ethanporcaro/eric-fulltext-meta huggingface dataset:
The Sum of Its Parts? The Development of Integrated Community Schools in Scotland
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Preschool Education,Elementary Secondary Education,Student Needs,Integrated Services,Community Schools,Academic Achievement,Educational Attainment,Socioeconomic Status,Economic Factors,Health Promotion,Holistic Approach,Delivery Systems,Pilot Projects,Educational Change,Social Work

Developing services for children that meet individual needs more effectively is one of the key challenges facing our public services. Six years ago, the publication of the New Community Schools prospectus was the start of a programme of pilot projects across Scotland intended to take this agenda forward. This report looks at how well authorities have developed new approaches to delivering children's services through integrated working among education, health, social work and other key partners. The development of Integrated Community Schools (ICS) in Scotland is a key element within the overall national strategy to raise young people's achievements and improve social inclusion in Scotland. It is based on a clear recognition of the important relationship between educational achievement, attainment, health and socio-economic factors, and the consequent need for the more integrated delivery of associated services. The ICS initiative aims to expand and integrate the range of educational, health, social work and other services offered to children and young people and families, including those offered by the voluntary sector. Through ensuring coherent assessment, and the planning and delivery of children's services, integrated team work can very effectively complement the discrete services provided by each partner agency to meet the wide spectrum of children's needs. [This paper was created in partnership with Social Work Services Inspectorate and the Health Improvement Strategy Division of the Scottish Executive.]
Comparative Analysis of Students Training Needs Regarding Internet and Its Effects
Author: Turturean, Monica
Date: 2012-04-00
Type: Reports - Research
Subjects: Internet,Comparative Analysis,Undergraduate Students,Educational Needs,Mass Media Effects,Mass Media Role,Student Attitudes,Scientific Literacy,Academic Achievement,Needs Assessment,User Needs (Information),Hypothesis Testing,Questionnaires,Foreign Countries,Science Activities

In this article we will try to realize a comparative study in order to find out if the internet has a positive or a negative role for undergraduate's university students. The purpose of this study is to identify the perception of undergraduate university students regarding the effects of the internet for their scientific activities and their training needs. The study is based on data obtained from the application of a sample survey which studies the opinion of undergraduate students regarding the role of internet in students education. The sample size was 496 students (students from &quot;Alexandru Ioan Cuza&quot; University of Iasi and from &quot;Stefan cel Mare&quot; University of Suceava. (Contains 8 figures.) [This work was supported by the project &quot;Post-Doctoral Studies in Economics: training program for elite researchers - SPODE&quot;, co-funded from the European Social Fund through the Development of Human Resources Operational Programme 2007-2013.]
Sustainability and Scotland's Colleges
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-10-30
Type: Reports - Evaluative
Subjects: Foreign Countries,Investment,Sustainable Development,Strategic Planning,Organizational Objectives,Sustainability,Environmental Standards,Environmental Education,Energy Management,Energy Conservation,College Curriculum,Skill Analysis,Educational Needs,Public Policy,Change Strategies,Community Involvement,Expectation,Employer Attitudes,Improvement Programs,Educational Indicators,Public Colleges,Educational Practices,Educational Assessment,Program Attitudes

This report evaluates how effectively Scotland's colleges have embraced and taken forward sustainability in the context of the Scottish Government's commitment to improve Scotland's natural and built environment and the sustainable use and enjoyment of it. &quot;Greener Scotland&quot; is one of the five strategic objectives that form part of the Government's National Performance Framework, which sets out the high level targets, outcomes and indicators applicable across the public sector in Scotland. Sustainable development is one of five strategic themes in the Scottish Funding Council's (SFC's) Corporate Plan 2009-122, which contribute to the achievement of the National Performance Outcomes. The plan highlights the Council's role in supporting research into renewable energy and the skills needed to support the renewable energy industry. It also confirms the Council's commitment to improving Scotland's natural and built environment and the sustainable use of resources through capital investment in buildings and through its policies and strategies for learning. The report aims to promote good practice in sustainable development and includes recommendations for improvement. Appended are: (1) Colleges involved in the fieldwork for this report; (2) Themes investigated in colleges; (3) Examples of sector-leading and innovative practice; (4) Glossary; and (5) Bibliography. (Contains 27 footnotes.)
The Social Benefits of the Morning Meeting: Creating a Space for Social and Character Education in the Classroom
Author: Allen-Hughes, Lily
Date: 2013-04-00
Type: Reports - Research
Subjects: Elementary Schools,Educational Objectives,Academic Achievement,Elementary School Teachers,Teaching Conditions,Time Management,Interpersonal Competence,Interpersonal Relationship,Student Behavior,Values Education,Educational Strategies,Instructional Design,Teaching Methods,Empathy,Listening,Problem Solving,Critical Thinking,Classroom Environment,Grade 3,Grade 4,Classroom Techniques,Social Development

