ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Students&apos; Motivations for Credit Accumulation
Author: British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Date: 2021-09-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Student Motivation,College Credits,Student Interests,Majors (Students),Skill Development,Academic Advising,Scheduling,Intention,Required Courses,Student Attitudes,Grade Point Average,Certification,Advanced Placement Programs,College Transfer Students

Building on earlier quantitative BCCAT [British Columbia Council on Admissions and Transfer] research assessing number of credits required for graduation (2010, 2020), this study sought to use a qualitative analysis to explore the reasons why students collect more credits than required for their credential(s) and their general feelings towards accumulation of excess credit. The results of the literature review showed that students in the United States, Canada, and BC [British Columbia] completed more credits than was required for their degree programs. The numbers of excess credits accumulated varied by program, transfer status, and, in some studies, demographic factors. Reasons for accumulating excess credits fell broadly into two categories: individual-level motivations (e.g., curiosity about other subjects, timing of choosing a major, and skills development) and systemic issues (e.g., transfer inefficiencies, advising support, and course scheduling). Interviews with nearly 50 UBC baccalaureate students (transfer and non-transfer) revealed that around 70% of interviewees anticipated graduating with credits in excess of their program requirements. Around 80% of transfer students anticipated graduating with excess credits, while 42% of all transfer interviewees reported completing coursework at UBC that duplicated coursework from their previous institution(s). Switching programs within UBC (i.e., program transfer, or &quot;swirling&quot;) was less prominent as the cause of excess credits. The reasons for excess credits included prerequisites and courses offered only once per academic year; this was particularly true in science and engineering programs. A significant majority (80%) of interviewees both transfer and non-transfer who had taken courses outside of their program requirements anticipated that competencies they learned in these courses would help them in their planned career. Students' feelings towards excess credits were complicated - close to half of interviewees considered them a waste of time or money, while 39% stated that they could be useful or beneficial. Several less-expected motivations for accumulating excess credits included wanting to increase GPA, a desire to comply with certifications requiring different courses from the program requirements (i.e., CPA), and excess credits earned due to transferring International Baccalaureate high-school credits. [This report was prepared by Academica Group.]
What Is Competence? A Shared Interpretation of Competence to Support Teaching, Learning and Assessment. Research Report
Author: Vitello, Sylvia
Date: 2021-12-20
Type: Reports - Descriptive
Subjects: Competence,Definitions,Educational Practices,Competency Based Education,Elementary Secondary Education,Higher Education,Vocational Education,General Education,Conventional Instruction,Blended Learning,Educational Benefits,Holistic Approach,Educational Principles,Performance,Skills,Experiential Learning,Theory Practice Relationship,Performance Factors,Difficulty Level

The aim of this report is to build a shared understanding of competence by providing clarity around the concept and its implications for educational practice. The authors present an understanding of competence that is research-based, relevant and appropriate for diverse educational contexts. This will help to create stimulating, thoughtful and productive discussions about competence, and advance how competence is engaged with when developing educational programmes. This report is intended to have broad applicability, having relevance for competence in diverse areas and modes of education (e.g., primary to higher education; vocational and general education; face-to-face delivery; digital; blended; hybrid). The report discusses what is meant by competence in three main sections, with information in each section building on the previous one. The first section highlights some key questions that may be raised about competence, in order to provide context for the definition and later discussions. In the second section, the unified definition of competence is presented. In the third section, this definition is expanded upon by delving into a discussion of the key principles that underlie this interpretation of competence.
The History of Science and Science Education: A &quot;Planetarium&quot; at School
Author: Bonacci, Enzo
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Recreational Facilities,Science Education,Astronomy,Community Programs,Science History

The Livio Gratton is a small size &quot;Planetarium&quot; (40-seat capacity) located in Latina (near Rome, Italy); it belongs to the Scientific High School G.B. Grassi since its construction in 2003. In less than eighteen months of activity the number of admissions has been superior to 4000, but the situation was rather different previously, when the almost absolute lack of information about the structure and the few visitors induced the headmaster to accomplish a managing, cultural, educational and scientific valorization policy. Such galvanizing experience is worthy to be described from the discouraging premises till the positive response from audience and critics. [This paper was published in: &quot;Physics, Astronomy and Engineering. Critical Problems in the History of Science and Society. Proceedings of the 32nd International Congress of the Italian Society of Historians of Physics and Astronomy,&quot; edited by R. Pisano et al., The Scientia Socialis Press, 2013, pp. 141-146.]
Designing Professional Development in Restorative Practices: Assessing High School Personnel&apos;s, Students&apos;, and Parents&apos; Perceptions of Discipline Practices
Author: Vincent, Claudia G.
Date: 2021-00-00
Type: Reports - Research
Subjects: Faculty Development,High School Teachers,High School Students,Trust (Psychology),Teacher Attitudes,Student Attitudes,Administrator Attitudes,Equal Education,Family School Relationship,Parent Attitudes,Accountability,Teacher Student Relationship,Interpersonal Relationship,School Personnel,Positive Behavior Supports,Student Diversity,Student Behavior,Low Income Students,Minority Group Students,Student Needs,Discipline,Justice,At Risk Students,Discipline Policy

