ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Higher Education Providers
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Universities,Group Membership,Public Agencies,Statistical Data,Training,Institutional Characteristics,Organizations (Groups)

Since the inception of the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) in January 2012, 106 organisations have submitted or indicated their intention to submit applications for initial registration to TEQSA. Of those who have submitted applications, 2 have been rejected, 10 have subsequently been withdrawn by the applicants, and 24 have been successfully registered. This report, drawn from data captured on 15 August 2016, provides summary statistics of prospective higher education providers, organised by: (1) pre-submission applicants--those who have indicated an intention to submit an application for registration but are yet to do so; and (2) post-submission applicants--those who have submitted registration applications, the assessment of which has not yet been finalised. There are 70 pre-submission and post-submission applicants identified as prospective higher education providers. Future reports will reflect any changes that occur quarterly.
Statistics Report on TEQSA Registered Higher Education Providers, 2016
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Academic Standards,Accreditation (Institutions),Student Characteristics,Institutional Characteristics,Enrollment Rate,College Programs,Majors (Students),Profiles,Information Sources,Financial Support,Study Abroad,Tenure,Intellectual Disciplines,Quality Assurance,Teacher Characteristics,Academic Degrees,Income

This Statistics Report is the third release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot of national statistics on all parts of the sector by bringing together data collected directly by TEQSA with data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. This update of the Statistics Report focuses on data relating to 2014. The Statistics Report provides high level information across four key areas: providers, students, academic staff and finance. While the Statistics Report is focused on higher education data, financial data include all sources of revenue within a provider's operations, including revenue from VET and other activities, reflecting the breadth and diversity of operations within some higher education providers. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For the previous report, &quot;Statistics Report on TEQSA Registered Higher Education Providers,&quot; see ED564160.]
Students' Constitutional Right to a Sound Basic Education: New York State's Unfinished Agenda. Part 2. Filling the Regulatory Gaps
Author: Rebell, Michael A.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Student Rights,Equal Education,Citizen Participation,Instructional Materials,Class Size,Disabilities,Educational Resources,School Districts,Educational Opportunities,State Courts,Court Litigation,Educational Legislation,Public Schools,State Legislation,Secondary School Curriculum,Compliance (Legal)

This is the second in a series of reports that are the culmination of two years of research by the Campaign for Educational Equity, a policy and research center at Teachers College, Columbia University, and significant input from the Safeguarding Sound Basic Education Task Force, a statewide group made up of representatives from New York's leading statewide education associations, parent organizations, school business officials, and advocacy groups. In 2003, the New York State Court of Appeals held in &quot;Campaign for Fiscal Equity (CFE) v. State of New York&quot; that the state constitution requires New York to provide all of its students &quot;a meaningful high school education&quot; that will prepare them to &quot;function productively as civic participants capable of voting [or] serving on a jury&quot; and &quot;to obtain 'competitive employment.'&quot; Past research by the Campaign for Educational Equity at Teachers College uncovered gaps in the current laws and regulations that leave students' educational rights unprotected. To guarantee that students in schools with high levels of poverty receive adequate, appropriate, and equitable resources, the Board of Regents needs to initiate a thorough review of all of the existing regulations and spell out what level of service is necessary to meet constitutional requirements. This specificity will assist school districts in making policy decisions in difficult economic times and ensure that students' rights are upheld at all times. The recommendations set forth in this report are intended to serve as examples for such an enterprise. This report highlights gaps and needed revisions in five of the areas of essential resources that the courts emphasized in &quot;CFE&quot; (curricula, instructional materials, personnel, class sizes, and resources for students with extraordinary needs). They include the following: (1) gaps in requirements for high school course offerings; (2) gaps in requirements for preparation for civic participation; (3) gaps in requirements for access to instructional materials; (4) gaps in requirements for sufficient numbers of qualified personnel; (5) gaps in requirements on class sizes; and (6) gaps in requirements for resources for students with disabilities. [For Part 1, see &quot;A Roadmap to Constitutional Compliance Ten Years after 'CFE v. State'&quot; (ED573134). For Part 3, see &quot;Utilizing a Constitutional Cost Methodology&quot; (ED573135). For Part 4, see &quot;Ensuring Resource Accountability&quot; (ED573136).]
Students' Constitutional Right to a Sound Basic Education: New York State's Unfinished Agenda. Part 3. Utilizing a Constitutional Cost Methodology
Author: Rebell, Michael A.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Opportunities,School Districts,State Legislation,Cost Effectiveness,Student Rights,Compliance (Legal),English Language Learners,At Risk Students,Accountability,Court Litigation,Citizen Participation,State Courts,Small Group Instruction,Class Size,Student Needs,Disabilities

