ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainable Change: Upping Your Staff Training Strategy. In Practice. &quot;Lessons for and from Practitioners&quot;
Author: Wulfsohn, Samantha
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Needs,Program Improvement,Barriers,Cooperation,Brainstorming,Administrative Organization,Teamwork,Training Methods,Sustainability,Coaching (Performance),Communities of Practice,Supervision,Administrator Role,Workshops,Counseling,Program Administration,Staff Development

Program managers frequently put staff training near the top of their lists of ongoing challenges. The mix of diverse, complex training needs in many programs means managers may be responsible for orienting new staff, implementing new administrative procedures, or facilitating steps toward long-term program improvement. The greatest underlying challenge here is that any or all of these may require staff to adapt how they approach their daily work. Change can be hard, and often, managers find that one-time training isn't enough to ensure staff apply new concepts and procedures in their daily work. In much of MDRC's work with programs, we view training as taking place within an iterative cycle of learning that we call &quot;Learn-Do-Reflect,&quot; in which trainers, program managers, and program developers work collaboratively with front-line staff in the following ways: (1) LEARN: Identify and define an area for learning or improvement. Staff may help brainstorm potential solutions. Offer training on new approaches; (2) DO: Staff test out the proposed solutions while collecting data to help evaluate successes and roadblocks; and (3) REFLECT: Managers and staff review data, examine their experiences, propose course corrections, and decide on next steps. Unlike top-down management strategies, the Learn-Do-Reflect cycle engages staff, getting them to propose and evaluate solutions. That can help teams feel more invested in making changes to their daily work. The cycle can be repeated from time to time and incorporated into training strategies to promote continuous improvement over time.
Innovation in an Age of Disruption. APPA Thought Leaders Series 2019
Author: APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR)
Date: 2019-00-00
Type: Reports - Research
Subjects: Innovation,Entrepreneurship,Risk,Creativity,Higher Education,Specialists,Conferences (Gatherings),Barriers,Institutional Mission,Organizational Change,Educational Facilities,Problem Solving,Social Media,News Reporting,Leadership

The 2019 Thought Leaders report focuses on &quot;Innovation in an Age of Disruption.&quot; Participants at the Thought Leaders symposium explored the mechanics of innovation. They drew on the experience of experts in innovation and entrepreneurship and discussed ways to protect experimentation and creativity from institutional forces dedicated to the status quo. They practiced developing innovative strategies for addressing the challenges facing higher education. They learned that creativity must be fostered and encouraged within an institution, by modeling the entrepreneurial mindset to instill a curiosity to innovate. Participants in the Thought Leaders symposium developed the following strategies for thinking outside the box: (1) By cultivating a mindset that is open to change; (2) By looking at organizations with a deliberately different perspective; (3) By taking ownership of work and embracing risk; (3) By hiring for passion as well as hiring for skills; (4) By engaging with others and really listening to what they have to say; (5) By protecting experimentation and permitting failure; and (6) By connecting to the mission of the organization. Participants at the Thought Leaders symposium came away from their time together with a new commitment to the mission of each of their institutions and a renewed sense of passion and ownership. [For the 2018 report, &quot;The Landscape, Framework, and Strategies for Managing &amp; Mitigating Risk,&quot; see ED592253.]
What Works in Career and Technical Education: Evidence Underlying Programs and Policies That Work
Author: MDRC
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Apprenticeships,Job Skills,Job Training,Outcomes of Education,Elementary Secondary Education,Evidence Based Practice,Program Improvement,Vocational Education,Educational Legislation,Federal Legislation,Accountability,Statewide Planning,Students with Disabilities,Internship Programs,Middle School Students,Males,Postsecondary Education

