Готові списки джерел за темами / Fund for the Improvement of Postsecondary Education

Добірка наукової літератури з теми "Fund for the Improvement of Postsecondary Education"

Автор: Grafiati

Опубліковано: 27 липня 2024

Оновлено: 28 липня 2024

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Статті в журналах з теми "Fund for the Improvement of Postsecondary Education"

Carroll, Thomas G. "Strategies to share the best in postsecondary education at the fund for the improvement of postsecondary education." Evaluation and Program Planning 16, no. 3 (July 1993): 245–49. http://dx.doi.org/10.1016/0149-7189(93)90011-v.

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Pires, Mark, Oumatie Marajh, and John Metzler. "Study Abroad in Africa: A Survey." African Issues 28, no. 1-2 (2000): 4–12. http://dx.doi.org/10.1017/s1548450500006776.

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The National Consortium for Study in Africa (NCSA), established in 1994 by the 15 Title VI National Resource Centers for African Language and Area Studies, with financial support from the Fund for the Improvement of Postsecondary Education, maintains as one of its primary goals the promotion of high-quality study-abroad programs in Africa for American students and faculty. Through its work, the NCSA hopes to enhance opportunities for a larger number of students to benefit from a study-abroad educational experience in an African setting. Special emphasis will be placed on increasing the participation of minority students who tend to be underrepresented in such programs.

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Wee, Liang En, Wei Xin Yeo, Clifton M. Tay, Jeannette J. M. Lee, and Gerald C. H. Koh. "The Pedagogical Value of a Student-run Community-based Experiential Learning Project: The Yong Loo Lin School of Medicine Public Health Screening." Annals of the Academy of Medicine, Singapore 39, no. 9 (September 15, 2010): 686–91. http://dx.doi.org/10.47102/annals-acadmedsg.v39n9p686.

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Introduction: We assessed the pedagogical value of a student-led community-based experiential learning project called the Public Health Screening (PHS) run by medical and nursing students of the National University of Singapore’s Yong Loo Lin School of Medicine (NUS YLLSoM). Materials and Methods: We conducted a cross-sectional study using a self-administered anonymised questionnaire on medical and nursing students who participated in PHS using the Fund for the Improvement of Postsecondary Education (FIPSE) Survey Instrument. Participants also gave an overall score for their learning experience at the PHS. Results: The participation rate was 93.1% (576/619) for medical students and 100% (37/37) for nursing students. All participants gave the PHS learning experience a high rating (median = 8 out of maximum of 10, inter-quartile range, 7 to 9). A majority of participants felt that PHS had helped them to improve across all domains surveyed. For medical students, those in preclinical years and females were independently more likely to feel that PHS had helped them to improve in communication skills, teamwork, ability to identify social issues, taking action, and gaining and applying their knowledge than those in clinical years and males. Improved ability to interact with patients (β=1.64, 95%CI, 1.01-2.27), appreciation of challenges to healthcare faced by Singaporeans from lower income groups (β=0.93, 95%CI, 0.49-1.37), thinking of others (β=0.70, 95%CI, 0.04-1.37) and tolerance of different people (β =0.63, 95%CI, 0.17-1.10) were strongly associated with the overall rating score. Conclusion: PHS was a positive learning experience in a wide range of domains for all students involved. This suggests that student-organised community-based experiential learning projects have potential educational value for both medical and nursing students. Keywords: Medical education, Student-led, Voluntarism and skills

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Liu, Qin. "The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education." Canadian Journal of Higher Education 50, no. 1 (May 26, 2020): 53–67. http://dx.doi.org/10.7202/1069651ar.

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Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.

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Liu, Qin. "The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education." Canadian Journal of Higher Education 50, no. 1 (May 4, 2020): 53–67. http://dx.doi.org/10.47678/cjhe.v50i1.188301.

