ethanporcaro/eric-fulltext-meta huggingface dataset:
2010 Mississippi Curriculum Framework: Postsecondary Surgical Technology. (Program CIP: 51.0909 - Surgical Technology/Technologist)
Author: Davis, Tonya
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Surgery,Vocational Education,Articulation (Education),Competency Based Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Medical Services,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Educational Certificates,Core Curriculum,Minimum Competencies

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. Surgical Technology is an instructional program that prepares an individual to serve as a member of the surgical team to work with surgeons, anesthesiologists, certified registered nurse anesthetists, registered nurses, and other surgical personnel in delivering patient care and assuming appropriate responsibilities before, during, and after surgery. This program includes the education of all aspects of surgical technology including the role of second assistant and circulator. Graduates of the 12-month program will be awarded the Certificate of Surgical Technology. The Associate of Applied Science Degree in Surgical Technology will be awarded to the successful graduate of the 24-month program. Qualified graduates will be required to apply to the National Board of Surgical Technology and Surgical Assisting (formerly the LCC-ST) to become a Certified Surgical Technologist. Industry standards are based on the &quot;Core Curriculum for Surgical Technology.&quot; Appended are: (1) Standards Based on the Core Curriculum for Surgical Technology; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2006 Mississippi Curriculum Framework: Postsecondary Surgical Technology. (Program CIP: 51.0909 - Surgical Technology/Technologist)
Author: Tice, Tonya
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Surgery,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Medical Services,Allied Health Occupations,Allied Health Occupations Education,Technological Literacy,Educational Certificates,Core Curriculum,Worksheets,Minimum Competencies

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Surgical Technology is an instructional program that prepares an individual to serve as a member of the surgical team to work with surgeons, anesthesiologists, certified registered nurse anesthetists, registered nurses, and other surgical personnel in delivering patient care and assuming appropriate responsibilities before, during, and after surgery. This program includes the education of all aspects of surgical technology including the role of second assistant and circulator. Graduates of the 12-month program will be awarded the Certificate of Surgical Technology. The Associate of Applied Science Degree in Surgical Technology will be awarded to the successful graduate of the 24-month program. Qualified graduates may apply to the Liaison Council on Certification for the Surgical Technologist for the National Certification Examination and become a Certified Surgical Technologist. Industry standards are based on the &quot;Core Curriculum for Surgical Technology.&quot; Appended are: (1) Standards Based on the Core Curriculum for Surgical Technology; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 4 footnotes.)
2008 Mississippi Curriculum Framework: Postsecondary Radiologic Technology. (Program CIP: 51.0911 - Radiologic Technology/Science - Radiographer)
Author: Armstrong, David
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Radiology,Paraprofessional Personnel,Competency Based Education,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Medical Services,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. Radiographers perform imaging examinations and accompanying responsibilities at the request of physicians and/or qualified practitioners qualified to prescribe and/or perform radiologic procedures. They utilize equipment emitting ionizing radiation to produce radiographic images of the internal structures of human anatomy. These radiographic images are utilized by the physician for diagnostic and therapeutic purposes. The radiographer is responsible for all functions in the Radiology Department to insure consistent radiographic images and provide for personal and patient safety from ionizing radiation. In addition to producing diagnostic images and primary patient care, other responsibilities may include administrative and educational functions. Graduates of this 2-year program will be awarded an Associate of Applied Science Degree in Radiologic Technology and are eligible to make application to the American Registry of Radiologic Technology in order to become a Registered Technologist Radiographer. Industry standards are based on the &quot;ARRT Content Specifications for the Examination in Radiography.&quot; Appended are: (1) Content Specifications for the Examination in Radiography; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2010 Mississippi Curriculum Framework: Postsecondary Physical Therapist Assistant. (Program CIP: 51.0806 - Physical Therapist Assistant)
Author: Hester, Tom
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Physical Therapy,Medical Services,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Accreditation (Institutions),Technical Education,Paraprofessional Personnel,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Competency Based Education,Equipment,Student Evaluation,Community Colleges,Associate Degrees

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Physical Therapist Assistant (PTA) curriculum is a 2-yr program of study that prepares a physical therapist assistant to perform interventions under the supervision of physical therapists (PTs) in an ethical, legal, safe, and effective manner. These paraprofessionals enhance the delivery of physical therapy services by providing delegated interventions, assisting the PT with data collection, communicating with other members of the health-care delivery team, interacting with members of the patient's family and caregivers, and working cooperatively with other health care providers. Physical therapist assistants participate with the PT in teaching other health-care providers, documenting patient interventions, and providing psychosocial support for patients and their families and caregivers with recognition of individual, cultural, and economic differences. This program prepares the graduate to practice in hospitals, clinics, and other health-care facilities as a member of the health-care team. In Mississippi, physical therapist assistants are licensed by the Mississippi State Board of Physical Therapy. This curriculum conforms to standards as published by the American Physical Therapy Association. In addition to the General Admission Requirements of the college, each PTA program has specific additional program admission requirements. Industry standards are based on the &quot;Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapist Assistants.&quot; Appended are: (1) Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapist Assistants; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
Education Policy in the UK. CEE DP 57
Author: Machin, Stephen
Date: 2006-03-00
Type: Reports - Evaluative
Subjects: Educational Change,Foreign Countries,Educational Policy,Change Strategies,Economic Impact,Intervention,Postsecondary Education,Higher Education,Educational History,Equal Education,Access to Education,Educational Legislation,Family Income,Academic Standards,Outcomes of Education,Academic Persistence,Curriculum Development,National Curriculum,Social Class

