ethanporcaro/eric-fulltext-meta huggingface dataset:
Role of University International Partnerships for Research &amp; Education: Leaders&apos; Critical Insights &amp; Recommendations. Research &amp; Occasional Paper Series: CSHE.4.2022
Author: Lacy, William
Date: 2022-06-13
Type: Reports - Research
Subjects: Partnerships in Education,International Cooperation,Higher Education,Objectives,Educational Quality,Global Approach,Educational Policy,School Business Relationship

International partnerships have become increasingly important for the mission and goals of universities and colleges globally. Understanding the nature of these partnerships and the perspectives of their senior leaders is critical. Senior international officers (SIOs) at 59 US public and private universities and colleges and 4 non-US universities completed surveys regarding: goals and criteria for developing the partnerships; number and country of their partners; types of existing partnerships; ways the university/college promotes/rewards international partnerships; challenges faced and important considerations for developing partnerships; and recommendations to enhance successful international partnerships. The SIOs' insights and recommendations were reviewed and analyzed. The most frequently identified major goals were &quot;enhancing the quality of research and scholarship&quot; and &quot;strengthening students' education and preparation for life in a multicultural world and global economy.&quot; Conclusions included the recognition that successful strategic international partnerships and effective policy will likely: need to expand in scale, scope, diversity, and complexity; require strong, committed leadership; draw on the research and pedagogical knowledge worldwide; and carefully consider the wide, unique opportunities and challenges of these partnerships for practice and policy.
Effective Communication: The 4th Mission of Universities--A 21st Century Challenge. Research &amp; Occasional Paper Series: CSHE.6.2022
Author: Knobel, Marcelo
Date: 2022-07-11
Type: Reports - Evaluative
Subjects: Universities,Institutional Mission,College Role,Role of Education,Communication (Thought Transfer),Information Dissemination,Social Media,Organizational Communication,Politics of Education

The critical role of communication is usually overlooked by higher education institutions. Here we argue that higher education institutions must consider an effective communication as one of their top priorities. This communication must go well beyond promoting the university's opportunities to potential new students, the pursuit of potential donors and outreach to policymakers: it must engage all aspects of internal academic life and seek the engagement of the larger society. Increasingly, higher education has to defend its purpose, integrity and legitimacy in a climate of growing neo-nationalist and populist movements. A comprehensive communication plan includes a deep revision of the University core values and practices, better teaching and learning strategies, as well as modern internal and external communication tools, including all sorts of social media.
A Design for Workforce Equity. Workforce Redesign for Quality Training and Employment: A Framing Paper
Author: Lam, Livia
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Job Skills,Public Policy,Labor Force Development,Employment,Economic Factors,Labor Force,Cooperation,Federal Legislation,Labor Legislation,Educational Legislation,Job Training,Poverty Programs,Federal Programs,Disadvantaged,Unions

Since the introduction of workplace computers in the 1970s, policymakers have been racing to outpace the workforce demands of the information age. To address concerns, policymakers have promoted an expansion of skills training to help workers keep up in the changing economy. Because the way people learn, work, and live is transforming, so should public policy. For these reasons, the time is now to boldly reimagine a workforce system that ensures equitable employment outcomes, not just matching skills with any job. This report calls for a workforce redesign and proposes building a new future-proof Workforce Equity Trust Fund (WETF) that will enshrine fundamental workforce protections into law. Specifically, this report offers four policy pillars to help frame and support building a new workforce equity system: (1) Broaden the share of economic risks by requiring employers of a certain size to pay into the WETF; (2) Make standard and portable a suite of wraparound services and employment benefits for every worker through the WETF; (3) Improve workforce analytics by creating an accountability dashboard for multiple measures of job quality; and (4) Govern the WETF by a multi-stakeholder partnership comprising business, labor, and the public. This report provides the theoretical framing for placing equity concerns at the center of policymaking in workforce development. It also offers the conceptual underpinnings necessary to replace the norms that currently govern workforce development with a corresponding set of equity-focused policy and performance indicators.
A Quality Education for Every Child: A New Agenda for Education Policy
Author: Sargrad, Scott
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Quality,Educational Attainment,Access to Education,Equal Education,Race,College Preparation,Career Readiness,Public Schools,Educational Finance,Educational Equity (Finance),Charter Schools,Teaching (Occupation),Social Status,Elementary Secondary Education,Minority Group Students,Teacher Salaries,Educational Legislation,Federal Legislation,Students with Disabilities

