ethanporcaro/eric-fulltext-meta huggingface dataset:
HM Inspectorate of Education in Scotland: Executive Agency Framework Document
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-04-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Finance,Evidence,Program Effectiveness,Foreign Countries,Educational History,Federal Legislation,Academic Standards,Educational Quality,Academic Achievement,Educational Assessment,Educational Improvement,Educational Administration,Administrators,Educational Resources,Accountability,Administrator Role,Human Resources

The first HM Inspector of Schools was appointed in 1840 and inspectors have made significant contributions to Scottish education since that date. An important recent milestone in the development of Her Majesty's Inspectorate of Education in Scotland (HMIE) was its establishment on 1 April 2001 as an Executive Agency of the Scottish Ministers under the terms of the Scotland Act 1998. This status strengthens the ability of HMIE to carry out its work independently and impartially. HMIE's principal activity is to promote sustainable improvements in standards, quality and achievements for all learners in a Scottish education through first-hand independent evaluation. Rigorous independent inspections and reviews of schools and other educational establishments, community learning and the education functions of local councils help ensure this continuous improvement. Inspections and evaluations inform parents, schools and colleges, other providers of education, and the Scottish Ministers about standards and quality in education. Importantly, the reports identify key strengths, indicate where improvement is needed and offer suggestions on the scope for drawing on best practice elsewhere. It remains important that the evidence deriving from inspections and reviews continues to inform educational policy and practice. This Framework Document sets out in clear terms the core objective and strategic priorities against which HMIE's performance will be measured. It states the responsibilities the Scottish Ministers have delegated to Her Majesty's Senior Chief Inspector of Education as Chief Executive of the Agency.
Corporate Plan 2004-2007: HM Inspectorate of Education in Scotland
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-09-00
Type: Reports - Descriptive
Subjects: Stakeholders,Foreign Countries,Child Safety,Public Agencies,Educational Objectives,Educational Improvement,Outcomes of Education,Educational Administration,Capacity Building,Educational Policy,Educational Planning,Human Resources

This is the second Corporate Plan which HM Inspectorate of Education (HMIE) has produced since moving to Agency status in 2001. It covers the period 2004-07 and has been developed in consultation with stakeholders and HMIE's own staff. It will form the basis for judging their performance over that period. HMIE's first three years as an Executive Agency was a period of significant change for HMIE. The HM Senior Chief Inspector is pleased that they succeeded in meeting all of the main targets in their first Corporate Plan while establishing a strong platform for the future. That platform will support an even stronger focus on the impact of inspection on improving Scottish education at the establishment, local authority and national levels in the coming years. This corporate plan relates to the three financial years over the period 2004-07. The plan: (1) sets out their vision, values, objectives, priorities and key activities for the period; (2) outlines important issues and how they will address them; (3) identifies external influences that affect the content and successful delivery of their plan and how they will take account of them; (4) summarises the outcomes of the previous corporate plan for the period 2001-04; and (5) focuses throughout on meeting the needs of stakeholders. The greatest challenge for the organization, however, will be to play their full part in establishing an effective quality improvement strategy for services for children, with an initial focus on child protection. HMIE has been asked by Ministers to take the lead in this work but it can only succeed with the wholehearted involvement of all of those bodies, whether providers or inspectors, engaged in this work.
Good Listeners--1: Hearing the Voices of Children in Primary and Special Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-09-24
Type: Reports - Descriptive
Subjects: Foreign Countries,Children,Elementary School Students,Self Esteem,Special Schools,Student Empowerment,Participative Decision Making,Listening,Augmentative and Alternative Communication,Interpersonal Communication,Young Adults

