ethanporcaro/eric-fulltext-meta huggingface dataset:
Missouri Coordinating Board for Higher Education Annual Report, Fiscal Year 2011
Author: Missouri Department of Higher Education (MDHE)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Enrollment Trends,Private Colleges,Grants,Scholarships,Proprietary Schools,Federal Government,Federal Legislation,Tuition,Educational Policy,State Departments of Education,Student Financial Aid,Educational Administration,Resource Allocation,Student Loan Programs,Public Colleges,Educational Change,Governance,Certification,Budgets,State Legislation,Two Year Colleges,Minority Groups

The Coordinating Board for Higher Education (CBHE) and the Missouri Department of Higher Education (MDHE) present this Annual Report of accomplishments, benchmarks and statistics related to Missouri higher learning for Fiscal Year 2011. This report provides a snapshot of the issues, policies and goals considered by the CBHE during the 2011 fiscal year. In Fiscal Year 2011, the Department of Higher Education assumed administration responsibility for one of the state's major student financial aid programs, the A+ Scholarship Program, and developed new rules for its distribution. Federal legislation that eliminated private lending in the student loan program went into effect July 1, 2010. As a result, the MDHE will maintain its existing loan guarantee portfolio but will not guarantee new loans issued from the federal government. Fiscal Year 2011 also marked the first year that university tuition increases (proposed for Fiscal Year 2012) triggered enforcement of the Higher Education Student Funding Act of 2007, resulting in penalty waiver requests to the commissioner of higher education. Appended are: (1) Imperatives for Change; (2) Imperatives for Change Performance Report; (3) Enrollment at Public Institutions; (4) Enrollment at Independent Institutions; (5) State Student Financial Aid Programs; (6) Proprietary School Enrollment; (7) College Access Challenge Grant Recipients; and (8) Academic Program Actions. (Contains 1 table and 17 endnotes.) [For the 2010 annual report, see ED537455.]
Missouri Coordinating Board for Higher Education Annual Report, Fiscal Year 2008
Author: Missouri Department of Higher Education (MDHE)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Economics,Articulation (Education),Transfer Policy,Educational Cooperation,Secondary School Curriculum,Alignment (Education),STEM Education,Surveys,Higher Education,Enrollment,Student Financial Aid,Educational Finance,Annual Reports,State Agencies,State Legislation,Educational Needs,Postsecondary Education,Labor Force Development,Community Colleges,Public Colleges,Private Colleges,Enrollment Trends,Technical Institutes,Proprietary Schools,Strategic Planning,Educational Policy,Budgets,Educational Trends,Compliance (Legal),Educational Change,Educational Planning,State Policy,Statewide Planning,Teacher Education,Outcome Measures,Institutional Mission,Graduation Rate,Educational Attainment,High School Students,Educational Certificates,Academic Degrees,Comparative Analysis,Access to Education,Federal Programs,Grants

The Coordinating Board for Higher Education and the Department of Higher Education are pleased to present this Annual Report of accomplishments, benchmarks and statistics related to Missouri higher learning for fiscal year 2008. Chief among this year's accomplishments is the coordinated plan, &quot;Imperatives for Change: Building a Higher Education System for the 21st Century,&quot; adopted in the waning days of the fiscal year. During the past fiscal year, the Higher Education Funding (HEF) Task Force, made up of representatives from the Missouri legislature, governor's office, higher education institutions and MDHE staff, adopted a new framework for future funding of higher education. The task force worked throughout the year to develop a policy-driven business model that meets the needs of students, citizens, communities, and the Missouri economy. Enrollment in colleges and universities increased during fiscal year 2008, with public two-year colleges leading the growth. Missouri continues to struggle to adequately support its schools financially, though modest gains were made during the previous two fiscal years. Appended are: (1) Imperatives for Change; (2) Participation Rates, Public Institutions; (3) Participation Rates, Private Institutions; (4) Proprietary School Enrollment; (5) Academic Program Actions; and (6) Missouri State Student Aid Disbursed. [For the 2007 annual report, see ED537458.]
Missouri Coordinating Board for Higher Education Fiscal Year 2007 Annual Report
Author: Missouri Department of Higher Education (MDHE)
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Higher Education,College Transfer Students,Transfer Policy,Enrollment,Student Financial Aid,Articulation (Education),Community Colleges,Strategic Planning,Alignment (Education),Administrative Change,Teacher Effectiveness,Annual Reports,State Agencies,State Legislation,Educational Needs,Postsecondary Education,Labor Force Development,Public Colleges,Private Colleges,Enrollment Trends,Technical Institutes,Proprietary Schools,Educational Policy,Budgets,Educational Finance,Educational Trends,Compliance (Legal),Educational Change,Educational Planning,State Policy,Statewide Planning,Teacher Education,Outcome Measures,Educational Attainment,High School Students,Minority Group Students,Low Income Groups,Educational Certificates,Academic Degrees

