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2. Class Dismissed: Massachusetts' Lack of Preparedness for K-12 Digital Learning during COVID-19. White Paper No. 208
- Author
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Pioneer Institute for Public Policy Research, Flores, John, and Clancy, David
- Abstract
With Massachusetts' school closure extending until the end of the 2019-20 academic year, Pioneer Institute urges that Massachusetts schools offer meaningful online and virtual learning programs, doing everything possible to eliminate problematic inconsistencies across Bay State school districts. Pioneer further urges Massachusetts to develop and distribute for timely public comment two plans, one that will remedy this semester's educational gaps during the 2020-21 school year, and another to address future extended school closures, if and when they might occur. Relatedly, after this crisis passes, Massachusetts should take steps toward generally improving its knowledge and capabilities with respect to online learning, which Pioneer, Bay State lawmakers, and nationally-recognized experts on digital learning have long identified as a significant area of weakness in Massachusetts' K-12 education system.
- Published
- 2020
3. Strengthening Early Childhood Care and Education. A Knowledge and Innovation Exchange (KIX) Discussion Paper
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Global Partnership for Education (GPE), Aboud, Frances, and Proulx, Kerrie
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The purpose of this paper is to describe the current landscape in early childhood care and education and spark discussion and debate around potential areas for KIX investment. The paper is part of a series of discussion papers, drafted to support the engagement and consultation of developing country partners and technical experts in the initial design of the GPE Knowledge and Innovation Exchange. The ideas presented in the initial version of the paper served as a starting point for discussion and were modified significantly based on the consultation process, resulting in this updated version.
- Published
- 2019
4. The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan. Echidna Global Scholars Program, Policy Paper
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Brookings Institution, Center for Universal Education and Naveed, Sumbal
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The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
- Published
- 2018
5. Professional Development Supports and Teacher Practice in Low-Income Pre-K Programs: Strengthening the Diversity and Quality of the Early Care and Education Workforce Paper Series. Research Report
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Urban Institute, Maier, Michelle F., and Kou, Anne
- Abstract
Public investment in pre-K programs across the US has expanded over the past two decades, primarily to increase access to pre-K programs, especially among low-income children and children of color. However, program quality varies across states. One key question policymakers and practitioners have posed is how to create high-quality early childhood educational environments that promote successful outcomes for all preschool-aged children. This study considers the role of professional development supports in helping teachers create high-quality learning experiences for children. It examines three professional development supports that early childhood programs often provide (teacher training, coaching, and common planning time), whether these supports predict various aspects of observed teacher practice, and whether the associations between professional development supports and teacher practice vary based on teachers' experience. Findings suggest that ongoing coaching is a key form of professional development for supporting classroom quality, that common planning time may be a promising professional development support for teachers, and that programs may need to consider teachers' experience when planning professional development. These findings inform the field's efforts to build a competent workforce that meets the needs of diverse groups of young children. [The current study is a secondary data analysis of "Making Pre-K Count: Improving Math Instruction in New York City" (ED569994).]
- Published
- 2019
6. Undergraduate Education in a Research University: Scaling High Impact Practices at USC. Research & Occasional Paper Series: CSHE.1.2019
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University of California, Berkeley. Center for Studies in Higher Education and Jackson, Michael L.
- Abstract
The University of Southern California (USC) transformed its undergraduate education program by making it a top priority in its strategic plans for the last two decades. The undergraduate experience was thoroughly studied and findings were used to determine what needed to be changed to improve the educational experience for students in and outside of the classroom. The institution has spent over $1.5B to hire new faculty to teach undergraduates, construct new residential colleges and renovate older ones (all led by tenured faculty), and build a new health center, campus center, and spaces in the USC College and professional schools dedicated to undergraduate academic programs, support services, and co-curricular programs. The key to the transformation was leadership provided by its late President Steven B. Sample and the university leaders he recruited to take on this big challenge. The team was focused and empowered to make administrative and academic changes, in concert with deans and faculty leaders, and given resources to turn thoughts, dreams and hopes into reality. The results are clear and demonstrate that institutions can improve undergraduate education by making it a high priority, allocating resources to recruit and hire outstanding faculty, and expand and improve programs, activities and facilities that directly serve undergraduates.
- Published
- 2019
7. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0052-1804
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RTI International, Hayes, Anne M., Dombrowski, Eileen, Shefcyk, Allison H., and Bulat, Jennae
- Abstract
Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools. [This guide is a complimentary resource to "School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701" (ED582357) and "Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0043-1707" (ED581498).]
- Published
- 2018
8. Teaching in Teams: A Planning Guide for Successful Collaborations. CRLT Occasional Paper No. 37
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University of Michigan, Center for Research on Learning and Teaching (CRLT), Meizlish, Deborah, and Anderson, Olivia
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Team-taught courses have the potential to enrich experiences for both students and instructors. While the exact motivations for team teaching vary, these courses often share important goals for the students who enroll in them. For example, many team-taught courses seek to promote students' development of higher-order thinking skills by enabling them to interact with instructors who have different sets of expertise and perspectives (Bacharach, Heck, & Dahlberg, 2008; Bierwert, 2011; Helms, Alvis, & Willis, 2005). This is particularly true for educational programs intending to help students grapple with the scope and complexity of real-world challenges (Helms et al., 2005; Weinberg & Harding, 2004, Bierwert, 2011). Other courses teach successful collaboration in part by using the instructors themselves as a model of productive teamwork, whether in general (Carpenter, Crawford & Walden, 2007; Helms et al., 2005; Yanamandram & Noble, 2006;) or across salient social identities (Anderson & Speck, 1998; Ouellett & Fraser, 2011). In addition to higher-order thinking and collaborative skills, team-taught courses can provide other benefits for students. For example, a team of instructors can provide students with more access to advice and help with course material (Yanamandram & Noble, 2006). Multiple sources of instructional expertise, experiences, or identities can also help ignite interests and motivations across a broader array of students (Yanamandram & Noble, 2006). This Occasional Paper is designed to identify practices and resources to support the successful development and implementation of team-taught courses. The authors first identify a range of team teaching models and highlight some of their key features. They then turn to common challenges and key strategies for mitigating these challenges.
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- 2018
9. Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
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Global Partnership for Education (GPE)
- Abstract
This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]
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- 2018
10. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701
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RTI International, Bulat, Jennae, Hayes, Anne M., Macon, Wykia, Tichá, Renáta, and Abery, Brian H.
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Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality education, including children with various types of disabilities or other learning challenges--has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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- 2017
11. Policy Concerns Relating to Teacher Recruitment and Deployment in Malawi. Education Sector Planning Policy Discussion Papers. Teacher Education Policy Position Papers. Paper # 1
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Sedere, Upali M.
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This paper outlines the issues relating to teacher education and teacher supply in Malawi. Malawi has a severe shortage of teachers. Over the years, particularly since EFA the student numbers has gone up yet the teacher supply has not followed the increased student numbers. This paper outlines the broader picture as a basis for further discussions. An annex presents: Zone-Wise Disparities in Teachers and Classrooms Distribution in Malawi: A Statistical Analysis. (Contains 1 table.)