The intense focus of academics currently in practice in elementary schools limits the opportunities for developing social skills and abilities that are necessary 21st century skills. Through a specifically structured Morning Meeting a teacher can create a space in the classroom that encourages the growth of important social skills that will support the development needed in the future workplace. The purpose of this study is to gather information that explores the roll of social interaction activities such as a classroom morning meeting and its impact on social skills development. The literature reveals the following 21st century skills need to be taught to students to facilitate their success in the future: problem solving, critical thinking, empathy, collaboration, creativity and respect. The literature supports the idea that a form of community building meetings, hosted frequently in the classroom, help promote necessary learning and social skills, empowering students both in academic and social settings. This is a qualitative study using interview protocol. The participants included are currently employed as teachers in an elementary school and conducting morning meetings with their students. Hosting daily Morning Meetings in the classroom helps to build a safe and encouraging environment where community, trust, and respect flourish. Through this process, social and emotional intelligences develop and the students begin to practice and use 21st century skills in their academic work and social relationships. Student academic achievement is affected positively from the work accomplished in Morning Meeting and student behavior improves.
Climbing Walls and Climbing Tuitions. A Delta Perspective
Author: Kirshstein, Rita J.
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Campuses,Student Experience,Quality of Life,Living Standards,Tuition,Physical Activities,Resource Allocation,School Maintenance,Educational Facilities Improvement,Student Recruitment,Student Attitudes

High-end amenities like rock climbing walls on college campuses have become an easy target for those attempting to explain rising tuitions. This Delta Perspective looks beyond the media attention surrounding these "frills" to examine more serious questions about spending on campus facilities, college spending in general, and the real drivers of rising tuitions. (Contains 12 footnotes.)
College Spending in a Turbulent Decade: Findings from the Delta Cost Project. A Delta Data Update, 2000-2010
Author: Desrochers, Donna M.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Economic Climate,Expenditure per Student,Student Costs,Community Colleges,Financial Problems,Tuition,Educational Trends,Adjustment (to Environment),Enrollment,Public Support

Two years after the onset of the Great Recession, nonprofit colleges and universities found themselves struggling with their finances. Average per-student spending on academics declined in fiscal year (FY) 2010, and despite per-student spending cuts to prerecession levels at four-year institutions, students shouldered a larger share of the cost this time around. Even in private nonprofit colleges, average educational spending per student declined for the first time in a decade. However, it is higher education's most accessible institutions--community colleges--that took the greatest financial hit in 2010. As funding failed to keep pace with historic increases in enrollment, educational spending per student plummeted to its lowest level in a decade. These are some of the key findings in this annual update to the Delta Cost Project's "Trends in College Spending" report series--a series of data briefs highlighting patterns and trends in institutional revenues, spending, subsidies, and outcomes for public and private nonprofit colleges and universities between 2000 and 2010, with particular attention given to changes between 2009 and 2010. (Contains 4 figures and 12 footnotes.)
Academic Spending versus Athletic Spending: Who Wins? Issue Brief
Author: Desrochers, Donna M.
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Higher Education,College Athletics,Intercollegiate Cooperation,Organizations (Groups),Group Membership,Costs,Universities,Campuses,Public Colleges,Team Sports,Income,Athletic Coaches,Salaries,Resource Allocation,Cost Effectiveness,Program Costs,Educational Finance

Athletics are big business on many college campuses, but does this come with a price tag? This issue brief looks at academic and athletic spending in NCAA Division I public universities between 2005 and 2010. Among a host of findings, this brief shows that the athletic departments of most public colleges and universities competing in NCAA Division I sports typically spend three to six times as much per athlete as their institutions spend to educate their students. Public Division I Institutions Included in the Analysis Sample are appended. (Contains 2 tables, 4 figures and 14 footnotes.)
Review of the Contribution of the Scottish Science Centres Network to Formal and Informal Science Education
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-03-00
Type: Reports - Evaluative
Subjects: Science Education,Foreign Countries,Best Practices,Science Course Improvement Projects,Program Effectiveness,Program Evaluation,Institutional Characteristics,Network Analysis,Change Strategies,Organizational Effectiveness,Science Teaching Centers,Institutional Role,Educational Development,Educational Assessment,Educational Indicators