This is the third in a series of reports that are the culmination of two years of research by the Campaign for Educational Equity, a policy and research center at Teachers College, Columbia University, and significant input from the Safeguarding Sound Basic Education Task Force, a statewide group made up of representatives from New York's leading statewide education associations, parent organizations, school business officials, and advocacy groups. In the landmark school-funding and educational-rights case &quot;Campaign for Fiscal Equity (CFE) v. State of New York,&quot; the New York Court of Appeals held that New York City's 1.1 million public school students were being denied sufficient funding to provide them &quot;the opportunity for a sound basic education,&quot; their right under the education article of the New York State constitution. The court ordered the state to remedy this violation of students' rights. Specifically, the court ruled that the state must (1) determine the actual cost of providing a sound basic education; (2) reform the current funding and management structures to ensure that all schools have the resources they need to provide a constitutionally adequate education; and (3) develop &quot;a new…system of accountability to measure whether the reforms actually provide the opportunity for a sound basic education.&quot; Following the &quot;CFE&quot; rulings, the findings of a cost study undertaken by the state education department formed the basis for the foundation formula adopted by the legislature to implement the decision. The constitutional cost methodology described in this report (1) systematically applies constitutional standards, relevant state statutes, regulations, and other legal requirements related to education to the cost-analysis enterprise; (2) incorporates into the analysis evidence of resources and practices that have proved effective; and (3) is overseen by a permanent commission composed of policymakers, educators, and researchers that undertakes systematic cost-effectiveness analyses and recommends necessary revisions to the state's cost analyses every two years. The following is appended: Example of Cost-Effectiveness Analysis. [For Part 1, see &quot;A Roadmap to Constitutional Compliance Ten Years after 'CFE v. State'&quot; (ED573134). For Part 2, see &quot;Filling the Regulatory Gaps&quot; (ED573133). For Part 4, see &quot;Ensuring Resource Accountability&quot; (ED573136).]
Making Connections within the Asia-Pacific Region: Case Study around the Mentoring for Effective Teaching (MET) Program
Author: Hudson, Peter
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Mentors,Teacher Effectiveness,Teacher Education,Foreign Countries,Partnerships in Education,Qualitative Research,Preservice Teachers,Teaching Methods,Cultural Context,Professional Development

University strategic plans emphasise the essential nature of partnerships at national and international levels. Along with establishing collaborative research partnerships, providing professional development to key stakeholders is considered a crucial activity for making and sustaining partnerships. Utilising knowledge from professional development in Australian contexts can be managed creatively for making connections internationally. Indeed, knowledge transfer is a cornerstone for the globalisation of education and needs to occur as a multiplex dialogue between participating countries. This paper presents a qualitative study around the Mentoring for Effective Teaching (MET) program, its growth and development nationally (e.g., scope and impact) along with insights into making connections within the Asia-Pacific region. At a national level, we outline how to facilitate a program though relationship building and face-to-face implementation of professional learning. Internationally, we highlight how to mould and shape Australian professional learning for the Asia-Pacific region, particularly with regard to facilitating fluid interactions within environments outside of Australia. The contexts for the study include a university in Hong Kong and another university in the Philippines. In this presentation, examples will be provided from the MET program to demonstrate contextual differences and similarities for implementation in Australian and Asian contexts. For instance, determining strategies for mentoring pedagogical knowledge can elicit viewpoints that align between cultures (e.g., use of specific teaching and questioning strategies) and also present alternative ideas as a result of cultural differences. We have learnt about having a structured program that draws on the research yet has sufficient flexibility to cater for cultures and contexts. With open- mindedness, facilitating professional learning can become a two-way knowledge transfer, where learnings from other cultures and contexts can be refined for advancing programs in Australia.
What's up DOCC? Creating Third Space Courses in Teacher Education
Author: Elsden-Clifton, Jennifer
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Educational Quality,Practicums,Foreign Countries,Focus Groups,Preservice Teachers,Teacher Education Programs,Mentors,Online Courses,Teacher Attitudes