The Coordinating Board for Higher Education (CBHE) and the Missouri Department of Higher Education (MDHE) present this report on Missouri higher education for fiscal year 2007. 2007 is an exciting year. The omnibus higher education bill, which was signed in May and became law in August 2007, represents a major transformation in the structure of the state's higher education system. Another highlight of FY 2007 was the completion of a statewide articulation agreement for an Associate of Arts in Teaching (AAT) degree. The articulation agreement, signed by all community colleges and twenty-six public and independent four-year colleges and universities throughout the state, provides a common transfer curriculum for community college students aspiring to become teachers. The agreement will serve as a template for future statewide articulations in other critical areas. Appended are: (1) MDHE 2007 Draft Coordinated Strategic Plan; (2) Participation Rates at Public Institutions; (3) Participation Rates at Independent Institutions; (4) Proprietary School Enrollment; (5) Detailed Academic Program Actions; and (6) Missouri State Student Aid Disbursed FY 2007. [For the 2006 annual report, see ED537459.]
Missouri Coordinating Board for Higher Education Annual Report, Fiscal Year 2006
Author: Missouri Department of Higher Education (MDHE)
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Student Financial Aid,Proprietary Schools,Strategic Planning,Public Colleges,Private Colleges,Two Year Colleges,Budgets,Educational Change,Program Development,Compliance (Legal),State Aid,Federal Aid,State Departments of Education

The Coordinating Board for Higher Education and the Missouri Department of Higher Education present this fiscal year 2006 Annual Report to inform individuals of the state's status and progress in higher education. Section 173.040, RSMo (see Appendix A) specifically details what information the CBHE should include in its annual report. The various sections of the FY 2006 Annual Report are organized around the five requirements outlined in statute. These five requirements are: (1) A statement of the initial coordinated plan for higher education in Missouri, together with subsequent changes and implementations; (2) A review of recent changes in enrollments and programs among institutions of higher education in the state; (3) A review of requests and recommendations made by the CBHE to institutions of higher education in accordance with Section 173.030, RSMo and of the college's or university's response to requests and recommendations, including noncompliance therewith; (4) The CBHE's recommendations for development and coordination in state-supported higher education in the forthcoming biennium, within the context of the long-range coordinated plan; and (5) The CBHE's budget recommendations for each state-supported college or university for the forthcoming biennium. Appended are: (1) Section 173.040, RSMo; (2) FY 2006 Coordinated Strategic Plan; (3) Public Two- and Four-Year Institution Enrollment Data; (4) Private Not-for-Profit (Independent) Institution Enrollment Data; (5) Proprietary School Enrollment Data;   (6) Academic Program Actions; and (7) Missouri State Student Aid Provided During SFY2006. [For the 2005 annual report, see ED537460.]
Missouri Coordinating Board for Higher Education Fiscal Year 2005 Annual Report
Author: Fitch, Gregory G.
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Problems,Retrenchment,Administrative Change,Enrollment Trends,Higher Education,Annual Reports,State Agencies,State Legislation,Postsecondary Education,Labor Force Development,Community Colleges,Public Colleges,Private Colleges,Enrollment,Technical Institutes,Proprietary Schools,Strategic Planning,Educational Policy,Budgets,Educational Trends,Compliance (Legal),Educational Change,Educational Planning,State Policy,Statewide Planning,Teacher Education,Outcome Measures,Institutional Mission,Student Financial Aid,High School Students,Educational Certificates,Academic Degrees

