Results: Strategies for Financing and Sustaining the Organizational Capacity of Youth-Serving Programs
Author: Silloway, Torey
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Nonprofit Organizations,Technical Assistance,Costs,Youth Programs,Change Strategies,Delivery Systems,Sustainability,Financial Support,Grantsmanship,Fund Raising,Institutional Advancement,Organizational Theories,Organizational Change

Most nonprofit leaders understand the importance of building strong organizational capacity, but finding ways to support and strengthen this capacity often poses significant challenges. Nonprofit leaders may hesitate to divert money from direct services when funds are needed to support operations. Some experts in the field also note what they characterize as a "starvation cycle." Funders often are unwilling to provide sufficient funding for overhead costs to support organizational capacity, or they are unaware of the need for this funding due, in part, to grantees underreporting of overhead costs. This strategy brief discusses four approaches that leaders of youth-serving nonprofit organizations can pursue to help support and strengthen their organizational capacity: build accurate overhead rates into contracts and grants, access funding to directly support capacity building, access technical assistance to support or improve organizational capacity, and form partnerships to share administrative services. The brief highlights the experiences of youth-serving nonprofits in using these strategies to build their own organizational capacity. It also identifies some public and private funders' innovative efforts to support capacity building. (Contains 21 footnotes.)  [The Finance Project appreciates the support of the Underage Tobacco Prevention Program: Philip Morris, USA, an Altria Company, for its generous support enabling the development and publication of this work.]
Using Institute of Museum and Library Services Grants to Support Out-of-School Time Programs. Funding Note
Author: Griffin, Shawn Stelow
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Cultural Activities,After School Programs,Museums,Government Libraries,Partnerships in Education,Public Agencies,Library Services,Educational Opportunities,Youth Opportunities,Financial Support,Grantsmanship,Grants,Youth Programs,Federal Aid,Art Activities

Out-of-school time programs give many youth the chance to engage in interesting and enriching opportunities in the arts. One source of funding for art and cultural activities in out-of-school time programs is The Institute of Museum and Library Services (IMLS). This federal agency is charged with creating strong libraries and museums that connect people to information and ideas. To support its mission, IMLS offers a host of funding opportunities that can help out-of-school time programs offer an array of arts and cultural programming drawing on the resources of museums and libraries. Grantmaking activities to local and state libraries, as well as museums of all types, support programs implemented by individual organizations both alone and in partnership with community organizations, schools, and out-of-school time programs. This funding note describes current opportunities that can be used to support out-of-school time programs and offers strategies and considerations for accessing IMLS funds. (Contains 7 footnotes and lists 15 resources.)
School Staffs Grew in New York Despite Falling Enrollment. Research Bulletin, No. 4
Author: McMahon, E.J.
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Schools of Education,State Aid,Educational Change,School Counselors,Job Layoff,Social Work,Enrollment Rate,Public Schools,School Nurses,School Psychologists,Caseworkers,Class Size,Educational Finance,Administrators,Public School Teachers,Teacher Distribution,Teacher Student Ratio,Elementary Secondary Education

New York State educators are warning that proposed cuts in state aid to public schools next year could force more than 14,000 teacher layoffs. Officials of the state's largest teachers' union claim aid cuts will &quot;devastate&quot; education, leading to a &quot;drastic&quot; reduction of programs and &quot;much larger class sizes.&quot; But these dire forecasts need to be weighed against a recent growth trend in school staffing. In fact, relative to enrollment, most school districts in New York employed more professional staff last year than they did at the start of the decade. Between 2000-01 and 2008-09, New York schools added 14,746 teachers and 8,655 non-teaching professionals such as administrators, guidance counselors, nurses, psychologists and social workers, according to State Education Department (SED) data. During the same period, statewide enrollment dropped by 121,280 pupils. This bulletin discusses what accounts for the staff growth and the costliness of smaller class sizes. (Contains 8 endnotes.) [This bulletin was produced by the Empire Center for New York State Policy, a project of the Manhattan Institute for Policy Research.]
The Safe Space Kit: Guide to Being an Ally to LGBT Students
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Homosexuality,School Safety,School Culture,Educational Environment,Interpersonal Relationship,Peer Influence,Guides,Social Bias,Social Behavior,Social Justice,School Personnel,Teacher Role,Reflection,Attitudes,Bullying,Teacher Student Relationship,Language Usage,Social Support Groups,Advocacy

"The Safe Space Kit" is designed to help educators create a safe space for LGBT (lesbian, gay, bisexual, and transgender) students. One of the most effective ways for an educator to create a safe space is to be a supportive ally to LGBT students. The hard copy of "The Safe Space Kit" includes the "Guide to Being an Ally," ten "Safe Space" stickers and two Safe Space posters. The downloaded PDF of "The Safe Space Kit" includes the "Guide to Being an Ally," a printable poster and printable stickers. The "Guide to Being an Ally" will provide you with practical ways that you can be an ally to LGBT students and create a safer school environment for all students. By displaying the posters and stickers, you can make yourself a highly visible ally within the school community. This guide will provide practical ways to transform schools into a safer space for all students by supporting and educating students, sharing an educator's knowledge with other educators and advocating for school-wide changes. The "Ask Yourself" questions throughout this guide provide an opportunity for an educator to consider his own experiences and beliefs about the information provided and how it may relate to his own work in school. Once he has reviewed the guide, he will be ready to make himself visible as an ally by displaying the "Safe Space" posters and stickers in his office or classroom. The "Guide to Being an Ally" contains four main sections. "Know the Issues" gives background information about the experiences of LGBT students and anti-LGBT bias. "Support" describes specific actions an educator can take to be an effective support to LGBT students. "Educate" discusses ways to teach students and inform school staff about combating anti-LGBT bias and behavior. "Advocate" provides strategies an educator can use to promote change within his school. The last section includes additional materials, including definitions of LGBT-related terms and a comprehensive list of resources and referral sources for LGBT youth. A glossary and a list of resources are also included. [Printable poster and printable stickers are not included in the ERIC version of this document.]
Educators' Guide to Ally Week
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: Bullying,Homosexuality,Social Bias,School Activities,Social Support Groups,Intervention,Teacher Participation,Educational Environment

An ally is an individual who speaks out and stands up for a person or group that is targeted and/or discriminated against. An ally works to end oppression by supporting and advocating for people who are stigmatized, or treated unfairly because of who they are. In this context,  Allies are referred to as people who do not identify as LGBT (lesbian, gay, bisexual and transgender) students, but support this community by standing up against the bullying and harassment LGBT youth face in school. Allies should be celebrated for their contribution to making schools safe for LGBT students. During Ally Week, student organizers plan events and actions to identify, support and celebrate Allies, with particular attention to those Allies who stand up against anti-LGBT name-calling, bullying and harassment in schools. This guide provides tips on how educators can participate in Ally Week and support students' efforts, including: taking the Ally Week pledge; asking other school staff to take the Pledge; intervening if Ally Week participants are called names, bullied or harassed; supporting students' Ally Week efforts; and dedicating class time during Ally Week to discuss anti-LGBT bias in schools and the need for Allies. A Pledge form; list of Ally Week resources; and a list of other important resources are provided.