ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Experience Assessments: Best Practices in Student Satisfaction and Retention Research
Author: Scholder, Tara E.
Date: 2009-06-01
Type: Numerical/Quantitative Data
Subjects: Institutional Research,Higher Education,College Students,Student Experience,Satisfaction,School Holding Power,Best Practices,Data Collection,Data Analysis,Student Surveys

As students are asked to share more of the costs of a post-secondary education, the quality of their overall educational experience and perceived return on investment (ROI) are increasingly important. For prospective students and their parents, what they are told they can expect from the student experience at an institution often makes the most influential, genuine case for institutional value. Asking for feedback from students provides a mechanism for monitoring student satisfaction and informing decisions to invest in all areas of student life--academic, social, recreational, etc. Institutions call this type of research by many names, such as "Student Satisfaction and Retention," "Student Climate Assessment," and "Student Life Study." Whatever it is called, this type of research is motivated by common objectives, most often to: (1) Determine the features of an institution that students identify as most important; (2) Correlate these features with student satisfaction and dissatisfaction to understand the reasons why students stay or leave; and (3) Make decisions about where to invest institutional resources to enhance satisfaction with the overall experience and increase student degree completion rates. This document summarizes best practices in student satisfaction and retention research. (Contains 6 tables and 10 figures.)
All on the Same Page? Contrasting Faculty and Staff Perceptions of University Commitment to Diversity
Author: Carpenter, Rowanna L.
Date: 2009-06-02
Type: Reports - Research
Subjects: Universities,Diversity (Institutional),College Faculty,School Personnel,Employee Attitudes,Differences,Influences,Departments

The overarching research questions for this study are: (1) Are the contributors to faculty and staff perception of commitment to diversity different?; and (2) Do factors at different organizational levels influence faculty and staff differently? The findings emerging from this preliminary comparison of faculty and staff perception of university commitment to diversity reveal that while the contributors to faculty and staff perception are similar there are still a number of questions left to be explored. Additional investigation of the factors related to staff perception of university commitment is needed. The explication and operationalization of additional work factors for staff may contribute to the overall understanding of the important distinctions among staff and between faculty and staff. Also, given the importance of department commitment to diversity, an understanding of the kinds of things that lead a department to commitment is important. Finally, while there are still a number of areas in need of investigation, even this preliminary analysis reveals findings that are important for administrators as well as others who are interested in moving diversity initiatives toward the point of normative institutionalization. A clear, strong message about the importance of diversity is important for both faculty and staff. While this may seem like common sense, it bears repeating. It is not enough to engage in activity, it is important to communicate a clear consistent vision and to prioritize activities related to diversity. Additionally, departments must be enlisted in diversity efforts. While this has consistently been shown for faculty, the importance of the department to staff has not been fully discussed. A broader discussion of diversity efforts including attention to staff will move universities further toward the ideal of creating inclusive work and learning environments. (Contains 1 figure and 2 tables.)
Oh, Won't You Stay? Predictors of Faculty Intent to Leave a Public Research University
Author: Ryan, John F.
Date: 2009-06-00
Type: Reports - Research
Subjects: Productivity,Research Universities,College Faculty,Predictor Variables,Intention,Teacher Attitudes,Labor Turnover,Teacher Persistence,Teaching Conditions,Stress Variables,Teacher Researchers,Family Work Relationship,Marital Status,Teacher Responsibility,Job Satisfaction,Intellectual Disciplines,Employment Level

Understanding and predicting faculty intent to leave is important to the development of improved conceptual frameworks of faculty success as well as the implementation of effective retention strategies for academic leaders and institutions that invest considerable resources in recruitment, institutional support, and compensation. This study examined the relationship between various research-based factors and faculty intent to leave by integrating components identified in the extant literature for employee turnover more generally and faculty intent to leave more specifically. The results of binary logistic regression models identified workplace stress, being in a &quot;soft-pure&quot; discipline, fewer years of service at the university, and higher research productivity as key predictors of faculty having considered leaving for another institution. Key predictors for faculty having considered leaving academe altogether were being in a &quot;hard-applied&quot; discipline, not having a spouse or partner, a perceived lack of support, a perceived lack of fit, stress of raising a family, and dissatisfaction with certain aspects of the &quot;faculty job&quot;. The implications for research, policy, and practice are discussed. (Contains 2 tables.)
Institutional Change through Assessment: Contrasting Case Studies
Author: Deess, E. Pierre
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Organizational Change,Higher Education,Program Evaluation,Institutional Research,Case Studies