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- 2005
12. Rigor and Relevance: A New Vision for Career and Technical Education. A White Paper.
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American Youth Policy Forum, Washington, DC. and Brand, Betsy
- Abstract
Federal funding for career and technical education (CTE) should move from a state grant program to a competitive grant approach in order to disrupt an entitlement mentality and instead support the creation of high quality CTE programs with improved student outcomes. Funds should be used to develop and expand CTE programs to begin in 9th grade and continue to postsecondary education, with 5% to conduct or support research and demonstrations of new CTE curricula, 20% to states, and 75% allocated on a competitive basis to schools. In grades 9-10, the program would focus on academic foundations in the context of careers. In the upper grades, programs might include career-themed schools, career academies located in comprehensive high schools, technical schools with career clusters, and early or middle college high schools with a career theme. At the postsecondary level, the focus would be more occupational and technical. At the secondary level, progress would be measured by aligning with the No Child Left Behind Act and by reduced high school drop out rates, increased entry into postsecondary education, and attainment of technical or occupational competencies. (SLR)
- Published
- 2003
13. Malawi Basic Education Policy Recommendations. Position Papers
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Sedere, Upali M.
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This paper summarizes several policy issues that were discussed during the years 2003-2005 periods while Dr. Upali Sedere was serving as Senior Policy Adviser and COP of USAID financed Equip-2 program with Education Development Center, Newton, Massachusetts. All data were from the Malawi School Census carried out by the Ministry of Education with Equip-2 support. (Contains 1 table.)
- Published
- 2005
14. Leadership for Transformative Change: Lessons from Technology-Mediated Reform in Broad-Access Colleges. CCRC Working Paper No. 8
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Columbia University, Community College Research Center, Klempin, Serena, and Karp, Melinda Mechur
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Community colleges and broad-access four-year institutions have a crucial role to play in increasing educational equity in the United States. In order to fulfill this role, however, institutions must engage in organizational change to address their low completion rates. Drawing on qualitative case studies of six colleges, this study explores the influence of different types of leadership approaches on the implementation of a technology-mediated advising reform, and assesses which types of leadership are associated with transformative organizational change. Expanding on Heifetz's theory of adaptive change and Karp and Fletcher's Readiness for Technology Adoption framework, we find that transformative change requires multitiered leadership with a unified commitment to a shared vision for the reform and its goals.
- Published
- 2015
15. A New Impetus for European Youth. European Commission White Paper.
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Commission of the European Communities, Brussels (Belgium).
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Despite their highly divergent situations, young people largely share the same values, ambitions, and difficulties. Despite the more complex social and economic context in which young Europeans are currently living, they are well equipped to adapt. National and European policymakers must facilitate this process of change by making young people stakeholders in their societies. Youth must be regarded as a positive force in the construction of Europe rather than as a problem. Although the European Union's individual member states must still bear the brunt of putting various youth-related measures into practice, it is important to give a European dimension to youth-related activities. A new framework for European cooperation must be developed and must comprise these two main aspects: applying the open method of coordination in the specific field of youth and taking better account of the "youth" dimension in other policy initiatives. The framework must also include provisions for listening to what young people have to say and must offer a forum for local initiatives while encouraging member states to cooperate more effectively and develop concrete ideas under existing European programs. (Appendixes constituting approximately 75% of this document contain a detailed discussion of the results of the consultation and an overview of European action on the youth front.) (MN)
- Published
- 2001
16. Integrated Model of VET Dynamics: Social and Economic Benefits for All. CRLRA Discussion Paper.
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Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia. and Falk, Ian
- Abstract
The model currently used to represent the impacts of Australia's technical and further education (TAFE) programs implies a one-way flow of impact from TAFE to student to community. It may be argued that TAFE could better serve its clients by developing a social capital-based, two-way, reciprocal dynamic of vocational education and training (VET) planning and development. The evidence from a 5-year research effort encompassing more than 50 whole communities largely supports an integrated rather than segregated model of VET. The research has identified the following needs ("drivers") of the vocational learning experience: community; culture; enterprise; natural resource management; policy; providers; and industry. Vocational policy depends on two factors. The first is identifying vital checkpoints in the process of vocational learning where quality learning can be seen to have occurred. The second is identifying accurate benchmarks for profiling these checkpoints of quality. The solution to meeting these needs and conditions at the local level while juggling the demands of national strategic measures and data requirements lies in adopting a "community capacity inventory" model and resourcing through key performance measures. An integrated model of VET would be fairer and more accurate to all VET stakeholders, be more cost-effective for TAFE, and be better for enterprise and policy outcomes. (Contains 19 references.) (MN)
- Published
- 2001
17. Integrating Youth Voice in Service-Learning. Learning in Deed Issue Paper.
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Education Commission of the States, Denver, CO., Fredericks, Linda, Kaplan, Eve, and Zeisler, Jennifer
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Researchers have found that high-quality service learning programs are rich with benefits for schools, communities, and students. One hallmark of successful service learning programs is that they honor youth voice (meaning that they include young people in the creation and implementation of service opportunities). Elementary, middle, and high school students can all contribute meaningfully to their communities and shape service learning experiences with their ideas and insights. Because of the many benefits, many schools now strongly encourage or mandate service hours as a requirement for graduation. Research has identified strategies for overcoming the following challenges facing service learning: (1) not everyone shares the same definition of "youth voice"; (2) adults and young people have preconceived notions about one another's understanding of and capacity for a truly successful youth voice component; (3) not everyone in the organization buys into the concept or practice of youth voice or wants it incorporated; (4) youth voice often becomes merely the "tokenizing" of young people; (5) the teacher, educator, or other adult has difficulty relinquishing decision-making responsibilities to young people. (The strategies are included, along with six research-identified recommendations for adults, eight recommendations for policymakers, and seven recommendations for young people involved in service learning. The bibliography lists 47 references/resources and the World Wide Web addresses of 24 resource organizations.) (MN)
- Published
- 2001
18. The White Paper on Adult Education: Learning For Life. Synopsis, Analysis of Recommendations, Issues for AONTAS.
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Irish National Association of Adult Education, Dublin. and McCauley, Fiona
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The issues facing the following areas of adult education in Ireland in the era of lifelong learning were examined in a white paper: (1) second chance and further education; (2) community education; (3) workplace education; and (4) higher education. The Irish National Association of Adult Education (AONTAS) analyzed the recommendations presented in the white paper. Although AONTAS generally welcomed the changes in Ireland's adult education system that are outlined in the white paper, it did express specific concerns about several proposals. The following were among AONTAS' specific policy recommendations: (1) limiting the proposal regarding lowering the pupil-teacher ratio to literacy programs could lead to a proliferation of provision at the foundation level with a lack of supported programs after completion of the foundation program; (2) program fees should be abolished not just for the most disadvantaged adults but for all adult learners; (3) because low-skill workers will still be a marginalized group under the proposals outlined in the white paper, measures must be put in place to ensure that they can avail themselves of the opportunities necessary for success in a high-skilled, knowledge-based economy; (4) only the complete abolition of student fees can remove the confusion regarding entitlement to free fees and protect the interests of all adult learners. (MN)