The results of the U.S. education system are not where they need to be. Between 2000 and 2017, the United States slipped from fifth to 10th among Organisation for Economic Cooperation and Development (OECD) countries in its rate of postsecondary degree attainment. More and more candidates for national office are presenting ideas for how to increase access to high-quality early childhood education and how to make higher education more accessible and affordable. And yet, with a few prominent exceptions, presidential candidates have not yet taken clear positions or staked out big ideas on how to ensure that every child has an excellent school. A new education agenda must be rooted in the idea of opportunity for all, with equity in access at the center. This means developing policies in partnership with everyday people, with a lens on how these policies will affect students from historically underserved and under-resourced communities. This agenda should focus on five key components: (1) Applying an explicit race equity lens to policy development; (2) Preparing all students for college and the future workforce; (3) Modernizing and elevating the teaching profession; (4) Dramatically increasing investments in public schools and improving the equity of existing investments; and (5) Bringing a balanced approach to charter school policy. This report, in turn, takes a detailed look at each of these components.
A Portrait of Head Start Classrooms and Programs in Spring 2020: FACES 2019 Descriptive Data Tables and Study Design. OPRE Report 2022-15
Author: Doran, Elizabeth
Date: 2022-02-00
Type: Reports - Research
Subjects: Federal Programs,Low Income Students,Social Services,Children,Early Intervention,Family (Sociological Unit),Experience,Preschool Education,Surveys,Research Design,Research Methodology,COVID-19,Pandemics,Data Collection,Statistics,Error of Measurement,Statistical Data,Tables (Data),Scores,Educational Research

Head Start is a national program that helps young children from families with low income get ready to succeed in school. It does this by working to promote their early learning and health and their families' well-being. The Head Start Family and Child Experiences Survey (FACES) provides national information about Head Start programs and participants. This report includes information on the FACES 2019 study design, and presents key findings from the study's spring 2020 data collection. The purpose of this report is to (1) provide information about the FACES 2019 study, including the background, design, methodology (including the impact of COVID-19 on data collection), assessments, and analytic methods; and (2) report detailed descriptive statistics (averages, response ranges, and percentages) and related standard errors (the estimate of the standard deviation of each statistic; see accompanying technical appendix for standard errors) in a series of tables. In total, 165 programs, 318 centers, and 590 classrooms participated in the study in spring 2020. The tables provide information from separate surveys of program directors, center directors, and teachers.
Civic and Character Education. Report to the Legislative Committee
Author: Austin, Robert
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Civics,Values Education,Teaching Methods,Citizenship Education,Integrated Curriculum,State Boards of Education,Language Usage,Teacher Attitudes,School Districts,State Legislation,Administrator Attitudes,State Standards,Partnerships in Education,Charter Schools,Urban Schools,Suburban Schools,Kindergarten,Principals,Elementary School Teachers,Middle School Teachers,High School Teachers

Civic and character education are both essential pillars that support the mission of public schools. Utah teachers and schools take this responsibility very seriously, and work diligently and creatively to provide content and pedagogy that supports effective civic and character education. This report is provided to the Utah State Legislature to highlight the methods used and the results being achieved, to instruct and prepare students to become informed and responsible citizens through an integrated curriculum taught in connection with regular school work.
A Snapshot of Quality in Child Care Centers That Partner with Early Head Start Programs: Insights from Baby FACES 2018. OPRE Report 2022-121
Author: Xue, Yange
Date: 2022-06-00
Type: Reports - Research
Subjects: Educational Quality,Child Care Centers,Partnerships in Education,Early Intervention,Federal Programs,Social Services,Children,Experience,Family (Sociological Unit),Preschool Education,Surveys,Definitions,Child Development

Partnerships between Early Head Start (EHS) programs and child care providers aim to increase access to high quality, comprehensive services that meet the needs of infants and toddlers from families with low incomes. Quality in early care and education matters. In prior research, high quality early care and education was associated with better outcomes for children, particularly children living in poverty. The EHS Family and Child Experiences Survey (Baby FACES) conceptual framework illustrates how multiple dimensions of quality may be associated with infant and toddler development and learning. In this brief, the authors use this framework and adopt a definition of child care quality to include the structural features of classrooms and characteristics of staff as well as the process quality of the interactions and relationships between teachers and children, and parents and teachers. Drawing on data from Baby FACES 2018, this brief fills a gap in knowledge on EHS-CC partnerships by providing a snapshot of quality in partner classrooms--that is, classrooms in child care partner centers that included at least one child enrolled in EHS. [For &quot;Early Head Start Programs, Staff, and Infants/Toddlers and Families Served: Baby FACES 2018 Data Tables. OPRE Report 2021-92,&quot; see ED613544.]
E-Learning Design Thinking and Design Driven Innovation
Author: Gallico, Dalia
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Integrated Learning Systems,Educational Innovation,Design,Thinking Skills,Educational Technology,Technology Uses in Education

