ethanporcaro/eric-fulltext-meta huggingface dataset:
Applying the Methodology of the Community College Classification Scheme to the Public Master's Colleges and Universities Sector
Author: Kinkead, J. Clint.
Date: 2011-04-08
Type: Reports - Research
Subjects: Student Financial Aid,Community Colleges,Classification,Undergraduate Students,Tables (Data),Student Loan Programs,Comparative Analysis,Racial Differences,Enrollment,School Size,Bachelors Degrees,Geographic Location,State Colleges,Urban Schools,Suburban Schools,Rural Schools

This work brings forward the geographically-based classification scheme for the public Master's Colleges and Universities sector. Using the same methodology developed by Katsinas and Hardy (2005) to classify community colleges, this work classifies Master's Colleges and Universities. This work has four major findings and conclusions. First, a geographically-based classification system is possible for the 266 publicly-controlled Master's Colleges and Universities. The publicly-controlled Carnegie classified Master's Colleges and Universities can be classified as 61% rural-serving, 21% suburban-serving, and 17% urban-serving--a percentage breakdown that nearly matches the Associate's Colleges classifications. Second, significant differences exist across all three geographical types by enrollment size, bachelor's degrees awarded, and student race and ethnicity. Approximately 61% of 2,507,879 undergraduate students enrolled in public Master's institutions in academic year 2006-07 were White, with 13% Black, and 11% Hispanic--a finding that has tremendous policy implications. Third, significant differences exist across all three geographical areas with respect to student financial aid and student loan indebtedness. Student loans represent the single largest category of all financial aid awards across all three geographical types of public master's institutions. In total, nearly 45% of all students enrolled in a public master's institution require student loans to finance their educations. Fourth and finally, this classification scheme will allow for community college scholars to more accurately compare MCUs and ACs. (Contains 7 tables.)
Ensuring College Success: Scaffolding Experiences for Students and Faculty in an Early College School
Author: Newton, Anne
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: Academic Achievement,College Credits,Youth,Scholarships,Mathematics Skills,Reading Skills,Study Skills,Disproportionate Representation,High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Partnerships in Education,Mentors

Early college is a bold approach that blends high school and college in a rigorous yet supportive program to help young people simultaneously earn a diploma and tuition-free credit toward a postsecondary degree. Designed for students underrepresented in higher education, these innovative small public schools focus on the preparation of low-income youth, first-generation college goers, English language learners, and students of color. Since 2002, the partner organizations of the Early College High School Initiative have created almost 160 early college schools nationwide. This includes the partnership between the Science, Research and Technology Early College School and Brooklyn College in Brooklyn, New York, which has been supported by the Woodrow Wilson National Fellowship Foundation since 2003. Working with Brooklyn College, a four-year liberal arts campus of The City University of New York, and other partners, STAR has amassed an impressive record in its first five years. The school currently has 489 students in grades 6-7 and 9-12 and will complete a transition to a grades 6-12 school in 2008. More than 80 percent are black, 62 percent are low-income, and more than one fourth arrive with reading and math skills below grade level on New York State assessments. Many would have struggled to finish high school in other settings and never considered themselves college bound. But STAR students consistently outperform district averages and schools with similar populations on the challenging New York State Regents exams. Some 70 percent of its current seniors have earned college credit. Virtually all of its 2007 graduates went to college, many with scholarships. As one of the first early college schools to be established in New York City, STAR offers lessons to new and emerging schools around the country. It also will continue to benefit from innovations proving effective at other early college schools nationwide. Appended are: (1) STAR Early College School @ Brooklyn College Academic Plan; (2) Typical Schedules for STAR Early College Students in Grades 9-10; (3) Woodrow Wilson Early College Network Partnership Design Principles; and (4) College Ready Skills, Attitudes, and Knowledge. (Contains 3 tables and 7 endnotes.)
Diversity & the Ph.D.: A Review of Efforts to Broaden Race & Ethnicity in U.S. Doctoral Education
Author: Woodrow Wilson National Fellowship Foundation
Date: 2005-05-00
Type: Reports - Evaluative
Subjects: Doctoral Programs,Student Diversity,Minority Group Students,African American Students,Hispanic American Students,Disproportionate Representation,Student Recruitment,School Holding Power,Student Financial Aid,Federal Aid,Affirmative Action,Fellowships,Surveys,Interviews,Public Agencies,Nonprofit Organizations,Philanthropic Foundations