Outcomes for children and young people in their learning and in their lives often improve when they are actively involved in decision making. The increasing recognition of rights of children and young people to be heard, to have their views taken seriously and involved in decisions is expressed in national and international developments in legislation and policy. Improving Scottish Education 2005-2008 reported good practice in involving children and young people but it also recurred as an aspect for development. References to &quot;better use of the child's voice&quot; and developing a &quot;sense of personal responsibility for their own learning&quot; appear as aspects for improvement in the primary and secondary sectors and the need to increase the participation of children and families is highlighted in relation to child protection services. This report is the first in a series which will highlight good practice in how staff in the universal services of education and health and in targeted services including statutory, voluntary and independent organisations are increasingly using the voices of children and young people to improve the quality of experiences and outcomes achieved. The reports illustrate good practice specific to the sector or service. The first report focuses on primary schools and special schools. Listening to and engaging learners is an area where improved processes can improve outcomes. The report should be used to share, evaluate and increase good practice in this important area. (Contains 7 footnotes.)
Standards and Quality in Scottish Further Education Colleges in Academic Years 2004-5 to 2007-8. National Briefing Document
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-08-00
Type: Reports - Descriptive
Subjects: Educational Finance,Accountability,Program Effectiveness,Adult Education,Foreign Countries,Educational Quality,Educational Assessment,Academic Standards,Educational Improvement,College Administration,Government School Relationship,Educational Policy

This two-phase proportionate review model is linked to the revised quality framework for Scottish FE (further education) colleges that was published on the SFEFC (Scottish Further Education Funding Council) and HMIE (Her Majesty's Inspectorate of Education) websites on 28 May 2004. The previous version of the framework had enjoyed a high level of ownership in most colleges and was used extensively to carry out self-evaluations which have led to significant quality improvement in the sector. The major aims and objectives of the revised model relate primarily to building the capacity of FE colleges to sustain and enhance quality, and ensuring public accountability. The model is intended to: (1) support, promote and develop quality enhancement and good practice in colleges to provide the best possible experience for the learner; (2) support college arrangements for enhancing quality by providing speedy and detailed information for college managers and staff on the quality of the programmes and services they provide; (3) provide information to Scottish Ministers and the public on the quality of the colleges and their educational programmes; (4) provide an independent evaluation to assist colleges in informing prospective and current learners of the quality of the college's educational programmes and services; and (5) inform the Council's promotion of quality enhancement, funding allocations and policy development and provide assurances of value for money for public funders. In realising the above aims, it will provide a breadth and depth of review that is differentiated in relation to the level of confidence that SFEFC and HMIE have in a college's arrangements for leadership and quality management in significant aspects that impact on the quality of the learners' experience. Appended are: (1) The proportionate review process; and (2) Acronyms and abbreviations.
Good Listeners--2: Hearing the Voices of Children and Young People in Children's Services
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-09-24
Type: Reports - Descriptive
Subjects: Foreign Countries,Children,Student Empowerment,Participative Decision Making,Social Services,Child Welfare,Family Violence,Advocacy,Child Safety,Young Adults,Social Support Groups,Family Needs

Outcomes for children and young people in their learning and in their lives often improve when they are actively involved in decision making. The increasing recognition of rights of children and young people to be heard, to have their views taken seriously and to be involved in decisions affecting their lives is expressed in national and international developments in legislation and policy. &quot;Improving Scottish Education&quot; reported good practice in involving children and young people but it also recurred as an aspect for development. References to &quot;better use of the child's voice&quot; and developing a &quot;sense of personal responsibility for their own learning&quot; appear as aspects for improvement in the primary and secondary sectors and the need to increase the participation of children and families is highlighted in relation to child protection services. These reports highlight good practice in how staff in the universal services of education and health and in targeted services including statutory, voluntary and independent organisations are increasingly using the voices of children and young people to improve the quality of experience and outcomes achieved. The reports illustrate good practice specific to the sector or service. The first report focused on the primary schools and the primary stages of special schools. This report focuses on services to support children and families, including services working with children to help keep them safe. Listening to and engaging children is an area where improved processes can improve outcomes. The report should be used to share, evaluate and increase good practice in this important area. (Contains 11 footnotes.)
Race Equality Scheme 2005-2008
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-12-12
Type: Reports - Descriptive
Subjects: Equal Education,Racial Relations,Race,Foreign Countries,Cultural Pluralism,Desegregation Methods,Desegregation Plans,Educational Opportunities,Position Papers,Institutional Mission,Organizational Objectives,Access to Information,Professional Development,Personnel Management,Grievance Procedures,Program Administration,Administrative Policy