There are increasing calls to improve the quality of Teacher Education by reconceptualising the connection between university-based coursework and the teaching practicum. In response, the School of Education at RMIT University, Melbourne, Victoria redesigned courses in its first year program to interconnect the two spaces of universities (first space) and schools (second space) in an effort to facilitate Third Spaces. This paper focuses on how one university designed a practicum or Work Integrated Learning (WIL)-based course, underpinned by a Distributed Open Collaborative Course (DOCC) pedagogical approach, aiming to navigate and bridge the two spaces with the intent of realising third spaces. Using data from focus groups, we examine pre-service teachers' (PST) perceptions of this redesign. In doing so, we illuminate some of the possibilities and challenges in attempting to create a third space course using a DOCC approach.
Developing a Survey Instrument to Explore Career Pathways of Past Teacher Education Students
Author: Kidd, Lynda
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Foreign Countries,Beginning Teachers,Teacher Surveys,Teaching (Occupation),Career Development,Career Education

Despite reported shortages of teachers world-wide, around 50% of teacher education students do not establish themselves in the teaching profession. It is therefore important to confirm the career pathways these students undertake and that teacher education degrees are of benefit to them throughout their career. This paper describes the method used to construct the survey required for the larger study that will explore the career pathways of past teacher education students. Developing the new survey was simplified by identifying and adapting questions from established surveys used in previously published projects. Demographic questions and those related to motivations, career pathways and occupational reflections were categorised into themes for further consideration. The majority of the questions in the new survey were from the established surveys, some of which were re-worded to better suit the purpose of the larger study, and additional questions were included where required to ensure the research questions of the larger project were answered.
Academic Achievement and Classification of Students from the Freely Associated States in Guam Schools. REL 2017-260
Author: Stewart, Joshua
Date: 2017-03-00
Type: Reports - Research
Subjects: Academic Achievement,Classification,Student Characteristics,College Entrance Examinations,Enrollment Rate,Mathematics Achievement,Reading Achievement,Language Arts,English Language Learners,Special Needs Students,Ethnicity,Language Proficiency,Special Education,Academic Support Services,Barriers,Socioeconomic Status,Parent Background,Cultural Influences,Norms,Student Records,Statistical Analysis,Educational Assessment,Educational Indicators

Guam is home to the largest population of migrants from the Freely Associated States (FAS): the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau. FAS students made up 22 percent of total student enrollment in Guam public schools in 2012. FAS students face a number of challenges when they enter Guam public schools, including low English language proficiency and low socioeconomic status. Using data from the 2013/14 administration of the Stanford Achievement Test 10th edition reading, math, and language arts subtests in Guam, this study sought to better understand how the characteristics and outcomes of FAS students compare with those of other students in Guam. This study analyzed comparative achievement and support services data that may help stakeholders identify next steps in meeting the needs of FAS students in Guam. The study also examined how SAT-10 performance as well as English learner and special education classification rates vary by school level (elementary, middle, or high school) and across the four Guam Department of Education school regions of Haya (southern), Kattan (eastern), Lagu (northern), and Luchan (western), which correspond to the school districts in Guam. The study found that few test takers (both FAS and non-FAS students) scored at proficient or advanced levels and that FAS students were more likely than non-FAS students to receive a below basic score and less likely to receive any other score. FAS students were more likely than non-FAS students to be classified as English learner students and less likely to be receiving special education services. The following are appended: (1) Literature review; (2) Data sources and methodology; and (3) Cross-tabulation tables.
The Effects of Reading Strategy Instruction via Electronic Storybooks on EFL Young Readers' Reading Performance
Author: Fu, Yu-Ju
Date: 2014-01-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Electronic Publishing,Childrens Literature,English (Second Language),English Language Learners,Elementary School Students,Grade 4,Experimental Groups,Control Groups,Foreign Countries,Educational Technology,Technology Uses in Education,Reading Strategies,Quasiexperimental Design,Reading Comprehension,Reading Tests,Questionnaires,Likert Scales