- Published
- 2000
19. Shifting the Paradigm: Knowledge and Learning for Canada's Future. CPRN Discussion Paper.
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Canadian Policy Research Networks Inc., Ottawa (Ontario). and Jenson, Jane
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This paper examines the personal and societal choices that will shape the kind of country Canada will become. It is argued that Canadian policymakers' current approach to work, family, and urban life is based on patterns and associations that were developed in an earlier time and no longer reflect Canadians' experiences in the 2000s. Recent trends in Canadian home and family life, workplaces, and cities are analyzed, and policy challenges resulting from significant social changes in each of these areas are identified. It is argued that policymakers must address the following sets of choices when formulating the policies that will shape education in Canada in years to come: (1) striving for work-life balance or crafting policies based on the belief that life is only at work; (2) sharing responsibilities for intergenerational well-being needs with families or adopting policies based on the belief that families are solely responsible for meeting those needs; (3) accepting the notion that life "without work" matters or basing policies on the principle that everybody must work; and (4) acting as if "space matters" (spending on physical and cultural infrastructures, investing in public services, deciding land use and housing policies, redesigning local, province and federal governance, enabling democracy). The consequences of selected policy decisions based on each of these choices are explored. The bibliography lists 46 references. Five reference tables are appended.(MN)
- Published
- 2001
20. Making an Impact: The AONTAS Response to the Green Paper 'Adult Education in an Era of Life Long Learning'.
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Irish National Association of Adult Education, Dublin., Brady, Berni, and McCauley, Fiona
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A 6-month consultation process was conducted to identify changes needed in Ireland's system of adult education in the era of lifelong learning. The following issues were addressed: (1) financial barriers for adults wishing to return to education; (2) the lack of access to mainstream programs of education and training; (3) the lack of information and guidance services to meet adult learners' needs; (4) the lack of properly funded childcare facilities; (5) the discrepancy between opportunities available to long-term unemployed individuals and individuals in low-paid jobs; and (6) the lack of progression routes from basic education to higher education and training programs and between the formal and nonformal sectors. The following were among the recommendations that emerged from the consultation: (1) current finance systems must be evaluated in the context of equality of opportunity, particularly for students in part-time or modular degree programs; (2) to permit upskilling of the existing workforce, paid educational leave should be considered; (3) adult education in the context of an expanded service must be based in locally accessible premises; (4) all adult education practitioners should have opportunities to participate in professional training; and (5) local communities must play a key role in developing their own education. (22 references) (MN)
- Published
- 1999
21. Everybody WINs: Effectively Involving Business in Workforce Development. The First in a Series of Policy Papers.
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Jobs for the Future, Boston, MA., Chamber of Commerce of the United States, Washington, DC., National Association of Manufacturers, Washington, DC. Center for Workforce Success., Richards, Carla J., and Herranz, Joaquin
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As policymakers have begun reorienting the U.S. work force development system's priorities, a common theme has been the importance of work and training tied to real employment prospects. Workforce Innovation Networks (WINs) was created to test and advance the idea that local employer organizations can play important, productive roles in helping low-wage and less-skilled workers advance in the labor market. Competition and changes in work organization have reduced the on-the-job training that traditionally enabled low-skill workers to advance in larger companies. To better respond to labor market pressures, employers have begun turning to their industry-based and broad-based local employer organizations for support and assistance. The WINs initiative's experience with employer organizations has identified the following basic types of work force development activity that can serve member needs and help advance low-income workers in the labor market: convening and supporting employers; brokering and providing services to employers and workers; improving the delivery of education, training, and support services; conducting research and development of work force development strategies and products; and helping govern and improve the work force development system. Four key challenges facing employer organizations were identified along with policy approaches that can stimulate greater business/employer engagement in work force development. (MN)
- Published
- 2001
22. Title I and Early Childhood Programs: A Look at Investments in the NCLB Era. CLASP Child Care and Early Education Series. Policy Paper No. 2
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Center for Law and Social Policy, Washington, DC., Ewen, Danielle, and Matthews, Hannah
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This paper explores the range of ways in which school districts are using Title I funds for early education through kindergarten and examines how the implementation of No Child Left Behind (NCLB) has impacted those investments. It also makes recommendations for local education agencies (LEAs) interested in creating Title I-funded early education programs or thinking about how to sustain such investments in the face of policy and funding challenges. The Center for Law and Social Policy (CLASP) spent more than two years examining strategies to encourage and sustain Title I investments in high-quality early education programs in local communities. Building on research and analysis in "Missed Opportunities? The Possibilities and Challenges of Funding High-Quality Preschool through Title I of the No Child Left Behind Act", the Center conducted Web-based research to identify promising models, review local policies and documents, and find local policymakers to interview. Staff also used ongoing conversations with early education administrators to identify more than 100 schools and districts with some history of using Title I for early education programs. CLASP conducted interviews with more than 30 states and districts, including districts with increasing Title I allocations and others with decreasing allocations, and districts in states with a history of investments in pre-kindergarten and others in states without such a history, using a survey protocol developed to understand how schools and districts are using Title I for early education, the history of these investments, and the barriers and flexibility in the law. CLASP interviewed state and local Title I directors, early childhood directors, and district superintendents and, where possible, collected financial information on Title I early education investments. This paper discusses: (1) Federal and state funding for early education; (2) Opportunity of Title I funding for early education; (3) Story behind Title I investments in early education, through illustrations of a range of models from school districts; (4) How NCLB is impacting Title I investments in early education; and (5) Recommendations for LEAs. The report concludes that using Title I funds for early education is not a new idea: many schools and districts have been using these funds to invest in young children for decades. Although accountability requirements of NCLB have created new challenges to sustaining or expanding those investments, NCLB also offers an opportunity and an incentive to support the nation's youngest students. Many LEAs are committed to supporting early education, and several openings and strategies exist that may enable LEAs to take advantage of the flexibility of Title I funds to use them to support early education and to support broad educational goals. There is, however, emerging evidence that the requirements of NCLB and the limited funding available are putting district policymakers in the difficult position of defunding successful early childhood programs. In addition to actions that LEAs can take, the report advocates that there are also ways in which NCLB could be improved to support high-quality early education. CLASP has issued a set of federal recommendations for reauthorization of NCLB. They include: (1) Improved data collection; (2) Enhanced language on transitions between community-based early childhood programs and local schools; (3) Sustaining and supporting local flexibility in use of funds for discretionary purposes; (4) Ensuring that joint professional development opportunities are available to build knowledge of child development and appropriate practices with English language learners (ELLs); (5) Encouraging state education agencies (SEAs) to use set-aside funds to promote and support early childhood programs at the local level; and (6) Increased funding. A long-term strategy to successfully create and sustain sound investments in young children will take efforts and strong leadership at all levels. (Contains 88 endnotes.) [For "Missed Opportunities? The Possibilities and Challenges of Funding High-Quality Preschool through Title I of the No Child Left Behind Act", see ED484650.]
- Published
- 2007
23. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]
- Published
- 2013
24. Dynamics of American Universities. Research & Occasional Paper Series: CSHE.1.12
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University of California, Berkeley, Center for Studies in Higher Education and Smelser, Neil J.
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The history of higher education has revealed all the forms of structural change associated with growth. The following focuses on a special form that involves growth, specialization, and proliferation, and applies mainly but not exclusively to universities. In search for a descriptive term, I have settled on the concept of "structural accretion," a composite form of growth. Its simple definition is incorporation of new functions over time without, however, shedding existing ones or splitting into separate organizations. It is a complex process reflecting, in the main, the following driving forces: expanding as a result of new opportunities for activities, usually but not always relevant to the main missions of the university: the fact that most growth has been a matter of mutual opportunism; and the power of academic competition and emulation in a highly stratified prestige hierarchy of institutions. This paper reflects the first of three Clark Kerr Lectures on the Role of Higher Education in Society given on January 24, 2012 by Neil J. Smelser on the Berkeley campus and on the subject of "Higher Education: The Play of Continuity and Crisis."