The framework for understanding the management difference is neatly captured by the "red ocean" and "blue ocean" strategies described by W. Chan Kim and Renee Mauborgne in "Blue Ocean Strategy" (Kim & Mauborgne, 2004). In the original, the terms refer to alternative market strategies. Red ocean means competition in a market defined by a zero sum game. An alternative, less frequently used strategy is the blue ocean strategy which means developing new limits or rules which change the market in such a way that it is no longer a zero sum game. For example, a competitor in the automobile business might move toward radical innovation by developing a new type of automobile, perhaps a first of its kind hydrogen car. This new technology would offer consumers a radically different alternative and open a new market with new rules. Although there is still competition between the old and the new technologies both can exist in the market without direct competition in price. The question is whether a new market for hydrogen cars will emerge. The contrast between blue and red ocean strategies in business is well established. What it means for organizational change in the business of higher education is perhaps best demonstrated through competing case studies. These two cases illustrate fundamentally different approaches to institutional change, and they produce radically different results for predictable reasons. By drawing lessons from these cases, individuals may improve the effectiveness of their efforts to use assessment data when implementing institutional change.
Employability Skills. At a Glance
Author: Wibrow, Bridget
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Employment Potential,Job Skills,Communication Skills,Skill Analysis,Skill Development,Training Methods,Training Objectives,Labor Force Development,Educational Needs,Occupational Surveys,Instructional Development,Educational Change,Change Strategies,Education Work Relationship

In a competitive workforce it is not just having the right qualification or technical skills that will land an individual a job; it could very well be their interpersonal skills. How someone communicates is often the first impression an employer has of a possible worker. Yet, it is precisely communication skills that employers feel applicants are most lacking (Department of Education, Employment and Workplace Relations 2011). This "At a Glance" looks at developments in employability skills since 2002. It finds that most research has focused around teaching, assessing and reporting on employability skills, where consistency remains a key challenge. There also continues to be a lack of understanding of employability skills among some teachers. Until these issues are addressed, the sector could fall short in providing learners with the skills they need to succeed in their vocations. (Contains 7 boxes and 1 footnote.)
Does Combining School and Work Affect School and Post-School Outcomes? Longitudinal Surveys of Australian Youth
Author: Anlezark, Alison
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Student Employment,Part Time Employment,Secondary School Students,Education Work Relationship,Academic Achievement,Student Characteristics,Working Hours,School Holding Power,Academic Persistence,Longitudinal Studies

In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine school and work with minimal impact on their study if the hours are modest and those working longer hours show a stronger orientation towards work than study. The authors used data from the 2003 cohort (Y03) of the Longitudinal Surveys of Australian Youth. Appended are: (1) Data; (2) Results of the regression models; and (3) Hours of work in Year 10 and Year 12 completion. (Contains 44 tables, 3 figures and 16 footnotes.)
The Effectiveness of the Consistency Management &amp; Cooperative Discipline (CMCD) Model as a Student Empowerment and Achievement Enhancer: The Experiences of Two K-12 Inner-City School Systems
Author: Opuni, Kwame A.
Date: 2006-01-00
Type: Reports - Research
Subjects: Discipline,Elementary Secondary Education,Urban Schools,Student Empowerment,Program Effectiveness,Teacher Student Relationship,Student Behavior,Time on Task,Mathematics Achievement,Reading Achievement,Scores