Created through Woodrow Wilson's Responsive Ph.D. initiative, "Diversity and the Ph.D." looks at a range of mechanisms through which foundations, government agencies, and nonprofits have sought to recruit and retain more minority students in U.S. doctoral programs. Drawing on interviews with the leaders of 13 such programs, the report also points to circumstances that increasingly impede their work. This report reveals the following findings: (1) Doctoral education's diversity record is poor. Despite some gains in recent years, by 2003 only 7 percent of all doctoral recipients were African American or Hispanic--11 percent, if international students are excluded--compared to 32 percent of doctoral-age U.S. citizens from those groups; (2) It's getting worse. Despite extraordinary support within and beyond academia for affirmative action admissions programs--as evidenced by the University of Michigan case--court challenges have had a significant chilling effect, resulting in a dilution of resources and a weakening of institutional will; (3) Though a large number of programs still bolster opportunities for minority students, there is no significant coalition that might share strategies and information or that might attempt to coordinate efforts so that the overall national effort could become coherent; and (4) With a few exceptions, little data and only partial assessments are available. Findings from organization interviews are appended. (Contains 4 tables and 24 footnotes.) [For "Diversity & the Ph.D.: A Review of Efforts to Broaden Race & Ethnicity in U.S. Doctoral Education. Executive Summary," see ED536874.]
Using the Pragmatic Progressive Philosophy in Adult Education
Author: Ellis, Marsha L.
Date: 2012-03-07
Type: Reports - Evaluative
Subjects: Adult Education,Educational Philosophy,Progressive Education,Adult Learning,Social Justice,Humanistic Education,Experience,Interpersonal Relationship,Behavior

Using a pragmatic approach of progressive philosophy when educating adult learners utilizes the knowledge of history, to connect reality with current experiences through facilitated learning. The purpose of this paper is an attempt to show how adult education that uses a pragmatic progressive philosophy encompasses adult experiences, relationships, impacts behavior, humanistic, and radical approaches that create ways of developing and empowering adult learning in and outside of the classroom environment. The philosophical basis of progressivism is pragmatism a distinctively American philosophy that goes back to the 1870s. Dewey described the inductive scientific method in his classic, How We Think (1910). Pragmatism accepts both the relativism and pluralism of worldviews. This attitude is most in keeping with nature of human beings and the evolving world (Elias & Merriam, (2005).
Reaching beyond Borders: Key Issues in Recruiting and Retaining International Students. Noel-Levitz White Paper
Author: Noel-Levitz, Inc.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Colleges,High School Graduates,Foreign Students,Student Recruitment,Higher Education,Academic Persistence,School Holding Power,Enrollment,Educational Quality

There are perhaps few arenas where the escalating reality of the global community is more significant than in the realm of higher education, where future generations prepare to live and work in an increasingly interconnected and interdependent world. For U.S. colleges and universities, this reality underscores the growing importance of building an international student presence on campuses, especially as the number of domestic high school graduates begins to decline after 2008. Amy Kice, director of international undergraduate admissions at Southern Methodist University (SMU), states it plainly: "International recruitment is becoming more important because the world is becoming more global, and colleges are compelled to mirror what is happening. Students are coming to us with a much more global perspective, traveling abroad at a younger age, and universities are looking to internationalize their campuses." This paper outlines strategies campuses can use to recruit international students more effectively.
Teaching as a Second Career
Author: Woodrow Wilson National Fellowship Foundation
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Employment Patterns,Teacher Recruitment,Talent,Teacher Supply and Demand,Career Change,Teacher Effectiveness,Teacher Education Programs,Teacher Certification,Fellowships,Educational Policy,Teacher Educators,Teacher Salaries,Teacher Motivation

In 2007, the Woodrow Wilson National Fellowship Foundation launched a new teaching fellowship designed to recruit and prepare a new generation of top teacher talent for the nation's schools. Aimed at both traditional-age "and" midcareer candidates, the initiative offers $30,000 Fellowships to individuals with strong records of academic performance, professional accomplishment, and community contribution, along with the opportunity to enroll in specially designed master's degree programs of teacher preparation. Seeking to tap as broad a talent pool as possible for the initiative, the Foundation asked the survey research firm of Peter D. Hart Research Associates to probe interest in teaching careers among a representative national sample of college educated men and women, ages 24 to 60. This report examines their views on a potential career change to teaching. It offers directions for policy makers, preparation programs, and researchers by examining their motivations and opinions of a potential career change in depth. Further perspective is provided in observations and commentary that highlight key findings and place them in the context of the nation's most critical teacher recruitment and development challenges and trends. An additional section, drawing on both these findings and previous research, sets forth recommendations to strengthen the programs designed to recruit and prepare potential second-career teachers for classroom careers. (Contains 3 footnotes.) [With commentary by David Haselkorn.]
Literature Review: Educational Technology
Author: Blazer, Christie
Date: 2008-05-00
Type: Information Analyses
Subjects: Foreign Countries,Educational Technology,Technology Integration,Computer Uses in Education,Literature Reviews,Program Effectiveness,Educational Strategies,Educational Research,School Districts,Urban Schools,Teacher Education,Academic Achievement,Educational Testing,Program Descriptions,Surveys,Improvement Programs,Technical Support