Throughout the post-war period there have been many attempts to reform the UK education system, often with an explicit intention to try and make it more productive. The list of education policy reforms that have been attempted over the last 50 years is quite extensive, and recently the UK (and in particular England and Wales) has introduced many innovative market-oriented reforms to its education system, in an attempt to raise standards. The most striking recent reform is that parents have increasingly been given much more choice in terms of the school attended by their children, and schools have been forced to be more accountable. Other notable reforms include a nationally prescribed curriculum, vigorous attempts to raise participation in post-compulsory schooling and the introduction of tuition fees for higher education. In this article the authors describe a number of the more important educational reforms that have been introduced in the UK during the last twenty years or so, and where possible they provide evidence of their impact. However, in the UK, although economists and others are increasingly able to inform policy-makers on the impact and efficacy of specific policy interventions, the evaluation of specific policies in a rigorous manner unfortunately remains relatively unusual. This is mainly because the design of policy interventions is often such that they are not amenable to economic evaluation. Here the authors highlight what one can view as robust findings on each policy intervention, and point to where more evidence is needed. (Contains 4 tables, 2 figures and 5 footnotes.)
Education Subsidies and School Drop-Out Rates. CEE DP 53
Author: Dearden, Lorraine
Date: 2005-06-00
Type: Reports - Research
Subjects: Evidence,Dropout Rate,Dropouts,Foreign Countries,School Holding Power,Low Income Groups,Dropout Prevention,Audits (Verification),Program Effectiveness,Program Evaluation,Incentive Grants,Gender Differences,Socioeconomic Background,Socioeconomic Influences,Predictor Variables,Cost Effectiveness,Academic Persistence,Educational Policy,Change Strategies,Educational Change,Dropout Characteristics,Performance Factors

This paper examines the impact of a program that subsidizes children to remain in school for up to two years beyond the statutory age. The programme was first piloted in a number of areas in England from September 1999. Evaluating such interventions is of course critical to the shaping of education policy and the effectiveness or otherwise of a conditional cash transfer to 16 and 17 year olds on school dropout rates is of general policy interest to policy makers worldwide. The authors find that the impact of the subsidy is quite substantial, especially for those who receive the maximum payment. The subsidy increases the initial education participation of eligible males by 4.8 percentage points and eligible females by 4.2 percentage points. In the second year this increases to 7.6 percentage points for eligible males and 5.3 percentage points for females, suggesting that the effect of the policy is not only to increase participation, but also retention in full-time education. The initial effects are largest for those who receive the maximum payment although the retention effects are concentrated among individuals who are only partially eligible. The authors estimate that just over half of individuals who stayed in education were drawn from inactivity rather than work. The overall impact of the Education Maintenance Allowance (EMA) was not diminished when it was paid to the mother rather than to the child, though there is some weak evidence that paying to the child is more effective for those fully eligible whereas the opposite is true for those who are partially eligible. The authors also find that the effect of EMA is largest for children coming from a poorer socio-economic background. Both girls and boys coming from low-income families who qualify for the full EMA payment have very high drop out rates and the EMA has proved especially effective in plugging the dropout gap for this vulnerable group. Appended are: (1) Indicators used in each deprivation score; (2) Sample characteristics; (3) Covariate balancing indicators (best specification): before and after matching; (4) Attrition between wave 1 and wave 2;  and (5) Identifying assumptions and Estimation method. (Contains 9 tables and 38 footnotes.)
Zero Returns to Compulsory Schooling in Germany: Evidence and Interpretation. CEE DP 54
Author: Pischke, Jorn-Steffen
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Outcomes of Education,Compulsory Education,Secondary Schools,Wages,Income,School Law,Education Work Relationship