The purpose of this Policy Impact Snapshot is to identify the major categories of career and technical education (CTE) currently available within our nation's secondary and postsecondary education systems and describe the existing research on whether these programs are achieving desired outcomes for students. This Policy Impact Snapshot describes four major types of CTE programs: (1) CTE instruction and training; (2) Career Pathways; (3) Youth Apprenticeships; and (4) Career Readiness and Skills Training. The evidence of effectiveness for each category was reviewed and it was found that, because CTE programs have been around for so long, there are many studies, including many that are out of date. Many also describe associations and relationships rather than causal connections to specific outcomes. But over time, better data availability and quality have allowed researchers to conduct more rigorous studies. In this paper, the focus is on those more recent and rigorous studies.
Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2019
Author: Arendale, David R., Comp.
Date: 2019-12-31
Type: Reference Materials - Bibliographies
Subjects: Cooperative Learning,Annotated Bibliographies,Program Evaluation,Academic Achievement,Higher Education,Postsecondary Education,Learning Strategies,Teaching Methods,Outcomes of Education,Best Practices,Faculty Development,Career Choice,Job Skills,Teaching (Occupation),Student Diversity,Video Technology,Acceleration (Education),Public Speaking,Peer Teaching,Academic Persistence

This 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: &quot;Accelerated Learning Groups&quot; (ALGs), &quot;Emerging Scholars Program&quot; (ESP), &quot;Peer Assisted Learning&quot; (PAL), &quot;Peer-Led Team Learning&quot; (PLTL), &quot;Structured Learning Assistance&quot; (SLA), &quot;Supplemental Instruction&quot; (SI), and &quot;Video-based Supplemental Instruction&quot; (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988.]
Investigation of Life Satisfaction of University Students According to Various Variables
Author: Gökalp, Murat
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Attitudes,Life Satisfaction,College Students,Foreign Countries,Gender Differences,Social Class,Place of Residence,Family Income,Family Size,Siblings,Parent Background,Educational Attainment,Measures (Individuals),Well Being,Student Characteristics

Life Satisfaction is an important element of an individual's sense of well-being in general. University students have problems with life satisfaction from time to time. University years are a period in which students try their adult roles, prepare for working life and idealize their values more. The aim of this study is to examine the life satisfaction levels of university students according to gender, class, place of residence, income level, number of siblings, education level of parents and whether or not parents are alive. The research was carried out with 550 students in Kyrgyzstan-Turkey Manas University's various faculties of the ongoing 229 male, 321 famele and in 2017-2018 academic year. To determine the level of life satisfaction of students developed by Diener, Emmons, Laresen and Griffin (1985) in order to The Life Satisfaction Scale adapted to Turkish by Köker (1985) and the Personal Information Form developed by the researcher were used to obtain information about independent variables. According to the results of the research, life satisfaction levels of university students vary according to income levels and place variables. Results in accordance with the findings and recommendations were made.
The Thoughts of University Students about Participation of the European Union and the Bologna Education Process
Author: Gökalp, Murat
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Student Participation,International Cooperation,International Programs,Positive Attitudes,Departments,Age Differences,Educational Practices

The aim of this study is to determine and evaluate what university students think about the European Union and Bologna Education Process. The research includes 800 female and 850 male 1650 students in various faculties of the University of Ondokuz Mayis University. The research was conducted in quantitative screening method. The data was obtained by a 5-point Likert-type scale developed by the researcher. At the end of the study, students' perspectives on European Union and Bologna Education Process were evaluated according to one-way analysis of variance, t-test, LSD test and percentage values according to the personal characteristics of the participants. According to the findings of the research, the positive opinions of the students were determined about participation in European Union and Bologna process. While there is no difference of opinion between the students according to their age and class, differences of opinion have been determined according to the faculties they study.
School Quality in Australia: Exploring the Drivers of Student Outcomes and the Links to Practice and School Quality. Final Report
Author: Australian Government Department of Education and Training
Date: 2017-12-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Quality,School Effectiveness,Outcomes of Education,School Policy,Achievement Tests,International Assessment,Secondary School Students,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Tests,Science Achievement,Educational Practices,Government Role,Educational Improvement,Educational Indicators,Academic Achievement,Student Characteristics,Institutional Characteristics,Teacher Effectiveness,Governance,Accountability,Classroom Environment,Well Being,Learner Engagement