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- 2012
25. National VET Research Priorities: 2010 and beyond. Discussion Paper
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National Centre for Vocational Education Research
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National Centre for Vocational Education Research (NCVER) is undertaking a consultation process to determine the next set of National Research Priorities which will guide research activities in the post-compulsory education and training arena, particularly in relation to vocational education and training. This discussion paper, and the deliberations it aims to prompt, identifies a number of key themes related to priorities for future research. A section that discusses NCVER's current research and statistics is appended. (Contains 3 boxes and 5 tables.) [Funding for this paper was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
26. Colorado Education: Looking to the Future. A Discussion Paper Prepared for the Colorado State Board of Education
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Colorado State Dept. of Education, Denver.
- Abstract
In seeking a better match-up between the mission and the resources of the Colorado Department of Education (CDE), its senior leadership has not only been examining their own responsibility areas, but also the entire Department and how its highly varied components fit together. The starting point for this discussion paper was the State Board of Education's (SBE) Strategic Plan, which is the most global and coherent expression of the SBE/CDE mission. The other key reference point was the annual CDE budget, which comprehensively describes the resource allocation and is the foundation of annual dialogs with both the Executive and Legislative branches over both money and mission. The overview section of this paper examines perspectives on higher education, noting that those in K-12 must also have an understanding of post-secondary education realities. The succeeding sections--"Six Themes"--provides reflections on topics that recur in CBE's meetings and discussions about its work. The six themes are: (1) Prioritizing School Finance: Change in a Constant Cost Environment; (2) Early Childhood: The Unknown Imperative; (3) Literacy: Without Which Little Else Matters; (4) Choice: The Unfolding Revolution; (5) Data and Accountability: A Continuum; and (6) Focus, Intensity, and the Achievement Gap. The final section, "CDE: As We Are and As We Might Better Be," is a status report on the ongoing efforts to bring the mission and resources of CDE into the most realistic and productive relationship possible. An overarching purpose of this paper is to strongly resist the tendency to discuss mission and resources separately. In so doing, this discussion paper intends to bring clarity, strength, and renewed energy to CBE's role in charting a brighter course for the children of Colorado.
- Published
- 2006
27. Beyond Adoption-Implementing Rigorous College- and Career-Readiness Standards. Briefing Paper
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SEDL, Southeast Comprehensive Center (SECC), Chapman, Camille, Chauvin, Ramona, Molina, Concepcion, Theodore, Kathleen, Times, Chris, and Wade, Sally
- Abstract
Preparing future citizens for postsecondary education and careers that span a continuum of sophistication is not a new topic in education. However, the rapid changes in technology and increased competition from industrialized nations have changed the landscape and meaning of college and career readiness. As part of a strategy to better prepare students, since 2005, 31 states have implemented college- and career-readiness standards (CCRS), with 20 states also requiring that students complete high school graduation requirements that will make them college and career ready (Howard & Madison-Harris, 2011). This briefing paper provides details on the meaning of college- and career-readiness standards, effective implementation of these standards, next steps in the implementation process, and progress being made by state departments of education (SDEs) in the southeast region toward this crucial objective.
- Published
- 2011
28. New Directions for School & Community Initiatives To Address Barriers to Learning: Two Examples of Concept Papers To Inform and Guide Policy Makers. A Center Report.
- Author
-
California Univ., Los Angeles. Center for Mental Health in Schools.
- Abstract
School policymakers are beginning to understand that a considerable amount of resources are expended on student support services and various education support programs. These resources are allocated because of the widespread awareness that more is needed than the typical teacher can provide if some students are to succeed at school. At the same time, however, there is a growing concern that current efforts are not well-conceived and implemented. As a result, leaders for school improvement are beginning to look for new directions. This report contains two examples of concept papers that can be used as a foundation for different groups to develop a concise presentation to highlight the need and vision for developing comprehensive, multifaceted, and integrated approaches to addressing barriers to learning and promoting healthy development. One paper was developed in working with an urban school district director of support services as the basis for proposing a major restructuring initiative to the superintendent and the school board. The second example was prepared in work with a superintendent of a suburban school district who wanted a document to focus his initiative to restructure district efforts for addressing barriers to learning and enhance school-community collaboration. (GCP)
- Published
- 2002
29. Enhancing the Roles of Faculty and Institutional Researchers in Campus-Wide Initiatives. AIR 2002 Forum Paper.
- Author
-
Ketcheson, Kathi A. and Everhart, Robert
- Abstract
This paper describes the success one institution achieved by placing a faculty committee at the heart of its effort to create an electronic institutional portfolio for accreditation, accountability, and assessment. Working in partnership with the institutional research office, the committee provided faculty opportunities to think about and discuss the larger questions of institutional priorities, faculty roles, and assessment of student learning in a cross-disciplinary environment. This collaborative approach to developing the portfolio drew institutional research to the center of campus planning and decision making and marked a change in the perception of institutional research on the campus. (Author/SLD)
- Published
- 2002
30. From Chaos to Order and Back? A Revisionist Reflection on the California Master Plan for Higher Education@50 and Thoughts about Its Future. Research & Occasional Paper Series: CSHE.7.10
- Author
-
University of California, Berkeley, Center for Studies in Higher Education and Douglass, John Aubrey
- Abstract
In 1960, California developed a "master plan" for its already famed public higher education system. It was and continues to be arguably the single most influential effort to plan the future of a system of higher education in the annals of American higher education. Despite popular belief, however, the California Master Plan for Higher Education is more important for what it preserved than what it created. There is much confusion regarding exactly how the Master Plan came about, what it said and did not say, and what portions of it are still relevant today. This essay provides a brief historical tour on how California developed its pioneering higher education system, what the 1960 Master Plan accomplished, and a discussion on the current problems facing this system in the midst of the Great Recession. The immense success of California's network of public colleges and universities has been its historic accomplishment of what I have called in a previous book, "The California Idea": the goal of broad access combined with the development of high quality, mission differentiated, and affordable higher education institutions first articulated by California Progressives. Historically, this system has been a great success, with an ability to grow with the state's population and effectively meet rising demand for access to higher education. However, the fiscal health and productivity of California's higher education system has eroded over the past three or so decades. The Great Recession has greatly accelerated this trajectory. Over the past two years, public funding for higher education has been reduced by some $1 billion. Tuition and fees have climbed, but have not produced sufficient revenue to mitigate large budget cuts. The University of California and the California State University have limited enrollment for the first time, and in the midst of growing enrollment demand. This has pushed more students toward the California's community colleges, but they too are unable to meet demand as they cut academic staff and reduce course offerings. There is the prospect of a new round of large budget cuts in the 2010-11 fiscal year as federal stimulus funds for state governments are exhausted. California is projected to grow from its current 37 million people to some 60 million in 2050. In addition, President Obama has set a national goal for the US to once again have among the highest educational attainment rates in the world. This would require the nation to produce over 8 million additional degrees; California's "fair share" would be approximately 1 million additional degrees--a number made larger, because of the state's current rank among the bottom ten states in degree production relative to the size of its population. This raises a number of big questions: Can California sustain the system as outlined by the 1960 Master Plan? Even if it can, is it, as the British say, "fit for purpose?" Or is it outdated for producing robust levels of socioeconomic mobility and the trained labor needed for tomorrow's economy? How can California retain the "California Idea" of broad access and quality academic programs? While adequate funding is a major variable, this essay identifies a number of serious problems with the structure of California's higher education system that make meeting Obama's goal extremely difficult, if not impossible to achieve. These include macro effects of too many part-time students, an imbalance in 2-year and 4-year college enrollment, inadequate financial aid, and the need for a new public college and university funding model. A failure to pursue "smart growth" in the public higher education system will lead to a "Brazilian Effect," in which for-profits expand dramatically to help partially fill growing demand for higher education probably at possibly even greater cost to students and government, and with often low-quality academic degree programs. (Contains 25 footnotes and 9 figures.)