We estimate the impact of compulsory schooling on earnings using the changes in compulsory schooling laws for secondary schools in West German states during the period from 1948 to 1970. The German school system streams students into three separate types of secondary schools and the change in compulsory schooling laws affected students in the lowest level stream. There is a sizeable literature studying the returns to compulsory schooling for other countries, including the UK. These studies typically indicate returns in the range of 10 to 15 percent for every additional year an individual stays in school in response to a raising of the school leaving age. While our research design is very similar to many of these previous studies, we find very different estimates of the returns. We find no return to compulsory schooling in Germany in terms of higher wages. There are various possible explanations for the different returns in Germany, which we discuss in the paper. One possibility is that returns are low because of wage rigidity. Institutions like union wage setting may prevent the emergence of sufficient wage differentials. In order to investigate this possibility we also look at the employment effects of the change in compulsory schooling. If firms cannot differentiate wages sufficiently by skill, they should be more interested in hiring the more skilled workers (in this case the ones with more schooling). We find no evidence for this. We also find no evidence for any returns among the self-employed, who should not be subject to institutional wage rigidities. A second possibility is that an additional year of schooling matters less because of the existence of the apprenticeship training system in Germany. We also find no evidence for this explanation by looking at the returns for school leavers, who do not get any post-compulsory training or schooling. We conjecture that the different returns in Germany may be due to the fact that the basic skills most relevant for the labor market are learned earlier in Germany than in other countries. We present some evidence that the school leavers affected by the law change only tend to use very basic academic skills in their jobs, and that Germans typically score relatively well in international comparison tests on those types of skills. This is true in particular in comparison with the Anglo-Saxon countries, where returns to compulsory schooling are high. Hence, returns to compulsory schooling may be low in Germany because the school system is (or has been) rather successful in endowing students with the skills relevant for the labor market. Sample Means are appended. (Contains 11 tables, 3 figures and 19 footnotes.)
Between Efficiency and Effectiveness: Evaluation in For-Profit Education Organizations. Private Enterprise in American Education. Special Report 5
Author: Riggan, Matthew
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Higher Education,Proprietary Schools,Institutional Evaluation,Formative Evaluation,Summative Evaluation,Motivation,Incentives,Reputation,Competition,Accountability,Efficiency,School Effectiveness,Educational Legislation,Federal Legislation

As the education policy landscape shifts toward a system of outcomes-based accountability, evaluation and research have grown increasingly vital. This is especially true for for-profit education firms, which must overcome skepticism, scrutiny, or even outright hostility in a field that has long been suspicious of the profit motive and where the bottom line is directly influenced by public perceptions of effectiveness. This paper describes how these for-profit organizations view evaluation work, what they choose to focus on and why, the assets and capabilities they bring to the work, and the challenges they face. It also explores the question of how to encourage transparency and rigor in the evaluation practice of private enterprises while allowing them to do what they do best--innovate and attract investment. (Contains 35 notes.) [For &quot;Crossing to the Dark Side? An Interview-Based Comparison of Traditional and For-Profit Higher Education. Private Enterprise in American Education. Special Report 4,&quot; see ED531225.]
Crossing to the Dark Side? An Interview-Based Comparison of Traditional and For-Profit Higher Education. Private Enterprise in American Education. Special Report 4
Author: Wildavsky, Ben
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Proprietary Schools,Traditional Schools,Comparative Analysis,Interviews,Institutional Characteristics,Nontraditional Students,College Administration,Educational Innovation,College Faculty,Teacher Role,Teaching Methods,Experiential Learning,Student Personnel Services,Web Based Instruction,Educational Quality,Governance

In the past year, for-profit higher education providers have been thrust into the spotlight. The fastest growing postsecondary sector has come under unprecedented scrutiny from policymakers, regulators, and the media. Critics have zeroed in on a range of concerns, from perceived dubious recruiting tactics and overblown promises about students' future employability to excessive student debt and problematic default rates. For their part, for-profits have deployed a formidable lobbying apparatus to argue that their efforts are being unfairly maligned with apples-to-oranges comparisons that do not do justice to the important education access they provide to previously underserved students. Largely missing from the debate, however, has been a more detailed look at how traditional and for-profit institutions differ in important areas like administration, instructor experience, mission and governance, data collection and use, and student recruitment and retention. This paper is an effort to get beyond sensationalized headlines and examine these questions from the point of view of individuals who have moved from the traditional to the for-profit sector--or kept a foot in both. These insiders highlighted a variety of characteristics they say distinguish the for-profits where they work from the nonprofit institutions with which they are also familiar. (Contains 4 notes.) [For &quot;Odd Man Out: How Government Supports Private-Sector Innovation, Except in Education. Private Enterprise in American Education. Special Report 3,&quot; see ED525105.]
Measuring Efficiency in the Community College Sector. CCRC Working Paper No. 43
Author: Belfield, Clive R.
Date: 2012-04-00
Type: Reports - Research
Subjects: Community Colleges,Associate Degrees,Costs,Educational Quality,Vocational Education,Social Influences,Cost Effectiveness,Productivity,Economic Factors,Awards,Tuition,Expenditures,Validity,Barriers,College Credits,Remedial Instruction,Transfer Students,Scholarships,Fees

Community colleges are increasingly being pressed to demonstrate efficiency and improve productivity even as these concepts are not clearly defined and require a significant set of assumptions to determine. This paper sets out a preferred economic definition of efficiency: fiscal and social cost per degree. It then assesses the validity of using IPEDS data to calculate efficiency for the community college system. Using IPEDS, I estimate the fiscal cost per associate degree at $52,900 for comprehensive community colleges and $42,740 for vocational colleges (in 2008 dollars); the social costs per degree are $71,610 and $56,930, respectively. The community college sector has become more efficient over time: fiscal and social costs per degree are lower in real terms in 2008 than they were in 1987. However, two issues are important to the validity of IPEDS: the ability to adjust for differences in student ability and the way that transfer patterns are incorporated. This paper addresses both of them. Total Annual Expenditures: Community College Sector is appended. (Contains 6 figures, 3 tables, and 44 footnotes.)