The prevalence of web-based applications and the use of multimedia in school make learning and teaching through the Internet a popular method in education (Ferdig, 2005). To keep in line with the trend, the purpose of the study was to explore the effects of reading strategy instruction via electronic storybooks on EFL elementary school students' reading comprehension, their strategy use and their viewpoints toward electronic storybooks-based reading strategy instruction. Fifty-seven Taiwanese EFL fourth graders from two intact classes were chosen, and assigned as an experimental group and a control group. The experimental group received a ten-week reading strategy instruction whereas the control group did not engage in any strategy training. The experimental group were taught seven reading strategies, which were practiced in small groups. The instruments included one STYLE proficiency test, five reading comprehension tests, and questionnaires of strategy use and an attitude questionnaire toward e-books based reading strategy instruction. Results indicated that after reading strategy instruction, the experimental group performed better than the control group in story comprehension, but without significance. However, they significantly outperformed the control group in strategy use. Also, the experimental group had positive attitude toward e-books based reading strategy instruction. Pedagogical implications were provided.
Effects of Scaffolds and Scientific Reasoning Ability on Web-Based Scientific Inquiry
Author: Wu, Hui-Ling
Date: 2016-06-00
Type: Journal Articles
Subjects: Scientific Research,Prior Learning,Abstract Reasoning,Thinking Skills,Scaffolding (Teaching Technique),Prediction,Inquiry,Teaching Methods,Outcomes of Education,Science Instruction,Web Based Instruction,Quasiexperimental Design,Multivariate Analysis,Biology,Science Tests,Scoring Rubrics,Statistical Analysis,Pretests Posttests,Multiple Regression Analysis,Foreign Countries,Grade 7

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions, while being scaffolded either directly or indirectly. Results indicated that student knowledge and scientific reasoning can predict scientific inquiry ability development. Only scientific reasoning has a significant effect on student comprehension. Level of scientific reasoning and types of scaffolding significantly influenced students' scientific inquiry abilities. In particular, prior reasoning skills significantly affected how they identified variables and made conclusions in both post- and retention tests. Students who used the online program benefitted from direct scaffolding, which helped them make hypotheses and draw conclusions better than indirect scaffolding. Direct scaffolding was especially useful for students with high prior reasoning skills. Students with high prior reason skills who used direct scaffolding were better able to make hypotheses and draw conclusions.
Exploration of the Effectiveness of Tactile Methods
Author: Aldajani, Neda F.
Date: 2016-11-20
Type: Reports - Evaluative
Subjects: Teaching Methods,Tactile Adaptation,Science Instruction,Instructional Effectiveness,Science Achievement,Educational Technology,Educational Resources,Accessibility (for Disabled),Assistive Technology

This paper introduces the tactile method and aims to explore the effectiveness of using tactile methods with students who are blind and visually impaired. Although there was limited research about using this strategy, all of the research agrees that using tactile is one of the best ways for students who are blind and visually impaired to be successful in school. Using tactile methods will help students who are blind and visually impaired to learn about the environment around them. Finally, this paper includes a suggested for teachers who being using tactile methods with students who are blind and visually impaired to evaluate the effectiveness of this implantation.
The Effects of STEM PBL on Students' Mathematical and Scientific Vocabulary Knowledge
Author: Bilgin, Ali
Date: 2015-07-00
Type: Journal Articles
Subjects: STEM Education,Problem Based Learning,Vocabulary Skills,Vocabulary Development,Mathematical Aptitude,Scientific Literacy,Summer Programs,Grade 8,Teaching Methods,Intervention,Instructional Effectiveness

Vocabulary is at the surface level of language usage; thus, students need to develop mathematical and scientific vocabulary to be able to explicitly communicate their mathematical and scientific reasoning with others. The National Council of Teachers of Mathematics (NCTM) and the National Science Teachers Association (NSTA) have both created communication standards within mathematics and science disciplines. In the present study, science, technology, engineering, and mathematics (STEM) project based learning (PBL) methods were utilized during a summer camp in 2013 to encourage interest in and grow the knowledge of students in the STEM disciplines. The participants (N = 53; 18 female, 35 male, 5 Asian, 6 African American, 12 White, and 30 Hispanic) were 8th grade students. The paired-sample &quot;t&quot; tests' results showed that the model of STEM PBL instruction elicited a statistically significant (p &lt; 0.05) improvement in the mathematical and scientific vocabulary knowledge of students with the &quot;Cohen's d&quot; effect size of 0.62 and 0.84 respectively. STEM PBL could be a beneficial instructional method concerning vocabulary mastery for students in science and mathematics classes.