The Department of Education and Training ('the Department') engaged Deloitte Access Economics to undertake research into the drivers of school quality in Australia, with the goal of expanding the evidence base available to the Department in analysing, evaluating and developing school policy. In particular, this work provides a new empirical framework for assessing these drivers in the Australian context, and presents the results of this framework using the 2015 Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) data. The goal of this study is to develop a framework that links elements of practice and student outcomes, and which is capable of utilising existing data sources to empirically estimate this link, in order to provide evidence of: (1) The factors that drive student outcomes in Australia, and in particular the role that school quality plays in driving student outcomes; (2) The attributes of practice that define school quality, and how these attributes may be measured; and (3) The role that governments can play in influencing school practice and driving improvements in school quality. [This report was prepared by Deloitte Access Economics.]
International Student Mobility: Examining Trends and Tensions
Author: Bista, Krishna
Date: 2018-00-00
Type: Reports - Research
Subjects: Student Mobility,Study Abroad,Educational Trends,Trend Analysis,College Choice,International Education,Global Approach,Higher Education,College Students,Cross Cultural Studies,Enrollment Trends,Foreign Countries,Foreign Students

Student mobility has increasingly become a key issue of policy and practice in higher education. This chapter presents a set of critical views about international student mobility globally, setting the context for emerging voices and critical lenses. The authors argue that educators should look into the bigger picture of mobility to understand its complex and multifaceted issues which go beyond counting enrollment numbers. Where do students go to study and why? Where do they come from and who was able to leave home? What obstacles do students face and how do they overcome them? There are some of the central questions of student mobility discourse. In this backdrop, the authors argue that students must be treated fairly by the simple logic of reciprocity: international students are &quot;international&quot; in the host countries in the same way as study abroad students will be &quot;international&quot; by default in the receiving countries. The only question is whether we are ready to accept a humane world where mobile students are valued as part of a global community and for global good, rather than just viewed in terms of mercenary drives of the market. [This chapter was published in: K. Bista, (ed.), &quot;International student mobility and opportunities for growth in the global market.&quot; Hershey. 10.4018/978-1-5225-3451-8.ch001.]
Spanish Language Interference in the English Learning Process for Students of the English Immersion Program by MESCYT
Author: Tavarez DaCosta, Pedro
Date: 2020-00-00
Type: Reports - Research
Subjects: Spanish,Interference (Language),Universities,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Learning Processes,Immersion Programs,Language Teachers,Language Skills,Writing Skills,College Students,Program Descriptions

The learning process of English as a Foreign Language is a tricky challenge to face when it comes to deal with Spanish native speakers. Most of the time, people compare the structures and uses of both languages (the native and the target one), which causes an interference in the learning process and may result on failure or poorly achieved results. This research proposal has emerged due to the necessity to study and pay careful attention to the phenomenon described above, since it represents a problem for teachers when it comes to evaluate outcomes and their performance as educators as well. In Dominican Republic, there is program, which is the perfect scenario for a research of this kind since it is the most popular, and effective course in the whole country, not mentioning that it is sponsored by the government. The study has been focused on the English Immersion Program by MESCYT [Ministry of Higher Education, Science and Technology] at Universidad Evangélica Nacional in Santiago de los Cabelleros, Dominican Republic. The population to be subject of this research is the classroom 305-morning and afternoon shifts. Literary Review has been sought in order to point out the relevance of the topic from different perspectives and nations. Special attention to specific learning skills such as reading and writing has been paid. The methodology, questionnaire, tools, references and results based on hypothesis have been incorporated.
Technological Determinism, New Literacies and Learning Process and the Impact towards Future Learning
Author: Mardiana, Harisa
Date: 2019-12-00
Type: Journal Articles
Subjects: Technological Advancement,Resistance to Change,College Students,College Faculty,School Personnel,Educational Trends,Foreign Countries,Influence of Technology,Technological Literacy,Computer Mediated Communication,Web 2.0 Technologies,Internet,Electronic Learning,21st Century Skills