We conducted focus groups with high school staff, students, parents and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multi-tiered support system. Results indicated that all stakeholders valued trust and relationship building, and identified equity, accountability, and home-school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multi-tiered student support systems. [This paper was published in &quot;National Association of Secondary School Principals Bulletin&quot; v105 n4 p250-275 2021 (EJ1320567).]
An Annotated Bibliography on e-Learning in Health and Medicine, 2019-2021
Author: Alcock, David
Date: 2021-11-00
Type: Reference Materials - Bibliographies
Subjects: COVID-19,Pandemics,Electronic Learning,School Closing,Continuing Education,News Reporting,Deception,Misconceptions,Technological Literacy,Nursing,Patients,Delivery Systems,Peer Influence,School Health Services,Social Media,Telecommunications,Handheld Devices,Elementary Secondary Education,Postsecondary Education,Nursing Education,Medical Education,Health Education

The COVID pandemic has required fundamental reassessment of the delivery of courses in the health sciences. This annotated bibliography of 237 items is intended to provide a starting point for assessing which modes of delivery have proved most effective. It builds on the earlier NIDA resource discovery &quot;The impact of Science Literacy delivery methods - what works?&quot; (2017-2020). It was produced as an initial activity for a planned research project &quot;Impact Evaluation for e-Learning in Science and Health Literacy&quot;. Entries are drawn mainly from PubMed, ERIC and GoogleScholar, and contain brief annotations extracted from articles' abstracts, introductions or conclusions. They are arranged under the following headings: General; Continuing Education and Training; Fake News, Disinformation, and Digital Literacies; Nursing; Patients and Service Delivery; Peer Learning; School Health; Social Media Applications and Mobile Learning; and Specific Morbidities and Conditions Applications. The entries cover experience world-wide in English-language sources. A final section of Concluding Observations identifies some common themes covering design and content considerations, study support, and study environment. [The report is produced by the Network for Information and Digital Access (NIDA) (United Kingdom).
STEAM Teachers&apos; Perceptions of Game Based Learning in the Bahamas: &quot;First&quot; National Game Based Learning Study Conducted in the Bahamas. Updated
Author: Pinder, Patrice Juliet
Date: 2021-12-29
Type: Reports - Research
Subjects: STEM Education,Teacher Attitudes,Game Based Learning,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Art Education

Very few studies on game-based learning (GBL) have been conducted within the Caribbean/West Indies, particularly studies of a mixed-methods nature examining in-service K-12 STEAM teachers' perspectives. This study addresses the aforementioned gap and explores the benefits of employing GBL as a teaching strategy in primary (elementary) and secondary schools within the Bahamas where no research has been conducted in the area of GBL. This study utilizes a mixed-methods approach and is made of a quantitative questionnaire for teachers and interviews with teachers. Thirty-nine teachers completed the quantitative questionnaire and 29 teachers participated in the interview session. Teachers were drawn from the Bahamas' first National Science, Technology, Engineering, the Arts, and Mathematics (STEAM) GBL Mini-Conference. Data findings from the teachers' completed questionnaire and interviews should begin to fill in the research gap as it relates to GBL in the Bahamas and the Caribbean. [For a previous version of this paper (2018), see ED605994.]
New Evidence on Integrated Career Pathways: Final Impact Report for Accelerating Opportunity. Research Report
Author: Anderson, Theresa
Date: 2017-06-00
Type: Reports - Research
Subjects: Career Pathways,Adult Students,Education Work Relationship,Outcomes of Education,Community Colleges,Technical Institutes,Program Effectiveness,Two Year College Students,Vocational Education,Adult Education