Consistency Management and Cooperative Discipline (CMCD) is a research-based K-12 discipline management program that builds on shared responsibility for learning and classroom organization through the cultivation of democratic and participatory practices that are fair, inclusive, and caring. CMCD seeks to provide a stable and orderly learning environment in which students become self-disciplined and empowered, by experiencing greater responsibility. The number of schools that have adopted CMCD in the United States and England surpassed 211 schools (involving 120,000 students) in 2001. CMCD's effectiveness assessment involved two vertical (K-12) clusters of schools, one in Houston and the other in Newark. Houston's assessment was a descriptive one-group study, while Newark's was a two-group quasi-experimental study involving a matched-pair of 228 CMCD and 228 Non-CMCD comparison students. The assessment findings indicated that, prior to CMCD's implementation in 1995-96, four of the nine participating Houston schools had Teacher-Student Relationships' mean scores above the national mean of 50, while the remaining five had scores below the national mean, but by the third year, all of the schools had achieved considerable gains, with eight schools achieving mean scores of 61% - 73%, considerably above the national average. Five of the eight schools achieved gains that were statistically significant. By the fourth year of CMCD's implementation, all of the participating schools had also experienced a significant decline in the number of students referred to the offices of their principals, with a combined decrease from 1,017 to 268 in referrals, a 74% decline. Also, teachers in CMCD elementary schools indicated during the third year that they had been saving about 36 minutes daily as a result of CMCD practices, while middle school teachers indicated they had been saving 30-31 minutes daily (3.6 weeks annually),that would have been wasted on student conduct/disciplinary problems in pre-CMCD implementation years. In Newark, CMCD students, at the end of the first project implementation year, significantly outperformed their comparison cohort in math (effect size, 0.53; 70th percentile) and in reading (effect size, 0.26; 60th percentile). This improvement in math performance among the students occurred even though the math component of the comprehensive reform model had not yet been installed. With the many benefits and factors that CMCD is capable of enhancing, the program could be implemented as a stand-alone school reform program or as a part of a comprehensive reform model involving math and reading. (Contains 4 tables and 1 figure.)
APPRAISALWEB: An Online Platform for the Pedagogical Evaluation of Web-Based Language Learning Resources
Author: Seiz-Ortiz, Rafael
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evaluation Methods,Internet,Models,Second Language Instruction,Second Language Learning,Research and Development,Computer Assisted Instruction,Instructional Material Evaluation,Program Descriptions,Web Based Instruction,Computer System Design,Databases

This paper presents APPRAISALWeb, a 2-year Research &amp; Development project jointly funded by the &quot;Universidad Politecnica de Valencia&quot; and the regional government of Valencia (Spain), and developed by the CAMILLE Research Group at that university. In general terms, the project aims to suggest a comprehensive methodology for the pedagogical analysis of the Web as an environment for language learning. More specifically, a major objective of the project is to develop an online Interactive platform that serves as a tool to analyze, classify and evaluate Web-based resources for language learning from a pedagogical point of view. As CALL (Computer Assisted Language Learning) research literature suggests, it is necessary to conduct a thorough pedagogical analysis of the Web and its CALL resources if we are to take full advantage of its many possibilities. Thus, the project meets two fundamental needs that have been extensively expressed in the area of CALL: the need for theoretical models and methodologies and the necessity of specific tools for analysing and searching for available Web-based CALL resources. First, the context of the project will be presented. Then the methodology behind APPRAISALWeb will be discussed. Finally, conclusions will be drawn from work in progress during the first stage of the project. (Contains 4 footnotes.)
Designing Feedback to Support Language Acquisition Using the &quot;Ingenio&quot; Authoring Tool
Author: Gimeno Sanz, Ana
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Second Language Learning,Second Language Instruction,Courseware,Program Descriptions,Multimedia Instruction,Web Based Instruction,Computer Assisted Testing,Computer System Design,Integrated Learning Systems

The increasing demand for high quality innovative foreign language teaching and learning materials led the CAMILLE R&amp;D Group at the Universidad Politecnica de Valencia (Spain) to design a completely online language-independent authoring tool and content manager to allow teachers from around the world to design and deliver tailor-made online courseware that would suit their learners' needs and which could be immediately modified or updated according to particular needs. This system is known as the &quot;InGenio&quot; System and comprises four modules: the authoring tool, the delivery platform, an online tutoring system and a module to allow authors to adapt their materials into different support languages. This paper aims to describe the specific functionalities that are embedded in &quot;InGenio&quot; designed to integrate specific feedback to support language acquisition in the language courses designed with the &quot;InGenio&quot; authoring tool. (Contains 4 figures.)
Content and Language Integrated Learning in Higher Technical Education Using the &quot;InGenio&quot; Online Multimedia Authoring Tool
Author: Gimeno, Ana
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Web Based Instruction,Multimedia Instruction,Computer Software,College Students,Second Language Learning,Skill Development,Modern Languages,Technical Education,Interdisciplinary Approach,English for Science and Technology,Industrial Education,Engineering Education

The future professional world of today's students is becoming a life-long learning process where they have to adapt to a changing market and an environment full of new opportunities and challenges. Thus, the development of a number of personal and professional skills, in addition to technical content and knowledge, is a crucial part of their learning process and, consequently, of higher technical education and training. Among these skills, the knowledge of modern languages, especially English, stands as pivotal to achieve successful communication, which is a fundamental ability in an increasingly international world. This paper discusses the benefits of combining CLIL (Content and Language Integrated Learning) and technology-enhanced learning by means of the &quot;InGenio&quot; authoring tool and content manager. (Contains 5 footnotes.)
Defining the Design Parameters of a Teacher Training Course on the Incorporation of ICT into Teaching Practices
Author: Amorim, Joni de Almeida
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Educational Technology,Technology Integration,Multimedia Instruction,Audiovisual Aids,Curriculum Implementation,Education Courses,Design Requirements,College Faculty,Faculty Development,Course Descriptions,Multimedia Materials,Video Technology,Web Sites,Electronic Publishing,Internet,Educational Resources