Her Majesty's Inspectorate of Education (HMIE) is strongly committed to promoting race equality in the way that HMIE staff go about performing their role within Scottish education. Scottish society reflects cultural, ethnic, religious and linguistic diversity and Scottish education should be accessible to all. No-one should be disadvantaged or excluded because of their ethnic background or their cultural or religious identity. People in Scotland live with many cultures. This race equality scheme is designed to demonstrate how HMIE is putting into practice its commitment to the promotion of race equality and how, in particular, it intends to address the statutory duties under the Race Relations (Amendment) Act 2000. It is an &quot;Associate Scheme&quot; that operates within the general context of the Scottish Executive's corporate Race Equality scheme.
Good Listeners--The Context: Hearing the Voices of Children and Young People
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-09-24
Type: Reports - Descriptive
Subjects: Foreign Countries,Children,Student Empowerment,Participative Decision Making,Quality of Life,Child Development,Young Adults,Social Support Groups,Public Policy,Legislation

Outcomes for children and young people in their learning and in their lives often improve when they are actively involved in decision making. The increasing recognition of rights of children and young people to be heard, to have their views taken seriously and involved in decisions is expressed in national and international developments in legislation and policy. Improving Scottish Education reported good practice in involving children and young people but it also recurred as an aspect for development. References to &quot;better use of the child's voice&quot; and developing a &quot;sense of personal responsibility for their own learning&quot; appear as aspects for improvement in the primary and secondary sectors and the need to increase the participation of children and families is highlighted in relation to child protection services. This report provides the legislative context and policy background to a series which highlights good practice in how staff in the universal services of education and health and in targeted services including statutory, voluntary and independent organisations are increasingly using the voices of children and young people to improve the quality of experience and outcomes achieved. The reports will have a common introduction but illustrate good practice specific to the sector or service. Listening to and engaging learners is an area where improved processes can improve outcomes. The report should be used to share, evaluate and increase good practice in this important area. (Contains 19 footnotes.)
An Assessment of Education Quality beyond Dinner Table Discussions
Author: Wang, Jianjun
Date: 2012-12-02
Type: Journal Articles
Subjects: Academic Achievement,Comparative Analysis,Compulsory Education,Elementary Secondary Education,Scores,Educational Quality,Quality Assurance,Quality Control,Performance Factors,Mathematics Achievement,Science Achievement,Time Perspective,Higher Education,Global Approach,Discourse Analysis

News media often publish comparative studies that report U.S. student performance in a global context. The school quality concern seems so simplistic that anyone who had compulsory education can chime into the discussion. In this article, the condition of U.S. education is further disentangled across the boundary of K-12 and higher education. Core program features are examined to reveal profound factors behind student performance in mathematics and science. These findings are grounded on triangulation of the interrelated observations that are typically obscured from test score comparisons across nations. (Contains 1 figure.)
A Comparative Study of Science Achievement and Self-Concept during a Historical Transition
Author: Wang, Jianjun
Date: 2012-02-01
Type: Journal Articles
Subjects: Academic Achievement,Science Achievement,Foreign Countries,Comparative Analysis,Data Analysis,Comparative Education,Trend Analysis,Cross Cultural Studies,Social Change,Cultural Influences,Self Concept,Self Concept Measures,Parent Education,Statistical Analysis,Schematic Studies,Achievement Tests

Cross-cultural changes were accompanied by the sovereignty transition of Hong Kong during the TIMSS data collection, which triggered migration of intellectual families between Hong Kong and other places. To enhance comparability of the urban setting, this investigation focuses on Singapore and Hong Kong for having similar Chinese majority and colonial history. As both cities were reported having high student performance in science, student self-concept is articulated to examine its reciprocal relationship with science achievement under the context of non-monotonic population transition. The perspectives of comparative education have been gained through the cross-cultural understanding of empirical findings from the trend data analysis. (Contains 3 notes, 3 figures, and 2 tables.)
First 5 Kern Annual Report, Fiscal Year 2010-2011
Author: Wang, Jianjun
Date: 2012-01-18
Type: Numerical/Quantitative Data
Subjects: Outcome Measures,Advisory Committees,Counties,Program Evaluation,Annual Reports,Audits (Verification),Funding Formulas,Resource Allocation,Program Effectiveness,Child Development,Social Services,Institutional Mission,Position Papers,Wellness,Health Programs,Parent Education,Early Childhood Education,Integrated Services,Barriers,Access to Health Care,Capacity Building,Sustainability,Child Health,Parenting Skills,Child Safety