This final impact report describes the effect of Accelerating Opportunity (AO) on education and employment outcomes for underprepared adult learners. Designed and led by Jobs for the Future and national partners, AO allowed adults with low basic skills to enroll in integrated career pathways at community and technical colleges. The quasi-experimental impact analysis shows that AO students earned more credentials while taking fewer credits, suggesting more efficient course-taking and accelerated learning. These achievements did not translate into labor market gains in the observed timeframe for all students, though AO had strong and sustained positive earnings impacts for some student subgroups. [The University of Phoenix Foundation also funded the report. For the appendices, see ED616971.]
Report of the Commissioner of Education for the Year 1880
Author: Department of the Interior, Bureau of Education (ED)
Date: 1882-00-00
Type: Historical Materials
Subjects: Public Agencies,School Statistics,Publications,Enrollment,Attendance,Teachers,Teacher Salaries,Educational Finance,Kindergarten,Urban Education,African American Education,Single Sex Schools,Womens Education,Secondary Education,College Preparation,Textbooks,Courses,Colleges,Universities,Academic Degrees,Business Schools,Professional Education,Special Schools,Deafness,Blindness,Intellectual Disability,Correctional Institutions,American Indian Education,Armed Forces,Discipline,Truancy,High Schools,Experimental Schools,Private Schools,College Admission,Single Sex Colleges,Agricultural Colleges,Educational History,Summer Schools,Evening Programs,Science Instruction,Philanthropic Foundations,Sanitation,Visual Impairments,Physiology,Reading,Writing (Composition),Campuses,Court Litigation,Taxes,Forestry,Agricultural Education,Museums,Exhibits,Professional Associations

The Commissioner of Education reports on the work of the office and its publications over the year. Statistical summaries and discussion are presented on enrollment; attendance; teacher workforce and pay; school finance; state and territorial education; kindergarten; city education; education of the colored race; institutions for the superior instruction of women; secondary and preparatory education; textbooks; study courses; colleges and universities; degrees conferred; education benefactions; commercial and business colleges; professional schools; institutions for the deaf and dumb; institutions for the blind; schools for the feeble-minded; reform schools; special schools for Indians; orphan asylums; and U.S. Army post schools. The report also addresses high school discipline and truancy; the Peabody fund; preparatory courses for higher scientific study; the Round Hill School; school houses and schools maintained by private effort; admissions requirements for women's colleges; opportunities for women's higher education; college government; recent history of agricultural colleges and of schools of science not endowed by the national land grant; sale of college and professional degrees; summer and evening schools; popular science teaching; charities; sanitation and education; color blindness and myopia; the physiology of reading and writing; school grounds; school litigation; exemption of school property from taxation; forestry instruction; scientific investigations; and graphic methods of exhibiting education in museums. The Commissioner also gives conclusions and recommendations. Abstracted official reports and other information from state, territorial, and city school officers as well as a list of educational associations are included. Detailed statistics follow the report.
The State of Higher Education for Latinx Californians
Author: Campaign for College Opportunity
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: State Universities,Hispanic American Students,Access to Education,Academic Achievement,College Attendance,Race,Ethnicity,Gender Differences,Graduation Rate,Educational Policy,Barriers,Equal Education,Educational Opportunities,Achievement Gap,Community Colleges,Educational Attainment,Kindergarten,Elementary Secondary Education,First Generation College Students,Diversity (Faculty),College Transfer Students,Institutional Characteristics,Enrollment Trends

Latinx Californians represent the largest ethnic group in the state, with a demographic that is disproportionately young. The state must significantly increase the educational opportunity and success of Latinx Californians, ensuring that more of them are prepared for college, attend college, and graduate with the skills necessary to thrive personally and to contribute to the economy of California. While both access and success for Latinx students enrolling in the University of California (UC) and the California State University (CSU) are improving, there are still disturbing gaps by race/ethnicity and gender, with Latinos attending and completing college at rates far below their Latina peers. The purpose of this report is not to simply highlight the statistics. Instead, it is to recognize that the problem has never been Latinx students or their families, but the choices made by society, institutions, and governments. This report calls on policymakers, college leaders, and the public to be intentional in demanding and removing unnecessary barriers and in providing equitable opportunities for Latinx students to succeed. [Additional funding for this report was provided by Great Public Schools Now and the Yellow Chair Foundation. For &quot;Shut Out: The Need to Increase Access to the University of California and the California State University,&quot; see ED616960. For the Executive Summary of this report, see ED616959.]
The State of Higher Education for Latinx Californians. Executive Summary
Author: Campaign for College Opportunity
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Attendance,State Universities,Race,Ethnicity,Gender Differences,Educational Opportunities,College Preparation,Access to Education,Enrollment Trends,Achievement Gap,Educational Attainment,Educational Policy,Barriers,Equal Education,Academic Achievement,Community Colleges,College Graduates,College Transfer Students,First Generation College Students,Institutional Characteristics,Kindergarten,Elementary Secondary Education,Diversity (Faculty)