There is a growing consensus among educators and the general public that technology should play a more integral role in students' education. However, the question of whether the introduction of technology into the classroom has a positive impact on teaching and learning is still under intense debate within the educational community. This Literature Review discusses the advantages and disadvantages of integrating technology into the curriculum and provides strategies researchers have concluded contribute to the success of technology programs. Research conducted on technology programs is reviewed. Although these studies have produced inconsistent findings, they do suggest that the types of activities students engage in are more important than the frequency with which they use computers. Finally, the status of educational technology in Miami-Dade County Public Schools and statewide is summarized.
Ten Tips for Managing Your Enrollment in a Down Economy. Noel-Levitz Executive Briefing
Author: Crockett, Kevin
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: School Holding Power,Educational Trends,Enrollment Management,Change Strategies,Enrollment Influences,Economic Impact,College Planning,Student Recruitment

In difficult economic times, how can your campus successfully manage its enrollment? Kevin Crockett, president and CEO of Noel-Levitz, discusses ten strategies that can help your campus overcome enrollment challenges brought on by an economic downturn, including: (1) Adapting your enrollment plans to economic realities; (2) Setting tuition and aid strategies that will maintain your competitiveness while remaining fair to struggling students and their families; (3) Anticipating changes in student application and yield patterns; (4) Investing in student retention; and (5) Managing costs while keeping academic quality at a high level.
How the Changes in Society Impacts the Educational Choices of Adult Learners
Author: Ellis, Marsha L.
Date: 2012-03-11
Type: Reports - Evaluative
Subjects: Adult Education,Adult Learning,Adult Students,Employment Opportunities,Social Structure,Social Change,Teacher Role,Student Participation

The purpose of this paper is to emphasize why education should be viewed as a means of opening up lucrative employment opportunities for a diverse population of adults that are seeking to transform themselves by obtaining an education and incorporating their past knowledge and experiences into new skill sets that would enable them to become productive employees in a changing society. &quot;Two of the three purposes of adult education practice in the United States identified by Heaney (1996) are allied with maintaining this social structure: (1) bringing learners into conformity with mainstream roles and expectations and (2) developing the best and brightest and validating the privileges of this educated elite&quot; (Heaney, 1996).
Engaging Cities: How Municipal Leaders Can Mobilize Communities to Improve Public Schools
Author: Grady, Michael
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Change,Community Coordination,School Community Programs,School Community Relationship,Educational Improvement,Improvement Programs,Change Strategies,Partnerships in Education,Effective Schools Research,Best Practices,Program Descriptions,Educational Resources,City Government,Government School Relationship,Public Support,Academic Achievement,Hispanic American Students

More than at any time in our nation's history, mayors are playing an active role in mobilizing these local community and civic interests to act collectively on behalf of children and youth. These leaders see a vital link between their cities' capacity to prepare young people for successful adulthood and long-term civic vitality. More than any other single leader or organization, mayors can bring together these sometimes competing groups to engage and mobilize around a compelling common interest--the future of the city's children. This report looks at five cities where mayors are responding to the challenge of improving local public schools by seeking new and more effective ways to engage key segments of their communities. The stories of Denver, Akron, Long Beach, Nashville, and New York help the authors identify and describe practical, high-yield engagement strategies and solutions mayors are using and resources they have found or created. In many instances, these mayors are making a difference without the aid of much formal authority over the school system's budget, personnel, or school board. A list of resources is included. (Contains 1 footnote.)
Encore Performances: Tapping the Potential of Midcareer and Second-Career Teachers
Author: Haselkorn, David
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Employment Patterns,Teacher Supply and Demand,Teacher Recruitment,Career Change,Midlife Transitions,Adults,College Students,High Achievement,College Graduates,Teacher Certification,Careers,Educational Policy,Teacher Educators