Kern County Children and Families Commission (First 5 Kern) is funded by the Proposition 10 ballot initiative to support services for children prenatal to age five in California. The state revenue comes from an extra 50-cent tax on tobacco products, and is distributed according to the proportion of live births in each county.  Following a Statewide Evaluation Framework (First 5 California, 2005), the 2010-11 Annual Report includes multilevel evaluation findings to show what works, for whom, and in which context of early childhood development in Kern County. At the first level, descriptive data are examined to support fact findings on service counts. In addition, value-added assessments are incorporated at the second level to articulate outcome measures in support of the local priority setting. At the third level, longitudinal data are analyzed for those programs receiving funding during adjacent years of 2009-2011 to track improvement of sustainable accomplishments beyond the cycle of annual reporting. Altogether this report has addressed the results-based accountability required by Proposition 10.  At a county covering a land area as large as the state of New Jersey, this report also served as a model of evaluation for 58 county commissions across the golden state. Two appendixes are included: (1) Technical Advisory Committee (TAC); and (2) IRB Approval. (Contains 14 footnotes, 27 tables, 55 figures, and 3 exhibits.)
Legislative Update, March 2, 2011. Report 11-04
Author: Blair, Julia
Date: 2011-03-02
Type: Reports - Descriptive
Subjects: College Transfer Students,Community Colleges,Postsecondary Education,State Legislation,Fees,Educational Legislation,Private Colleges,Educational Facilities,Student Financial Aid,Institutional Mission,Student Costs,Educational Policy,Sexual Orientation,Educational Assessment,College Admission,Contracts,Pilot Projects,Student Evaluation,Distance Education

This report lists positions on bills adopted by the California Postsecondary Education Commission (CPEC) at its March 2 meeting. It also lists other bills that CPEC staff are tracking. Many of these are spot bills at this point--introduced with little substantive content and may be developed during the session. Staff will continue to track bills as they are introduced and amended. Segment positions will be provided in a separate document when available.
Improving Teacher Quality Program: Current Grants and Upcoming Activities. Commission Report 08-26
Author: California Postsecondary Education Commission
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Faculty Development,Grants,School Districts,Federal Legislation,Educational Legislation,Financial Support

Several hundred teachers and thousands of students are benefiting from professional development projects that operate all over California under the auspices of the California Postsecondary Education Commission. The Improving Teacher Quality State Grants Program provides federal funds from the No Child Left Behind Act of 2001 to universities that are leaders in teacher professional development. A total of 22 individual grants and two master grants are in various stages in large and small school districts from San Diego to Eureka. Three projects funded in 2001 have concluded large-scale professional development but continue to build sustainable activities. These projects have been provided small amounts of additional funding beyond the fourth year and are working to identify how the projects will continue after funding ceases. This will be the last year the Commission's ITQ program provides funding to these projects. Upcoming activities of the Commission are also discussed in this paper.
Public Higher Education Performance Accountability Framework Report: Goal--Contributions to Economic, Civic, and Social Development Measure--Policy Options. Commission Report 07-27
Author: California Postsecondary Education Commission
Date: 2007-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Accountability,Educational Attainment,Advisory Committees,State Colleges,Labor Market,Salary Wage Differentials,Educational Demand,Labor Needs,Education Work Relationship,Alignment (Education),College Outcomes Assessment,Educational Policy,Educational Opportunities,Labor Force Development,Graduate Surveys,Economic Impact,Social Development,Educational Indicators

The California Postsecondary Education Commission recently adopted three reports dealing with postsecondary education and the economy, as part of its Higher Education Performance and Accountability Framework. The reports examined three specific measures: (1) Educational attainment of the population; (2) Links between degree attainment and earnings; and (3) Match between degrees awarded and labor market demand. These papers were discussed by the Commission, its staff, and the Commission's Statutory Advisory Committee representing all the postsecondary education segments. The purpose of this paper is to suggest policy options worthy of further exploration based on previous papers and ensuing discussions. This item reviews what the Commission has learned about the alignment between degree production and California's demand for an educated workforce. It offers a series of options for state colleges and universities to increase enrollment and degree production. It also offers an option for policymakers to consider encouraging increased degree production in specific fields of high state priority but for which there are shortages of qualified workers.