The future of California will be defined by ensuring better educational opportunity for Latinx Californians. While historic numbers of Latinx students are graduating from high school prepared for college and are enrolling in higher education, these numbers are still too low. Inequitable access to college opportunity and success in graduating with a degree is very real. Today, most high schools fail to prepare the majority of their Latinx students for college. While both access and success for Latinx students enrolling in the University of California (UC) and the California State University (CSU) are improving, there are still disturbing gaps by race/ethnicity and gender, with Latinos attending and completing college at rates far below their Latina peers. The purpose of this report is not to simply highlight the statistics. Instead, it is to recognize that the problem has never been Latinx students or their families, but the choices made by society, institutions, and governments. This report calls on policymakers, college leaders, and the public to be intentional in demanding and removing unnecessary barriers and in providing equitable opportunities for Latinx students to succeed. [For the full report, see ED616958.]
Shut Out: The Need to Increase Access to the University of California and the California State University
Author: Campaign for College Opportunity
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: State Universities,Access to Education,College Admission,College Bound Students,College Freshmen,Bachelors Degrees,Educational Trends,Eligibility,Enrollment Trends,Minority Group Students,Educational Policy,Educational Change,Grade Point Average,College Entrance Examinations,Scores,Admission Criteria,College Applicants,Competitive Selection,Referral,Educational Demand,Affirmative Action,Equal Education,College Transfer Students,Educational Finance,Barriers,Capacity Building

The value of a college degree continues to rise. A bachelor's degree in particular provides unrivaled economic and health benefits not just for the individual earning the degree, but for the entire state. Therefore, it is not surprising to see growing demand for a college education coupled with growing eligibility for California's public universities among high school students striving to attend. Unfortunately, students are being met by an increasingly competitive admissions environment and universities have responded to the growing number of applicants by raising the bar for admissions, especially as state funding to expand capacity fails to adequately fund every eligible student. While California's vision for higher education in the 1960s was revolutionary for its time, the state is in dire need of a new roadmap and vision that intentionally ensures greater access to the University of California (UC), and the California State University (CSU) for eligible students, intentionally closes the racial/ethnic gaps that persist in access and success in higher education, and ensures every Californian, regardless of race/ethnicity, zip code, or income, is given a true, equitable opportunity to go to college and cross the graduation stage. This report provides an update on California's progress and persistent challenges related to freshman access to the UC and CSU. In addition to analyzing trends in eligibility, admissions, and enrollment to the UC and CSU by race/ethnicity, the report also reviews recent policy changes and campus practices that are impacting access and success. This report concludes with a description of several national examples of ways to increase bachelor's degree capacity, and makes specific recommendations for policymakers and campus leaders toward ensuring that California can increase college access, improve college attainment and close racial/ethnic gaps to ensure individual and collective success. [Additional funding for this report was provided by the Yellow Chair Foundation. For the Executive Summary, see ED616969.]
Annual Report of the Committee on Accreditation to the Commission on Teacher Credentialing, 2020-21
Author: California Commission on Teacher Credentialing
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Teacher Certification,Accreditation (Institutions),Teacher Education Programs,Accountability,Program Effectiveness,State Standards,Preservice Teacher Education,Educational Quality

The 2020-21 accreditation year continued to be impacted in significant ways by the ongoing nature of the worldwide COVID-19 pandemic. All accreditation activities, including site visits, were adjusted to reflect this new reality and to maintain full implementation of the system while continuing efforts to refine the newer aspects of the current system. The major objectives of the current accreditation system, as outlined in the &quot;Accreditation Framework,&quot; include the following: (1) Accreditation assures that programs meet state standards for professional preparation programs, and, in so doing, are allowed to recommend candidates for state licensure; (2) Accreditation assures candidates and the public that educator preparation programs are of high quality and effective in preparing candidates to meet licensure requirements; (3) Accreditation assures candidates and the public that programs are accountable for the quality and effectiveness of the preparation they provide to candidates; (4) Accreditation assures that peers determine each program's quality and effectiveness in order to retain their accreditation status; and (5) Accreditation provides the means for programs to continuously improve based on evidence of candidate outcomes, program effectiveness, and on feedback from ongoing peer review processes. [For the 2019-2020 report, see ED610431.]