In 2002, HM Inspectorate of Education (HMIE) carried out a review of the contribution of the Scottish science centres to formal and informal science education as part of a broader review of all science centres in the United Kingdom. This report identifies many strengths in individual centres and across the network. It is clear that the centres have improved in line with HMIE's previous recommendations. They have better accommodation and resources, and the staff have become increasingly skilled at communicating with, and enthusing, young people and adults about science. Links with school education personnel and staff in initial teacher education have also improved as has outreach work with schools and contributions to teachers' continuing professional development. Cross-centre collaboration is better, including sharing of resources, ideas, and best practice. This report also highlights good practice in each centre and the network more generally. It is important for centres to continue to work cooperatively and with other agencies to provide more high quality professional development for teachers, including newly qualified teachers and those in initial teacher education. This would help teachers keep up to date with subject developments including those associated with &quot;A Curriculum for Excellence,&quot; develop their skills in communicating science ideas and concepts, and motivate young people. The centres also have the potential to showcase local research and developments in higher education and industry.
Review of the Contribution of the Scottish Science Centres Network to Formal and Informal Science Education: Report of Follow-Through Visits by HM Inspectorate of Education--June 2009
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-11-16
Type: Reports - Evaluative
Subjects: Stakeholders,Science Teaching Centers,Foreign Countries,Peer Evaluation,Science Activities,Museums,Science Instruction,Exhibits,Outreach Programs,Informal Education

In 2006, the Scottish Executive's Enterprise, Transport and Lifelong Learning Department (SEETLLD) asked HM Inspectorate of Education (HMIE) to carry out a review of the four Scottish science centres--Glasgow Science Centre (GSC), Our Dynamic Earth (ODE) in Edinburgh, Satrosphere Science Centre in Aberdeen, and Sensation Science Centre in Dundee. HMIE carried out the review between September and November 2006 and published a report of their findings in June 2007. The report identified the strengths, weaknesses and areas for improvement at each centre. It also made a number of more generic recommendations for the Scottish Science Centres Network (SSCN) and the Scottish Executive, now the Scottish Government (SG). In June 2009, HM Inspectors carried out follow-through visits to the four centres and also met with the SSCN and representatives of OCSA. During the visits to the science centres, HMIE included a peer reviewer from another science centre on each of the teams. The review team talked with key stakeholders and members of centre staff, including chief executive officers (CEOs) and education managers, examined relevant documentation and centre websites and, where appropriate, observed interaction between staff and visitors. This report summarises the findings of the HMIE follow-through visits and notes under each recommendation the nature and extent of improvement which had been achieved.
Talking for Scotland
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-00-00
Type: Guides - Classroom - Teacher
Subjects: Students,Native Speakers,Foreign Countries,Second Language Learning,Video Technology,Language Acquisition,Educational Change,Group Discussion,English,Oral Language,Children,Preschool Education,Learner Engagement,Class Activities,Literature,Models,Scaffolding (Teaching Technique),Student Motivation,Professional Continuing Education,Workshops,Student Evaluation

Children are born with an impressive ability to learn language, therefore the educational process is able to build on a dynamic that is already present. The principles that apply to the development of English language are equally applicable to all language learning. Good nursery education provides a microcosm of effective language development. There is a set of principles that can guide the structured development of talking and listening. They include: (1) The interest of pupils must be engaged--often through their being involved in real and meaningful activities; (2) A wide range of opportunities for talking and listening should be provided; (3) Literature provides an invaluable context for talking and listening, but so also do many opportunities outside of formal classroom work; (4) It is important to ensure that young people are made aware of the skills associated with effective talking and listening. Those skills can be developed and applied in a variety of contexts that should include formal presentation and group discussion; (5) Teachers should model good practice in talking and listening. In foreign language learning, those models should, where possible, include native speakers; (6) Appropriate forms of support should be provided in order to scaffold pupils' oral language development; and (7) Teachers should ensure that there is a planned progression in the range of language tasks and activities presented to pupils. Talking is an important aspect of preparation for writing. Not only does it clarify thinking that may, later, be expressed in writing, but talking can also motivate and stimulate ideas. This paper presents continuing professional development materials with video and supporting print text for the development of talking and listening in English and modern languages. Contents include: (1) Video: Outline Content; (2) Teachers' Notes: English Language; and (3) Teachers' Notes: Modern Languages.
Quality Management in Local Authority Educational Psychology Services 2: Self-Evaluation Toolkit
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-03-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Educational Psychology,School Psychologists,School Districts,Total Quality Management,Self Evaluation (Groups),Psychological Services,Systems Approach,Government School Relationship,Educational Finance,Compliance (Legal),Stakeholders,Strategic Planning