The Coordinating Board for Higher Education and the Missouri Department of Higher Education present this fiscal year 2005 Annual Report to inform individuals of the state's status and progress in higher education. The Coordinating Board for Higher Education (CBHE) began the 2005 calendar year with a number of significant changes. The board and its administrative arm, the Missouri Department of Higher Education (MDHE) were in transition, which remains so today. With the hiring of a new commissioner, the third in three years, and a majority change in members of the board through appointment by the new governor, the CBHE/MDHE took on a new life and renewed energy. There were and continue to be concerted efforts to strengthen the MDHE in its services and operational responses, to reconnect with the colleges and universities including the independent and proprietary institutions, and reestablish the CBHE/MDHE relationship with the General Assembly and the governor. The CBHE/MDHE accomplished that end based upon supportive public testimony, legislative action reviews, and ongoing participation in activities with other agencies, e.g., Department of Economic Development and the Department of Elementary and Secondary Education. The CBHE/MDHE continued to be engaged in collaborative efforts and education initiatives at the state, national, and international levels; remaining active with restricted resources. Appended are: (1) Section 173.040, RSMo; (2) FY 2005 Coordinated Strategic Plan; (3) Public Two- and Four-Year Institution Enrollment Data; (4) Private Not-for-Profit (Independent) Institution Enrollment Data; (5) Proprietary School Enrollment Data; (6) Academic Program Actions; and (7) Distribution of State Student Financial Assistance and FAFSA Filers. (Contains 4 footnotes.) [For the 2004 annual report, see ED537462.]
Curriculum Alignment Initiative Report to the Coordinating Board for Higher Education
Author: Missouri Department of Higher Education (MDHE)
Date: 2008-06-12
Type: Reports - Descriptive
Subjects: Higher Education,Competence,Evidence,Public Agencies,High Schools,Colleges,Alignment (Education),Educational Legislation,State Legislation,Partnerships in Education,Public Policy,College Readiness,Academic Achievement

It is recommended that the Coordinating Board for Higher Education approve the Curriculum Alignment Initiative (CAI) report, with recognition of the dynamic nature of competencies. It is further recommended that the board direct the Commissioner of Higher Education to make the CAI Report available online to interested government agencies and constituents as evidence of MDHE's significant progress in fulfilling its statutory requirements. It is also recommended that the Coordinating Board for Higher Education commend the arduous efforts undertaken by the participants and educational institutions involved in the CAI process. This document reports the mission and progress of the Missouri Department of Higher Education's (MDHE's) Curriculum Alignment Initiative (CAI) from inception in June 2007 to present. Appended are: (1) Senate Bill 389 on Curriculum Alignment; (2) Completed Entry-Level Competencies; (3) Draft Cross-Disciplinary Competencies; (4) Draft METS Optimal Entry-Level Competencies; (5) Completed Exit-Level Competencies; and (6) General Education &amp; Exit Competencies Matrix. (Contains 1 footnote.)
Missouri Coordinating Board for Higher Education Annual Report, Fiscal Year 2004
Author: Fitch, Gregory G.
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Annual Reports,State Agencies,State Legislation,Educational Needs,Postsecondary Education,Labor Force Development,Community Colleges,Public Colleges,Private Colleges,Enrollment,Technical Institutes,Proprietary Schools,Strategic Planning,Educational Policy,Budgets,Educational Trends,Compliance (Legal),Educational Change,Educational Planning,State Policy,Statewide Planning,Teacher Education,Outcome Measures,Institutional Mission,Educational Objectives,College Entrance Examinations,Secondary School Curriculum,Student Financial Aid,Graduation Rate,Educational Attainment,Dropout Rate,African American Students,American Indian Students,Asian American Students,Hispanic American Students,High School Students,White Students,Minority Group Students,Labor Needs,Demand Occupations,Educational Certificates,Academic Degrees,Low Income Groups