- Published
- 2010
31. Local Structures in Adult Education: A Discussion Paper.
- Author
-
Irish National Association of Adult Education, Dublin.
- Abstract
In January 2002, Ireland's minister of state announced the establishment of the National Adult Learning Council to take effect in March 2002. One of the council's priorities will be to establish local adult learning boards (LALBs) to oversee development and delivery of adult education. An Irish government white paper recommended that LALBs' operation be based on the following principles: area-based planning; social inclusion; access, quality, relevance, and progression; partnership; integration; information; flexibility; voluntary effort; and devolved authority. The white paper also recommended that LALBs have the authority to make decisions on the deployment of resources within each region with regard to designated programs within the further education sector in accordance with existing national standards prescribed by the National Qualifications Authority of Ireland, standards and guidelines for good practice, national policies, and Ireland's existing framework for accountability and provision. Plans call for LALBs to include representatives of a variety of stakeholders, including the following: the community; training agencies; schools; Ireland's teachers' union; learners; employers; adult literacy services, library services; health boards; institutes of technology, and universities. LALBs will be required to report annually to Ireland's National Adult Learning Council and develop and follow plans with clearly defined targets and mechanisms of qualitative evaluation. (Contains 6 references.) (MN)
- Published
- 2002
32. An Analysis of Alternatives for Gaining Capacity So as to Maintain Access to the University of California. Research & Occasional Paper Series: CSHE.5.06
- Author
-
California Univ., Berkeley. Center for Studies in Higher Education. and King, C. Judson
- Abstract
This paper analyzes the need for providing additional undergraduate enrollment capacity at the University of California (UC) and of alternatives for gaining such capacity at UC and, by extension, other public research universities. In addition to the creation of new campuses, other approaches are capable of giving significant additional capacity as well. Some of these approaches are congruent with academic objectives; others are substantially neutral in that regard; and others probably do lessen the academic experience. A desirable approach is to have new campus sites continually identified, while retaining sufficient capability for alternate means of accommodating enrollment so as to enable continued capacity development in times of budgetary stringency. (Contains 1 figure and 37 footnotes.)
- Published
- 2006
33. Establishing an Evidence-Based Adult Education System. NCSALL Occasional Paper.
- Author
-
National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John P., Beder, Hal, Bingman, Beth, Reder, Stephen, and Smith, Cristine
- Abstract
To benefit from the support of public and private sector leaders and to ensure that all students receive effective services, the adult education system must identify program models that have empirical evidence to support claims of effectiveness. The U.S. Department of Education's Institute of Education Sciences defines evidence-based education as "the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction." An evidence-based adult education system would have the following components: (1) basic and applied research; (2) program model evaluation; and (3) practitioner knowledge. These three components would work together in a cycle that continually improves program models. The main steps in establishing an evidence-based adult education system are as follows: (1) define groups of students to focus on in the initial baseline program evaluations; (2) for each group of students, identify specific achievement outcomes and tools for measuring them; (3) choose a few groups to begin with first; (4) support a team to develop the baseline program models for each group; (5) engage research methodology experts to design an evaluation of the baseline program models; and (6) publish a detailed description of the baseline program models and the program model evaluation methodology. (Contains 28 references.) (MN)
- Published
- 2003
34. A Collection of Papers on Self-Study and Institutional Improvement, 2003. Volume 2: Organizational Effectiveness and Future Directions. 2003 Edition.
- Author
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North Central Association of Colleges and Schools, Chicago, IL. Higher Learning Commission. and Van Kollenburg, Susan E.
- Abstract
Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to organizational effectiveness and future directions. Chapter 1, "Mission, Planning, and Organizational Change," contains: (1) "Revitalizing Mission: A Collaborative Model" (Stephany Schlacter and Kurt Schackmuth); (2) "Coping with Uncertainty: Five Steps toward Institutional Strength in the Twenty-First Century" (Jon E. Quistgaard, Joann Fredrickson, and Ivan Lee Weir); (3) "Accomplishing Change in a Decentralized Institution: Key Moments in Ohio University's Transition to a Learning-Centric University" (David Descutner and Stephen J. Kopp); (4) "What Changes When Everything Changes: One University's Processes for Unification" (Robert L. Funaro, Nancy McGee, and Jacqueline Taylor); and (5) "Self/Strategic Study Planning: A Unified, User-Friendly Model" (Richard W. Stroede). Chapter 2, "Quality Improvement in Higher Education," contains: (6) "Applying the Baldrige Criteria for Quality Improvement: Focus on Leadership" (Robert A. Sedlack, Julie A. Furst-Bowe, and Claudia Smith); (7) "Putting Total Quality Improvement Management to Work in a University Setting" (Allan M. Hoffman and Mary Pat Wohlford-Wessels); (8) "Planning and Performance: Getting Where You Need To Go Using Key Performance Indicators" (Rich Wagner, Mike White, and Dick Pooley); (9) "Using Dashboards To Navigate Institutional Destinations" (Laurie Adolph, Rassoul Dastmozd, Ron Serpliss, and Gail Spies); (10) "Alternative Road to'Paradise': Growing toward AQIP" (Don Betz, Ed Cunliff, and Donna Guinn); (11)"Completing AQIP's Vital Focus Assessment: What We Learned" (Leonard G. Heldreth and Teresa Kynell); (12) "Restructured Expectations for Two Community Colleges Based on the AQIP Journey" (Robert Callaway, Marcia Ballinger, Jan Donely, and Ron Wright); (13) "Building the University Brand from the Inside-Out: The Higher Learning Commission's Academic Quality Improvement Project (AQIP) and Its Implications" (Lawrence V. Gould, Tonja Vallin, Robert F. Scott, and Chris Crawford); (14) "Implementing AQIP: Engaging the Campus" (Robert McCue, Sheila Stearns, and David Fuller); and (15) "Completing a Five-Year Strategic Plan While Incorporating AQIP" (Laura David and Terry Kuhn). Chapter 3, "Using New Technology To Enhance Student Learning," contains: (16) "Assessment, Accreditation, and the Web: IUPUI's Electronic Institutional Portfolio" (Trudy W. Banta and Susan Kahn); (17) "Digital Institutional and Student Portfolios Demonstrating Success, Achievement, and Reflection" (Neal W. Topp and Sheri Everts Rogers); (18) "Application of the Higher Learning Commission Guidelines for Distance Education and the Institute for Higher Education Policy Benchmarks for Success in Internet-Based Education to a Comprehensive Distance Education Evaluation" (Dawn Voight and Randall Coorough); (19) "Guidelines for Online Learning: A Collaborative Approach" (Michael Wahl, Ronda Edwards, and Garret Brand); (20) "Best Practices for an Online Degree Program" (John