The toolkit has been developed by the profession and the two training universities of Dundee and Strathclyde to support self-evaluation. Educational psychologists from across Scotland, representing all professional levels, have been directly involved in the consultation and development of this document. The toolkit has been designed to provide a more detailed look at self-evaluation. It outlines a systematic approach for educational psychology services to use when evaluating the effectiveness with which they deliver their services. The process of self-evaluation helps services to: (1) recognise the positive impact their work has on stakeholders for example, children and young people, parents, families, educational staff and partner agencies; (2) highlight levels of service which need to be maintained or where improvement is needed and where they should be working to achieve excellence; (3) identify what they can do to make things better for stakeholders; and (4) inform stakeholders about the quality of services in the area. Appended are: (1) Bibliography; and (2) Grid for cross-referencing sources of evidence with quality indicators. (Contains 1 footnote.) [This document has been developed in full partnership with the Scottish Division of Educational Psychology and the Association of Scottish Principal Educational Psychologists.]
The Child at the Centre: Self-Evaluation in the Early Years
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,School Culture,Self Evaluation (Groups),Instructional Effectiveness,Information Management,Educational Quality,Outcomes of Education,Evaluation,Reflection,Compliance (Legal),Educational Finance,Theory Practice Relationship,Achievement,Differences,Comparative Analysis

This revised edition of &quot;The Child at the Centre&quot; replaces all previous versions. Along with a revised edition of &quot;How good is our school?,&quot; this document forms the third part of &quot;How good is our school? The Journey to Excellence.&quot; Early education centres are now part of a wider partnership of professionals, all of whom deliver a range of services to children. This edition of &quot;The Child at the Centre,&quot; therefore, has evolved by adopting a framework for self-evaluation common to all public services and structured around six questions which are important for any service to answer. It also ensures the continuity of links with the National Care Standards which HMI and the Care Commission use in their integrated inspection work. This edition also emphasises a culture in which all staff engage in professional discussion and reflection based on a shared understanding of quality and a shared vision of their aims for children. All staff should, therefore, be involved in the self-evaluation process, sharing observations and evaluating their work together. In this context, self-evaluation will be a series of reflective professional processes which will help centres to get to know themselves well, identify their agenda for improvement and promote well-considered innovation. The quality indicators are a guide in that process and not a set of recipes for success. They sit alongside professional expertise and other sources of guidance, for example on the curriculum, on learning, and on the leadership of change, in contributing to a lively debate about quality and the factors involved in achieving it in any playroom, nursery class and school. Appended are: (1) The Six-Point scale; (2) The Relationship Between the quality framework of indicators and the ten dimensions in Part 2 of the Journey to Excellence; and (3) A Common Approach Across all Public Services. (Contains 22 footnotes.)
Residential Care and Education: Improving Practice in Residential Special Schools and Secure Care Accommodation Services in Scotland
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-02-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Residential Care,Special Schools,Disabilities,Autism,Educational Indicators,At Risk Students,Student Diversity,School Security,Evidence,Self Evaluation (Groups),Improvement

This practical staff development guide aims to help senior managers, practitioners and others, including placing authorities, to evaluate the quality of provision made for children and young people in residential special schools and secure care accommodation services. It highlights effective ways in which services can fully support some of Scotland's most vulnerable children and young people. This guide recognises the diversity of needs of children and young people placed in residential special schools and secure accommodation services, including those with physical, sensory and complex needs and autistic spectrum disorders. They also include children and young people with significant social, emotional and behavioural difficulties, some of whom require secure care and education. Appended are: (1) Calendar of activities; (2) The six-point scale; and (3) Making the change from good to great and achieving excellence: &quot;How good is our school 3?: Journey to Excellence&quot;. (Contains 12 footnotes.) [This paper is a joint report by the Care Commission and HMIE.]