Authorized by an amendment to the Missouri Constitution in 1972, and established by state statute as part of the Omnibus State Reorganization Act of 1974, the Coordinating Board for Higher Education (CBHE) has the responsibility of identifying the postsecondary educational needs of potential students and the training needs of business and industry and developing a plan that outlines how the state system of postsecondary education can most effectively and efficiently provide a postsecondary education to its citizens so that they can be successful and meet the workforce needs of the state. The CBHE in turn is responsible for coordinating this plan and ensuring its successful implementation throughout the system, which serves nearly 400,000 students through 13 public four-year colleges and universities, 19 public two-year colleges, one public two-year technical college, 25 independent colleges and universities, and 140 proprietary and private career schools. This 2004 annual report is submitted by the Coordinating Board for Higher Education, in conjunction with the Missouri Department of Higher Education, as required by state law (Section 173.040, RSMo), to the Governor of the State of Missouri and members of the General Assembly. Appended are: (1) Section 173.040, RSMo; (2) FY 2005 Coordinated Strategic Plan; (3) Public Two- and Four-Year Institution Enrollment Data; (4) Private Not-for-Profit (Independent) Institution Enrollment Data; (5) Proprietary School Enrollment Data; and (6) Academic Program Actions.
Revisiting Philosophical and Theoretical Debates in Contemporary Educational Research and Major Epistemological and Ontological Underpinnings
Author: Cumming, Brett
Date: 2012-11-29
Type: Reports - Evaluative
Subjects: Educational Research,Educational Philosophy,Educational Theories,Epistemology,Critical Theory,Postmodernism,Research Methodology

It is important for educational researchers to possess an understanding that research (albeit a contentious area in terms of what indeed this constitutes) undertaken is done with certain pre-existing values and beliefs as to what we as individuals and teachers hold true. The methods and methodologies defined by Gough (2000, p.3) as "the reasoning that informs particular ways of doing research, or the principles that inform the organisations of research activity" as well as paradigms that we as researchers use and work within are deemed to be highly correlated, as well as congruent to us as in other roles as educators and learners.
Dealing with Common Mistakes Using an Error Corpus for EFL Students to Increase Their Autonomy in Error Recognition and Correction in Every Day Class Tasks
Author: Terreros Lazo, Oscar
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Error Correction,Error Analysis (Language),Recognition (Psychology),Personal Autonomy,Student Participation,Class Activities

In this article, you will find how autonomous students of EFL in Lima, Peru can be when they recognize and correct their errors based on the teachers' guidance about what to look for and how to do it in a process that I called &quot;Error Hunting&quot; during regular class activities without interfering with these activities.
Girls Getting to Secondary School Safely: Combating Gender-Based Violence in the Transportation Sector in Tanzania
Author: Mack, Laura
Date: 2009-00-00
Type: Reports - Research
Subjects: Females,Access to Education,Transportation,Foreign Countries,Caregivers,Violence,Equal Education,Enrollment,Barriers,Verbal Communication,Antisocial Behavior,Sexual Harassment,Surveys,Secondary School Students,Fees,Gender Bias,Truancy,Attention,Academic Persistence,Academic Achievement,Educational Improvement