Howard); (21) "Creating a Virtual Faculty: Ways To Bring Order to Online Instruction" (Ann Roberts Divine and Anne Wessely); (22) "A Comprehensive Approach to Online Student Services" (Gary Langer and Robert Griggs); (23) "Student Achievement of General Education and Discipline Goals: Online versus On-Campus Students" (John T. Kontoglanes and Cheryl Hughes); and (24) "Distance Learning: An Assessment and Retention Resource" (Eileen Stenzel). Chapter 4, "Effective Learning Environments," contains: (25) "Evaluating Libraries and Other Support Areas: Accomplishing Your Institution's Purposes" (Rachel Applegate); (26) "The Library's Role in Assessing Student Learning" (Jill Gremmels and Claudia Ruediger); (27) "Returning Academics to Center Stage: Benefits of a Campus-Wide Undergraduate Research Day" (Gina E. Lane, Marc A. Cadd, and Nina T. Pollard); (28) "Crossing the Great Divide(s): Implementing, Assessing, and Improving Interdisciplinary Core Curricula" (Charles Taylor, Richard Schur, and Jeanie Allen); (29) "Meeting Generation Next: Today's Postmodern College Student" (Mark L. Taylor); (30) "Providing Positive Institutional Climates for American Indian/Alaska Native Students" (Joseph J. Saggio and Jim Dempsey); (31) "Utilizing Quality Reviews To Reengineer the Delivery of Student Services" (Cynthia D. Armster, Deidra J. Lewis, and Charles Guenerich); and (32) "Utilizing Standardized Assessments in Retention Planning and Quality Improvement by Faculty and Student Development" (Kim Haworth). Many papers contain references. (SLD)
- Published
- 2003
35. Communication and Participation: Initial Findings Regarding Their Roles in the Strategic Planning Process in Higher Education. ASHE Annual Meeting Paper.
- Author
-
Bacig, Karen Zentner
- Abstract
This paper reports on the first phase of an ongoing study of strategic planning in U.S. higher education. In this phase, the chief planner at each of four private higher education institutions was interviewed, focusing on participation in planning, communication, and success. Themes related to these three topics were identified. The preliminary findings suggest that further inquiry into the roles of technology, control, champions of planning, and the reciprocal nature of communication and participation will shed light on the roles of communication and participation and their relative importance in the strategic planning process. Phase 2 will be a comparative case study with 10 60-minute interviews (5 faculty and 5 staff) at each of the institutions. This phase will also include a structural analysis comparing the roles of communication and participation by organizational and governance structures and a deeper examination of the nature of communication, participation, and success. (SLD)
- Published
- 2000
36. Enrollment Policies and Student Access at Community Colleges. Policy Paper.
- Author
-
Education Commission of the States, Denver, CO. Center for Community College Policy. and Phelan, Daniel J.
- Abstract
This paper, which focuses on access and enrollment at community colleges, is part of a series published by the Center for Community College Policy, designed to support state and local policymakers, as well as educational leaders who are interested in policy issues related to the two-year postsecondary sector. While some students plan on earning a terminal associate degree and others plan to transfer to a four-year institution, there are other students for whom the community college represents their last best hope for postsecondary education. Community colleges offer these students an opportunity to start over and improve their employability by learning specific skills. Ideally, community colleges serve as a vehicle leading to self-sufficiency for those on welfare or otherwise in need of support. The "open door" policy of community colleges is threatened due to declining investments and concurrent rising enrollment. Some of the policy recommendations explored in this paper address enrollment, student outcomes, funding policies, remedial education, and restricting enrollment in favor of those students who do not already possess a degree. Information about contacting specific community colleges cited as examples in this document are included along with references. (Contains 10 references.) (AF)
- Published
- 2000
37. Lifelong Learning for Social Development: A Review of Global Perspectives. Papers Presented at the International Conference on Lifelong Learning for Social Development (Kerala, India, August 13-15, 2002).
- Abstract
This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning--Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K. Parthasarathy); "Impact of Culture on Learning and Development Process of Adult Workers in Stone Quarries" (G. Sundharavadivel, T. Thiripurasundari); "Selection of Beneficiaries through Participatory Process" (Fr. Premkumar); "The Role of Educated in Eradicating Illiteracy among Rural Masses" (V. Seeni Natarajan); "Experience of an Instructor in the Successful Conduct of a Nonformal Education Centre" (V.B. Padmanabhan); "Toward Justice, Peace and a Sustainable Future" (Peter G. Malvicini); "Adolescence Reproductive Health Education" (N. Nagarajan); "Learning Together--Involving Parents in Children's Learning" (Thomas Uzhuvath); "Role of Adult Education in Promoting Environmental Awareness" (Bhasakar A Yerroju); "From Where Do Forces and Values of Transformation Emerge in Adult Education?" (P.K. Michael Tharakan); "A Paradigm Shift in Continuing Education" (B. Vijayakumar); "Learning Process and Styles for Human Development (Best Practices in Learning)" (Grace Annie Mathews); "Action Research in Educational Settings" (Sonny Jose, Prakash Pillai R.); "Eradication of Poverty through People's Participatory Approach" (D. Venkateswarlu); "Learning through Community Colleges" (G. Arun Senthil Ram); "Refugee Resettlement Lifelong Learning/Nashville Davidson County USA" (Jyotsna Paruchuri); "Naming and Character Modeling in Indigenous Swazi Culture" (S.M. Nxumalo); "Learning to Unlearn" (P. Devanesan); "Science and Technology Education as a Catalyst for Sustainable Development" (Sheeba M.N.); and "Liter@cy and Information Technology at the Dawn of a New Millennium" (Thierry Karsenti, Mohamed Hrimech). Some papers include substantial bibliographies. (MN)
- Published
- 2002
38. Instructional Resource Discussions in Continuous Planning Academic Departments: Implications for IR and Planning. AIR 2002 Forum Paper.
- Author
-
Briggs, Charlotte L., Stark, Joan S., and Rowland-Poplawski, Jean
- Abstract
This paper compares discussions of instructional resources in academic departments with highly continuous planning with those of departments characterized by less continuous planning. Members of 44 departments in different fields and institutional types were interviewed about their department's planning contexts, roles, processes, and decisions. Interviews were conducted with 44 department chairs and 83 faculty members. Compared to departments that scored low for continuous program planning, high scoring departments discussed instructional resources more frequently and systematically, and had more complex instructional resource concerns. Departments in the low continuous planning group tended to describe instructional resource discussions as "complaining" rather than "planning." Disciplinary and institutional differences and implications for instructional resources and planning are discussed. (Contains 1 table and 14 references.) (Author/SLD)
- Published
- 2002
39. The Impact of Incentive-Based Budgeting on Planning: Understanding the Structural and Political Aspects of Budget Reform. AIR 2002 Forum Paper.