E-learning, knowledge sharing, design thinking education and design driven innovation innovation are all key elements of this case study. The E-learning platform about Design Thinking is born as a result of the growing pervasiveness of this approach to innovation in different application contexts: from strategic consulting to digital transformation, from the design of digital experiences (UX/UI) to the development of new experiences of consumption. The extraordinary amount of acquisitions in recent years of design firms by strategic consulting firms or major digital solution providers demonstrates the growing pervasiveness of Design Thinking. The phenomenon highlights the strategic value that the methodologies, approaches and tools of Design Thinking assume in different contexts. In particular, the platform aims to be the reference point for the community of innovators who adopt pioneering approaches such as Design Thinking in creating value for their companies. The goal is to develop a group of actors interested in exchanging views on the latest developments in Design Thinking, analyzing both the strengths and weaknesses of this approach to become a solid and updated reference point for all Design Thinkers. Such roles are not always easy to explain, since they differ from case to case, but Design Thinking in Italy is -- and will increasingly become -- a definite value and a competitive tool. Design can and must be a fundamental part of every single company's production, communication and distribution strategy. The e-learning platform launched by Università Telematica San Raffaele Roma's &quot;Design thinking innovation&quot; is intended to demonstrate that design is neither a sole interest nor an exclusive prerogative of large companies or those operating in sectors that have traditionally been design oriented. In fact, design driven education and innovation is a basic lever for competitiveness and internationalization that is available in every sector. Creating an e-learning platform is an important opportunity of building a new designing and community identity; a significant chance to meet and a landmark not only for professionals, but also for creative people working outside established enterprises (from every countries). Conclusions are about Design Thinking education and possible future developments, the role of design as a key competitive variable for the system, the new professionals and the winning models. [For the full proceedings, see ED621892.]
Managerial-Leadership Competencies for Enhancing the Integration of Innovative Teaching-Learning Technologies
Author: Landa, Elizabeth
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Educational Technology,Higher Education,Educational Innovation,Leadership,Universities,Educational Change,Prior Learning,Competence,Foreign Countries,Technology Uses in Education,Teaching Methods,Administrator Attitudes,Administrators

The integration of teaching and learning technologies has been crucial catalysts for undergoing teaching and learning innovations. However, in many higher education institutions, these integration potentials have neither been consistently nor systematically used. The implementation of innovative teaching-learning technological change in higher education remains a significant challenge. Previous studies suggest that universities need to embrace the role of academic leaders for its effective implementation. We used 74 Mid-Level Academic Leaders (MLALs) from selected universities to show how MLALs attributes influence the managerial-leadership competencies for enhancing the influence the integration of Innovative Teaching-Learning Technological change (ITLTs). Our results suggest that MLALs have a relatively low competency level for motivating the adoption and execution of ITLTs change. Seemingly, the overall competency level for managing the integration of ITLTs change found to be relatively low. Furthermore, the results suggest that age, leader experience, leadership position and prior knowledge are essential factors influencing the managerial competency level for leading ITLTs change among mid-level academic leaders. Thus, this study recommends integrating ITLTS in higher to consider leaders' experience throughout the process. [For the full proceedings, see ED621892.]
Proposal of a Learning Design Model Developed for the Creation of Training Courses: COBOL Programming Course Case Study
Author: Reis, Rosa
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Programming,Instructional Design,Computer Science Education,Case Studies,Blended Learning,Teaching Methods,Learning Processes,Content Analysis,Learning Activities,Course Descriptions,Units of Study,Student Attitudes,Professional Personnel,Information Technology,Employment Qualifications,Distance Education,Educational Benefits,Programming Languages,Foreign Countries,Adult Students