The interest of this research is to investigate technological change, new literacies and learning processes which impact future learning. With technological determinism, the members of the university need to have technological knowledge, belief of change and adopt the technology. The problem in this research is the habits in the individual who works within our campus that would not change, because with the new literacies used and introduced in communication, besides learning in using online systems will continue to be implemented. The research sampling is conducted of 76 respondents, consisting of students, lecturers, employees, staff and technicians. And this research method uses is quantitative methods and semi-structured qualitative methods. The result obtained that there are members of campus who are willing to change in communication and the ways of thinking and acting to follow the change in future learning 4.0 industrial revolutions.
University of West Florida Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-05-03
Type: Numerical/Quantitative Data
Subjects: State Universities,Accountability,Educational Planning,Strategic Planning,Performance Based Assessment,Educational Finance,Research Universities,Educational Indicators,Enrollment,Enrollment Trends,Educational Objectives,Coordination,Graduation Rate,Educational Innovation,Achievement,Awards,Undergraduate Students,Graduate Students,Academic Degrees,Grade Point Average,College Entrance Examinations,School Holding Power,Expenditures,Costs,Endowment Funds,Minority Group Students,Reputation,Research and Development,Student Financial Aid

This report combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This document enhances the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Once this Accountability Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for approval, excluding those sections of the Plan that require additional regulatory or procedural approval pursuant to law or Board regulations. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; and (6) Definitions. [For the 2018 University of West Florida Accountability Plan, see ED597127.]
University of Florida Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-04-25
Type: Numerical/Quantitative Data
Subjects: State Universities,Research Universities,Educational Planning,Strategic Planning,Accountability,Educational Objectives,Coordination,Educational Strategies,Performance Based Assessment,Educational Finance,Educational Indicators,Enrollment,Enrollment Trends,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Reputation,STEM Education,Educational Quality,Expenditures,Student Characteristics,Awards,Intellectual Disciplines,Distance Education,Blended Learning,Conventional Instruction

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For the 2018 University of Florida Accountability Plan, see ED597114.]
Dimensions of Multicultural Education: Pedagogical Practices Knowledge of Graduate Students towards Multicultural Education in Turkey
Author: Erbas, Yahya Han
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Graduate Students,Student Attitudes,Teaching Methods,Case Studies,Cultural Pluralism,Course Content,Foreign Countries,Teacher Education Programs,Masters Programs,Knowledge Base for Teaching,Social Sciences

This qualitative case study aimed to examine teachers' and teacher candidates' who are graduate-level students at a public university views on and perceptions of multicultural education and its dimensions in the Turkish context. For this study, the research question was created to examine how participants' understandings of multicultural education can help them to apply their pedagogical practices in classrooms in Turkey. For this examination, the dimensions of multicultural education that were created by James Banks have shaped the students' possible multicultural practices related to their classrooms, curricula, and schools. This study was conducted at the &quot;Alpha University (pseudonym)&quot;, located in the Marmara Region of Turkey. The data were collected from semi-structured interviews, written documents, focus group interview, classroom observation, and fieldnotes. According to the findings, the participants gave various examples of how their pedagogical practices related to dimensions of multicultural education could be applied to schools. While some of these dimensions can be found in the participants' understandings in a straightforward manner and can be explained via useful practical examples, it is evident that some dimensions are lacking with regard to practical applications. However, especially with regard to teachers and teacher candidates who have graduated from elementary education programs, the examples they provide are similar and generally come from the same courses. They had problems providing more detailed examples of issues related to multiculturalism and diversity relevant to the content of different courses.