- Author
-
Johnson, James and St. John, Edward P.
- Abstract
An increasing number of public research universities have turned to incentive-based budgeting systems (IBBS) as a means of managing change. It is appropriate to view IBBS as a new attempt to introduce rational systems into university administrative structures that are largely political in nature. This study examined the influence an IBBS has on planning processes in a university 10 years after its implementation. Based on a review of the evaluation of IBBS for public universities and its linkages to planning process, the authors introduce the use of organizational frames as a basis for studying the impact of IBBS systems. Interviews were conducted with 13 senior faculty administrators who had substantial experience in university governance. The findings show that IBBS constrained bureaucratic and political tendencies and improved planning, but created new ambiguities that should be addressed if IBBS is to continue to evolve. The IBBS was characterized in terms that indicated it was viewed as a new rational model that was not laden with the bureaucratic nuances more traditionally associated with structural descriptions of university governance. (Contains 30 references.) (Author/SLD)
- Published
- 2002
40. Community Colleges: Is There a Lesson in Them for Latin America? Sustainable Development Department Technical Papers Series.
- Author
-
Inter-American Development Bank, Washington, DC., Castro, Claudio de Moura, Bernasconi, Andres, and Verdisco, Aimee
- Abstract
This paper explores the potential the North American community college model holds for Latin America as a means of responding to the expansion of secondary education in this region. The authors propose learning from, not imitating, experiences found in North America and Europe and discuss how these lessons may be of used to inform Latin American educational policy. The paper begins with a brief introduction to the origins of the community college in the United States and highlights a few of the defining characteristics of the community college model: accessibility, accountability, social mobility, and economic benefits for students. The second section of this paper provides a brief introduction to postsecondary education in Latin America and then discusses how insights gleaned from an analysis of the North American community college model might be useful in shaping Latin American educational policy and institutions. The authors conclude that the North American model of community colleges holds very real potential to inspire Latin America to create a similar system tailored to meet the unique demands and needs of the region. Appended is a summary of key descriptive statistics for American community colleges. (Contains 22 references.) (RC)
- Published
- 2001
41. An Implementation of a Mathematical Programming Approach to Optimal Enrollments. AIR 2001 Annual Forum Paper.
- Author
-
DePaolo, Concetta A.
- Abstract
This paper explores the application of a mathematical optimization model to the problem of optimal enrollments. The general model, which can be applied to any institution, seeks to enroll the "best" class of students (as defined by the institution) subject to constraints imposed on the institution (e.g., capacity, quality). Topics explored include how the model was applied to actual data and the results of that application. The presentation touches on how well the model mimics "real life," insights that can be gained from the output, the model's limitations, and the modifications that might be warranted to improve performance. (Contains 17 references.) (Author/SLD)
- Published
- 2001
42. Diagnosing Student Support Needs for Distance Learning. AIR 2001 Annual Forum Paper.
- Author
-
Carnwell, Ros and Harrington, Charles
- Abstract
This paper continues previous research (N. Moreland and R. Carnwell, 2000) in which the development and background of the Learning Support Needs Questionnaire (LSNQ) were explained. The LSNQ identifies and elicits practical, emotional, and academic learning support needs, and is followed by an action planning process designed to assist the students to address learning needs considered important to student academic success but not met sufficiently. The LSNQ questionnaire was administered to two groups of distributed learning students, one enrolled in an institution in the United States (n=211) and one from the United Kingdom (n=126). While the distance education students in the United States had overall higher expectations of the different types of support than their peers in the United Kingdom, both groups had significant but slightly different learning support needs. The failure to address the significant unmet learning needs by both the learners themselves and the providing institutions is likely to lead to unsatisfactory learning experiences, reduced achievements, and perhaps, student attrition. (Contains 3 tables and 29 references.) (SLD)
- Published
- 2001
43. A Survey of Mathematics and Science Reform in the Southeast. A Landscape Paper
- Author
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SERVE: SouthEastern Regional Vision for Education, Greensboro, NC., Nalley, Donna, and DeMeester, Karen
- Abstract
This report was conceptualized as a document to offer perspective on mathematics and science reform in the Southeast. The intent was to provide a panoramic view of K-12 mathematics and science education reform in each SERVE state (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) and, ultimately, a synthesis of mathematics and science reform in the Southeast region. It begins with an overview of mathematics and science education reform at the national level, including a section on the No Child Left Behind (NCLB) Act, which will most certainly have an enormous impact on mathematics and science education across the country. The story of the Southeast's mathematics and science reform journey from the 1990s to the present. The paper highlights trends across the region in terms of standards and accountability, student achievement, teacher development, and programs supporting reform. Appendix A provides greater detail about reform initiatives for each of the individual SERVE states. Appendix B includes charts and detailed data from the National Assessment for Educational Progress (NAEP) for the six states. Appendix C lists the Southeast Eisenhower Regional Consortium @ SERVE's Regional Coordinating Board members. (Contains 10 tables and 11 figures.) [This report was produced by the Southeast Eisenhower Regional Consortium for Mathematics and Science Education at SERVE.]
- Published
- 2003
44. The Intervener in Early Intervention and Educational Settings for Children and Youth with Deafblindness. NTAC Briefing Paper.
- Author
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National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind, Monmouth, OR., Alsop, Linda, Blaha, Robbie, and Kloos, Eric
- Abstract
Designed to increase awareness and understanding about interveners and their role in the field of deafblindness, this paper describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) for children and youth who are deafblind, birth through 21 years of age. It begins by explaining the process of intervention. The needs of children and youth who are deafblind are then discussed in the areas of access to environmental information, communication, and social and emotional well-being. The primary role of the intervener is explained as facilitating the access of environmental information usually gained through vision and hearing, facilitating the development and/or use of receptive and expressive communication skills by the individual who is deafblind, and developing and maintaining a trusting, interactive relationship that can promote social and emotional well-being. Specific strategies are listed for accomplishing each of these goals, and recommendations for IFSP and IEP program planning tips are provided. Intervener training, supervision and support are also addressed. The paper closes with answers to frequently asked questions concerning the role of the intervener. (CR)
- Published
- 2000
45. Community College Baccalaureate Degrees: A Delivery Model for the Future? Policy Paper.
- Author
-
Education Commission of the States, Denver, CO. Center for Community College Policy. and Cook, Amy
- Abstract
This paper, which focuses on community college baccalaureate degrees, is part of a series published by the Center for Community College Policy, designed to support state and local policymakers, as well as educational leaders who are interested in policy issues related to the two-year postsecondary sector. Changing demographics, fiscal concerns, and community expectations, are exerting pressure to add the granting of four-year degrees to the traditional mission of the community college. Arguments for increasing access to baccalaureate degrees include new demands for technological skills, the large sizes of future graduating high school classes, geographical access, the flexibility of community colleges, and the increasing number of occupations now requiring a degree beyond the associate level. The concern of community colleges offering baccalaureate degrees challenges their traditional role and may cause costs to rise, diverting resources from populations that historically only community colleges have served. Some states, such as Florida, are already considering offering baccalaureate degrees while other states have developed collaborative models between two-year and four-year institutions. Policymakers must consider not only student and community needs, but also cost, structure, and institutional mission in order to make an informed decision. (AF)
- Published
- 2000
46. AACN White Paper: Distance Technology in Nursing Education.
- Author
-
American Association of Colleges of Nursing, Washington, DC.