In this paper we present a model for designing professional courses in a blended learning context as a tool to help the interaction between students, teachers and learning resources. This model aims to promote new concepts, new approaches and new strategies that have been changing the paradigm of teaching and learning. To develop a course based on these objectives, a systematic process, driven by a series of well-defined phases and activities, is required to help us to effectively develop high-quality applications. The research presented here focuses on an improved design model in a blended learning context and consists of four main phases: requirements definition, planning, design of learning activities, implementation, and evaluation. The whole process begins with an analysis of the students and the characteristics of the environment. Content analysis is conducted to explore the structure of the course. The identification of learning events, learning units, and instructional methods are included in the design of learning activities. As evaluation is a critical factor, this model incorporates a questionnaire, whose purpose is to ensure a well-designed blended learning course. This questionnaire tries to answer the key points that determine the structure of the course and to check the satisfaction of the learners with the context taught. One of the main contributions of this research is allowing the requalification of professionals who meet the needs of professional staff in Information and communications technology (ICT). [For the full proceedings, see ED621892.]
General (Aptitude) Math Exams and Success in Mathematical Classes at University: A Cross-Country Comparison
Author: Grabarnik, Genady
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Success,Mathematics Tests,Cultural Differences,Teaching Methods,Mathematics Instruction,Prior Learning,Mathematics Skills,College Entrance Examinations,Academically Gifted,Grade Point Average,Prediction,High School Students

The goal of the paper is to understand to what degree the student success depends on teaching practices and materials, and to what degree it is due to differences in background, including prior knowledge, skills, preparation, abilities, etc. We analyzed the existing research on outcomes of the SAT and ACT in the United States and the Unified Country Exam (UCE) in the Russian Federation, since those exams usually considered as a good indicator of skills, preparation, and abilities. In the US, exams concentrate on identifying success in college studies. In the RF, exams concentrate on identifying gifted students. According to our analysis, the tests are based on different goals which they respectively satisfy. [For the full proceedings, see ED621892.]
The Digital Leap of e-Learning in Higher Education
Author: Liu, Kaikai
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Electronic Learning,Higher Education,COVID-19,Pandemics,Online Courses,School Closing,Cultural Differences,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Student Attitudes

COVID-19 pandemic has led to the confrontation of higher education system with enormous challenges. This necessitated the urgent transition from face-to-face teaching to online teaching. A comparative study of digital education in seven different countries was conducted. This study established grey comprehensive evaluation model based on entropy weight method, which was successfully validated by reliability test. In general, developed countries tend to have high comprehensive evaluation value while Finland, South-Korea and Latvia have relatively low grey correlation coefficient in several certain indicators, leading to a sharp drop in the overall score. Romania ranked last while China ranked second as a developing country as well. This is followed by model optimization though input-output analysis method based on the upgrading of higher education system due to the pandemic's influence. The study launched a conclusion that research and development personnel, infrastructure funds and university financial investment in digital education have relatively more obvious effects on improving the quality of higher education system. [For the full proceedings, see ED621892.]
Internationalization for Enhancing the European Security and Defence Higher Education
Author: Marchisio, Marina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: International Education,Higher Education,National Security,Armed Forces,Intercultural Communication,Networks,Universities,Military Training,Educational Change,Information Technology,Foreign Countries,Student Mobility,Global Approach,Study Abroad,International Cooperation,Educational Cooperation,Student Attitudes,College Faculty,English (Second Language),Second Language Learning,Language of Instruction,Content and Language Integrated Learning,Curriculum Development,Case Studies,Distance Education,Online Courses

Internationalization of Higher Education is one of the key trends of development. Security and Defence Education aims to prepare highly specialized military (officers) and civilian personnel who are able to operate in national as well as international environments with colleagues and people of different nationalities and sometimes in a very complex context. For this reason, it is extremely important to strengthen the internationalization process in Higher Education, using traditional and virtual modalities, in order to allow students to develop skills, to create collaborations and networks. This paper answers to the research question what initiatives and policies of internationalization can be developed, and how, in order to enhance the European Security and Defence Higher Education, by analyzing and discussing the intensive internationalization experiences of the University of Turin with the Education and Training Command and School of Applied Military Studies in the last seven academic years at different levels: students, teachers and staff, Institutions. Several data collected during this period allow to understand how the direction of actions has changed, which difficulties were encountered, and which solutions can be found. This research can be considered a useful example for those who want to increase the internationalization of Security and Defence Higher Education especially in this new digital era. [For the full proceedings, see ED621892.]