While increasing girls' access to education is a global priority, there are numerous barriers that impede significant progress in achieving gender parity in schools. While enrollment of girl students is up in Tanzania, especially at the primary and secondary levels, AED has become concerned about the barriers girls face, including gender-based violence (GBV), on their way to school. Anecdotes of girls being verbally harassed, sexually harassed, and discriminated against in the transportation sector as they make their way to and from school have been circulating among school officials, teachers, caregivers, and, of course, girls themselves. In response to these anecdotes, AED conducted a survey with girls at the secondary level in Tanzania to get a clearer picture of the situation. AED found that girls do indeed face distinct challenges, such as mistreatment and GBV at the hands of those in the transportation sector and forced truancy from either occasional inability to pay transport fees or from discrimination in the transport sector. Findings of this study highlight one small but crucial aspect to the challenges girls face while getting an education, and this aspect deals with girls' access to school. This study shows that while girls are determined to go to school and are creative in finding alternative ways to get themselves to and from school, the challenges they face with transportation do impact their attendance. With girls' attendance impacted in this way, targets in retention and performance are hard to achieve. Donors, NGOs and governments are urged to consider the issue of transportation to and from school when developing and implementing mechanisms to improve girls' education. (Contains 1 footnote.)
The How-to Guide for Student Councils
Author: Academy for Educational Development
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Student Government,Student Participation,Student Role,Student School Relationship,Democracy,Experiential Learning,Student Leadership,Communication Skills

The Academy for Educational Development (AED), with funding from the Middle East Partnership Initiative (MEPI), supports the Ministry of Education of the Republic of Yemen in the establishment of the Student Councils Project. The program works with a number of schools in the Republic to establish student councils that are democratically elected according to the organizational by-laws of the student councils that were published by the Ministry of Education on October 6, 2008. As an additional means of providing the necessary technical support to schools, the Student Councils Project presents this how-to guide that explains in a simple way the mechanisms and methods that lead to the formation of effective student councils. It is hoped that students find the information contained herein helpful in their realization of the desired objectives in the establishment of student councils throughout schools in the Republic. [Funding for this paper was provided through the Department of State, Bureau of Near Eastern Affairs, Office of the Middle East Partnership Initiative (MEPI).]
Schools, Communities, and Democracy: The Nicaragua BASE Project
Author: Edgerton, David C.
Date: 2005-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Financial Support,Educational Improvement,Elementary Education,Rural Schools,Urban Schools,Active Learning,Democracy,Community Involvement

The 1990 election of Dona Violeta Barrios de Chamorro as President of Nicaragua marked the end of the Sandinista era and the return of U.S. foreign assistance the following year. Education was prominent in the U.S. assistance package. Since early 1994, the U.S. Agency for International Development (USAID) Mission to Nicaragua has funded a long-term effort to improve the quality of primary education in Nicaragua. That effort is called the Nicaragua Basic Education Project (BASE). The purpose of this publication is to describe the BASE Project, explain how the BASE interventions work, review what the Project has accomplished, and offer suggestions and recommendations for development practitioners based on the BASE experience. Appended are: (1) Nicaragua School Classifications; (2) BASE Project Summary; (3) A Replication Checklist; and (4) Notes for Practitioners: A Conversation with Oscar Mogollon. Individual chapters contain endnotes. (Contains 11 tables.)
Local Alliances for Girls' Education Guinea, 1997-2005: Lessons Learned
Author: Rose, Jennifer
Date: 2005-12-20
Type: Reports - Descriptive
Subjects: Females,Foreign Countries,Nongovernmental Organizations,Womens Education,Womens Studies,Human Capital,Partnerships in Education,Access to Education,Formative Evaluation,Performance Factors,Educational Development,Outcomes of Education,Group Dynamics,Outreach Programs,Achievement Gains,Change Strategies,Educational Change

Countless studies over the past decade and more all point to a single, undeniable conclusion: educating girls is imperative to the development of nations. Increasingly, data suggest that educating girls is not only beneficial to developing countries but that it has a greater impact than educating boys. Better educated women have smaller, healthier, better educated families--the same is not necessarily true of educated men--and educated women earn higher wages than their educated male counterparts. Guinea has embraced the mission of educating girls. The country has seen rapid growth in the number of girls enrolled in its primary schools since 1990. Through a concerted effort on the part of the Ministry of Pre-University Education, USAID, The World Bank and many community-based, national, and international NGOs, the number of girls going to school in Guinea has more than tripled in the past 14 years, from 20 percent in 1990 to 70 percent in 2004. This paper seeks to understand the role that multisectoral, community-based organizations, called Local Alliances, played in that success. A bibliography is included. (Contains 37 footnotes.)