- Abstract
Technological advances have increased opportunities for nursing education, affording increased collaboration among nursing faculties in teaching, practice, and research. In an era when nurses are in demand, technology may help the profession educate nurses, prepare future educators, and advance the science of nursing. Several factors should be addressed by schools and other stakeholders. First, superior distance education programs require a substantial financial investment. Second, planners should consider coordination, compatibility, and hardware upgrades for multi-site communications. Third, intellectual property, copyrights, and privacy are key issues in electronic media. Fourth, technology-mediated teaching can change the way teaching and learning take place. Lastly, distance education increases competition among institutions. An appendix outlines Guidelines for the Use of Distance Technology in Nursing Education. (HB)
- Published
- 2000
47. The Carnegie Commission and Council on Higher Education: A Retrospective. Research & Occasional Paper Series. CSHE.14.05
- Author
-
California Univ., Berkeley. Center for Studies in Higher Education. and Douglass, John Aubrey
- Abstract
It has been nearly forty years since Clark Kerr was asked to create and lead the Carnegie Commission on Higher Education under the auspices of the Carnegie Corporation. The Commission was to be a national effort, unprecedented both in scope and in the freedom of its director, Kerr, to guide its research and productivity. Carnegie President Alan Pifer promised substantial funding for five years or more. Working with Pifer, and with Alden Dunham, David Robinson, and others, Kerr initiated a great array of studies and provided recommendations on the most vital issues facing American higher education in the latter part of the twentieth century. This essay reviews the origins of the Commission, its successor organization, the Carnegie Council, and the influence of a number of major reports. The essay also notes the need to revisit the work of the commission and council as a source of ideas relevant today, and suggests that there is a need for a greater national approach to supporting US higher education.
- Published
- 2005
48. What Do We Know about Career and Technical Education? Preliminary Findings from 2000 and 2001 NRCCTE Projects. Briefing Paper.
- Author
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National Research Center for Career and Technical Education, St. Paul, MN. and Stone, James R., III
- Abstract
In 2000 and 2001, the National Research Center for Career and Technical Education conducted a series of projects on career and technical education (CTE) practices, trends and outcomes. Selected preliminary findings from a review of the reports on those projects are as follows: (1) integration of CTE and academic instruction in high schools remains slow; (2) in some schools undergoing reform, CTE has retained its outward, historic framework, continuing to emphasize industrial "shops" that focus on labor market needs, whereas in other sites, CTE has adopted new models or strategies for connecting young people to the business community and postsecondary options; (3) sites with a leader who is committed to technology and a strategic approach have more thorough and successful integration of distance learning and educational technology; (4) 59% of all CTE teachers had completed all teacher certification requirements before they began teaching, and 42% of states required a professional development program for alternatively certified teachers; (5) students reported less participation in school-to-work activities in 1999 than in 1997; (6) general and vocational concentrators reported lower grade-point averages at the end of their school career than did academic concentrators, but dual concentrators reported insignificant differences; and (7) among low academic performers, taking CTE courses significantly reduced the likelihood of their dropping out. (Contains 30 references.) (MN)
- Published
- 2002
49. Reflections on Post-16 Strategies in European Countries. Interim Report of the Leonardo da Vinci/Multiplier Effect Project III.3.a. Priority 2: Forging Links between Educational Establishments and Enterprises (1997-2000) ID 27009. Working Papers, No. 9.
- Author
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Jyvaskyla Univ. (Finland). Inst. for Educational Research., Stenstrom, Marja-Leena, Stenstrom, Marja-Leena, and Jyvaskyla Univ. (Finland). Inst. for Educational Research.
- Abstract
This four-part publication contains 19 papers on educational practices and promises for post-16 education in European countries. Part I, the introduction, contains these three papers: "Sharpening Post-16 Education Strategies: Building on the Results of the Previous Projects" (Johanna Lasonen); "'Parity of Esteem' and 'Integrated Learning'--Reflections on the Work of the Two Research Partnerships" (Pekka Kamarainen); and "European Dimension of Surveys and Analyses of Vocational Education and Training; Brief Remarks on Action Research and Evaluation Research from the Perspective of the European Dimension" (Gerald Heidegger). Part II, New Partners' Country Reports: National Reforms in Upper Secondary Education, contains these six country reports: "National Report on Belgium" (Donatienne Colson and Xavier Roegiers); "Reforms in Upper Secondary Education in Denmark" (Soren Nielsen and Steffen Svendsen); "Estonian Educational System: An Overview and the Estonian Approach to Upper Secondary Education" (Hanno Isok); "Reforms in Upper Secondary Education in Greece" (Nikitas Patiniotis and Catherine Spiliopoulou); "Interim Report of the SPES-NET [Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking] Project from Hungary" (Csaba Fejos); and "Reforms in Post-16 Education in Spain and Parity of Esteem in Upper Secondary Education" (Fernando Marhuenda). The following nine papers make up Part III, Old Partners' Contribution to the Project: "'Eastern Reforms' and Their Impact on 'Western Approaches'" (Stefan Humpl and Jorg Markowitsch); "Comments on the Spanish Reforms and Lessons from Them for the Development of Upper Secondary Education in Europe" (Michael Young); "Comments on 'Reforms in Upper Secondary Education in Denmark--A Country Report'" (Kjell Andersen); "On-the-Job Training--A New Development Project in Finnish Vocational Education" (Ulla Numminen); "Links between Educational Establishments and Business Enterprises in Norway" (Kjell Andersen); "Overview of College-Enterprise Links" (Stuart Niven, Gordon Paterson); "SPES-NET Austria: Preliminary Plan" (Stefan Humpl and Jorg Markowitsch); "SPES-NET Finland: Dissemination Plan" (Ulla Numminen); and "Plan for a National Network in France" (Anne Lazar). Part IV, the conclusion, is the following paper: "Reflections on Disseminating Strategies for Reforming Post-16 Strategies" (Marja-Leena Stenstrom). Three appendixes include a list of contributors, contact information, and locations of partner institutions. (KC)
- Published
- 1999
50. Enhancing Faculty Productivity: A State Perspective. Policy Paper.
- Author
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Education Commission of the States, Denver, CO. Center for Community College Policy. and Palmer, James
- Abstract
This paper, which focuses on community college faculty productivity, is part of a series published by the Center for Community College Policy, designed to support state and local policymakers, as well as educational leaders who are interested in policy issues related to the two-year postsecondary sector. The day-to-day interaction of faculty and students inside and outside of the classroom represents one of the most significant resources a community college provides for its students. With a current focus on accountability, the public continues to question how tax dollars translate to educational outcomes that benefit the community. Increasingly, community colleges have come to rely on part-time faculty to control costs and meet demands for courses. In 1993, part-time faculty made up 65% of the total number of community college faculty members nationwide. Some suggest that the only difference between part-time and full-time faculty is the fact that the later generate more credit hours. The question then revolves around the overall productivity of full-time faculty. The paper offers several suggestions for promoting faculty vitality and improving student learning, including: (1) facilitate specialized training for faculty members seeking promotion to the highest ranks; and (2) facilitate a rigorous, nonuniversity-based certification program that will give visible recognition to exceptional community college teachers. (AF)
- Published
- 1998
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