In 2007, the Woodrow Wilson National Fellowship Foundation, with support from the Lehman Brothers Foundation, commissioned Public Agenda to explore interest in teaching careers among high-achieving college students, recent graduates, and potential career changers. MetLife Foundation, specifically interested in potential career changers as teachers, funded the Woodrow Wilson Foundation for two projects to expand this initial research. The first, a review of previous findings on career changers in teaching, is presented in this report. The second, published in a companion volume, is a public opinion survey that aims to gauge interest in teaching among the nation's college-educated adults and to assess what might lead more of them to choose teaching. As a guide to what is already known about career changers and their motivations to teach, this current report combines the findings from Woodrow Wilson's initial Public Agenda focus groups with an independent review of existing research on career changers. Based on this literature review and the new data that accompanies it, the Woodrow Wilson Foundation offers a series of recommendations for policy, research, and teacher preparation. "Encore Performances" offers potential new directions for leaders of teacher preparation programs, as well as policymakers and researchers. It looks at the differences between what is known and what has been said about career changers in teaching. It documents the rise of programs that prepare career changers to teach, and reviews what is known about their impact. It examines the motivations and experiences of career changers in their transitions to teaching, and it offers recommendations to strengthen the programs designed to recruit and prepare them for classroom careers. Characteristics of Programs Offering Alternative Routes to Teacher Certification, by State are appended. A bibliography is included. (Contains 1 figure and 20 footnotes.)
Career Changers in the Classroom: A National Portrait
Author: Woodrow Wilson National Fellowship Foundation
Date: 2010-02-00
Type: Reports - Research
Subjects: Teaching (Occupation),Employment Patterns,Teacher Recruitment,Talent,Teacher Supply and Demand,Career Change,Teacher Effectiveness,Evaluation Criteria,Achievement Gains,Teacher Education Programs,Teacher Certification,Disadvantaged Schools,Educational Needs,Fellowships,Educational Policy,Teacher Educators

Created in 2007, the Teaching Fellowship builds on Woodrow Wilson's sixty-five-year commitment to strengthen American education by bringing talented individuals into education careers. The Woodrow Wilson Teaching Fellowship seeks both to recruit and prepare new teachers with outstanding records of achievement and to transform the college and university programs that prepare them. The Fellowship's ultimate goal is to help narrow the nation's achievement gap by preparing excellent teachers--the single most important factor in student achievement--to succeed in the schools that need them most. This study is the third and final installment of the Woodrow Wilson National Fellowship Foundation's exploration of the size, character, and potential of the pool of current and prospective career changers who teach, their aspirations and perspectives on teaching as a profession, and the myriad programs that have been created to prepare them to teach. (Contains 2 figures, 14 tables, and 21 footnotes.)
Diversity & the Ph.D.: A Review of Efforts to Broaden Race & Ethnicity in U.S. Doctoral Education. Executive Summary
Author: Woodrow Wilson National Fellowship Foundation
Date: 2005-05-00
Type: Reports - Evaluative
Subjects: Doctoral Programs,Student Diversity,Minority Group Students,African American Students,Hispanic American Students,Disproportionate Representation,Student Recruitment,School Holding Power,Student Financial Aid,Federal Aid,Affirmative Action,Public Agencies,Nonprofit Organizations,Philanthropic Foundations,Interviews

Created through Woodrow Wilson's Responsive Ph.D. initiative, "Diversity and the Ph.D." looks at a range of mechanisms through which foundations, government agencies, and nonprofits have sought to recruit and retain more minority students in U.S. doctoral programs. Drawing on interviews with the leaders of 13 such programs, the report also points to circumstances that increasingly impede their work. This paper highlights findings and recommendations on minority recruitment and retention in American doctoral education. (Contains 5 footnotes.) [For the full report, "Diversity & the Ph.D.: A Review of Efforts to Broaden Race & Ethnicity in U.S. Doctoral Education," see ED536864.]
School Climate Surveys: District Results for 2008-09
Author: Miami-Dade County Public Schools, Research Services
Date: 2009-07-00
Type: Reports - Research
Subjects: Academic Achievement,Adult Students,Educational Environment,Surveys,Student Attitudes,Parent Attitudes,Teacher Attitudes,Attitude Measures,Educational Quality,Geographic Location,Counties,Satisfaction,School Safety,Grading,Job Security,Educational Resources,Governance,Principals,Teacher Competencies,Teacher Student Relationship,Homework,Violence,Administrator Effectiveness

Each school year, the School Climate Survey is administered to gather information on the perceptions that students, their parents, and school staffs hold concerning their schools and their performance. In 2008-2009, the survey was distributed to approximately 90,200 parents, 54,200 elementary, secondary, and adult students, and 25,000 staff. This report summarizes selected major points from the results of that survey, as they pertain to the Pre-K through 12th grade program. In addition to districtwide averages, results are broken down by regional center. Information identical to that summarized for the district is reviewed for the regular schools of each region. Alternative, special education, and vocational/adult schools are not included in this report. Results continue to be very similar to those in past years. Although there is variation from region to region, the majority of respondents from the three groups surveyed (parents, students, and staff) were satisfied with their schools in Miami-Dade County. An analysis of selected survey items indicates an overall increase in satisfaction over the past five years. As in previous survey administrations, at the district level parents and staff from all educational levels (elementary, K-8, middle, and senior high) provided overall school grades in the &quot;B&quot; range. In an improvement over past years, district averages from older students were also in the &quot;B&quot; range. Methodological Notes and District Summary of Parent, Student, and Staff Responses are appended. (Contains 6 tables.)