Bearing in mind the widespread use of multimedia resources in education, mainly due to the wide range of possibilities available on the Internet, teacher training must propel quality use of technology and foster updated knowledge and skills related to the Web 2.0, video production and publication, blog construction, wiki-based collaboration, selection of multimedia resources and many others. In order to contribute towards the debate on initial and continuous teacher training in the use of Information and Communication Technologies (ICT) in the classroom, this paper discusses how the use of videos in teaching practices can contribute to improve learning. After presenting an experience dealing with a real training course for teachers, the text will define the design parameters of this kind of courses aimed at incorporating ICT into the teaching practices, with a special focus on the creation and use of audiovisual resources. The authors present a method in an attempt to categorise the abilities and resources provided by media and the way in which they convey information. They also include some conclusions dealing with the implementation of these resources in today's education systems. (Contains 1 figure.)
Developing a Web-Based System to Create, Deliver and Assess Language Proficiency within the PAULEX Universitas Project
Author: de Siqueira, Jose Macario
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Computer Assisted Testing,Computer System Design,Language Tests,College Entrance Examinations,Educational Policy,Pilot Projects,Educational Change,Internet,Language Proficiency,Integrated Learning Systems,High Stakes Tests,English (Second Language),Test Construction,Secondary School Students,Secondary School Teachers,Audiolingual Skills

This study aims to examine the feasibility of a number of technical solutions implemented in a web-based system designed for the creation and management of online language exams within PAULEX Universitas, a project for the development of an online platform to design, deliver and assess the foreign language exam within the Spanish national University Entrance Examination. The paper provides an overview of the context and a discussion of current changes in Spanish ministerial policies, followed by a description of the PAULEX testing platform and a discussion on the technological solutions adopted. Lastly, the paper reflects upon a quantitative analysis derived from a pilot experience conducted in Valencia with over 200 students and their respective teachers, the results of which indicate that in spite of the difficulties, the implemented solutions have a high degree of acceptance. (Contains 2 figures.)
Alabama Secondary School English Teachers' National Writing Project Participation and Own Writing in Relation to Their Organization of the Classroom and to Student Achievement in Writing
Author: Whyte, Alyson
Date: 2011-09-01
Type: Numerical/Quantitative Data
Subjects: Secondary School Teachers,English Teachers,Public School Teachers,National Programs,Writing (Composition),Teacher Participation,Classroom Techniques,Writing Achievement,Secondary School Students,Faculty Development,Writing Instruction

This study of 32 public secondary school English teachers in the state of Alabama and of 477 students in these teachers' participating classes, employed teacher and student surveys and early- and late-in-course samples of timed narrative and persuasive writing. As predicted, NWP teachers wrote more extensively than comparison teachers, and the participating teachers' own active writing practice was associated with their students' achievement in writing. Less routinized organization of the classroom was associated with students' achievement in writing. Teachers' higher level of ongoing involvement in NWP professional development activities predicted their students' achievement on nonroutine attributes of writing. Complete analysis of the reliability of the scoring of student writing is appended. (Contains 12 tables, 1 figure, 6 footnotes and 2 endnotes.) [This report was funded by the Auburn University Department of Curriculum and Teaching.]
Spanish Students and Teachers' Preferences towards Computer-Based and Paper-and-Pencil Tests at Universities
Author: De-Siqueira, Jose Macario
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Student Attitudes,Teacher Attitudes,Preferences,Undergraduate Students,Graduate Students,College Faculty,Questionnaires,Comparative Analysis,Foreign Countries

This study was conducted to identify and analyze some significant features that influence students and teachers about computer-based tests (CBT) and paper-and-pencil tests (P&amp;P) at the context of the PAULEX Project. In order to do that, a large experiment has been developed at the Universidad Politecnica de Valencia (Polytechnic University of Valencia), Spain, in which several students and professors have answered a validated questionnaire about their usage of technology, feelings and experiences. They also compared their preferences after doing two similar basic tests, CBT and P&amp;P.