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Miller, Margaret A. "The Fund for the Improvement of Postsecondary Education30 Years of Making a Difference." Change: The Magazine of Higher Learning 34, no. 5 (September 2002): 4–5. http://dx.doi.org/10.1080/00091383.2002.10544029.

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Wilkerson, Judy R. "Rubrics meeting quality assurance and improvement needs in the accreditation context." Quality Assurance in Education 28, no. 1 (December 11, 2019): 19–32. http://dx.doi.org/10.1108/qae-04-2019-0045.

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Purpose K-20 accreditation is contingent on having policies and procedures that provide evidence of quality assurance (QA) and quality improvement (QI), viewed here as the first of two conflicting paradigms, requiring concurrent expressions of excellence and need. Standardized summative assessments using the traditional tabular rubric design (typically writing assessments) serve the QA purpose well while leaving QI difficult to achieve. This is the second-related pair of conflicting paradigms – formative vs summative assessment. The purpose of this study is to illuminate these conflicts, present a sample illustrative solution and suggest that both institutions and accreditation agencies implement policies resolving these conflicts. Design/methodology/approach This viewpoint is based in part on an analysis of the content of many rubrics, with several selected for presentation herein. For K-12 settings, the AdvancED accreditation standards (used in 70 countries) and a multistate writing rubric are discussed. For postsecondary, a segment of the VALUE rubrics, used by a large number of postsecondary institutions across the USA, is presented. Examples of potential solutions for both levels are presented to clarify the problem and identify policy implications. Findings This specific aspect of the QA/QI challenge is a solvable problem, and a solution is proposed with the potential to improve learning in the USA and other countries. Originality/value Institutional personnel struggle with the conflicts often not realizing the source of their struggle. In this viewpoint, a new rubric format is suggested with the hope of initiating policy change discussions.

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Bouwma-Gearhart, Jana L., John D. Ivanovitch, Ellen M. Aster, and Andrew M. Bouwma. "Exploring Postsecondary Biology Educators’ Planning for Teaching to Advance Meaningful Education Improvement Initiatives." CBE—Life Sciences Education 17, no. 3 (September 2018): ar37. http://dx.doi.org/10.1187/cbe.17-06-0101.

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This paper attends to challenges for postsecondary science education improvement initiatives, notably understanding and responding to the realities guiding educators’ teaching practices. We explored 16 postsecondary biology educators’ instructional planning, providing novel insights into why educators select certain strategies over others, including lecturing. Our findings point to an array of factors that educators consider, factors that we believe push against the lecture versus active-learning dichotomy that we hear in some improvement rhetoric. We recommend professional development experiences (including peer evaluations of teaching) wherein educators and other proponents for teaching improvements explicitly explore rationales for teaching, including educators’ considerations of the nature of the discipline (content and concepts and skills and processes) and students’ needs. Educators with less experience with content were more likely to seek out additional instructional resources during planning, including other educators. Given this, teaching improvement proponents may want to offer professional development activities that sync with periodic and planned teaching assignments that take educators out of their disciplinary knowledge comfort zone. Disciplinary colleagues might serve as exemplars of planning and implementing teaching strategies that both convey foundational content and processes and engage students via evidence-based practices.

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Bullington, Kim E., Kaycee L. Bills, David J. Thomas, William L. Nuckols, and Joshua L. Howell. "Is the GI Bill Enough? An Exploratory Analysis of Student Veteran Borrowing in College." Universal Journal of Financial Economics 3, no. 1 (May 17, 2024): 34–43. http://dx.doi.org/10.37256/ujfe.3120242733.

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In the United States, many student veterans use their GI Bill benefits to help fund their postsecondary education; however, when the GI Bill is not enough, student veterans may turn to grants and loans to subsidize their financial needs. This study examines the degree and extent to which Pell Grants and student loans are being used by student veterans using data pulled from the National Center for Education Statistics’ Baccalaureate and Beyond dataset. We found that Pell Grant awards were higher for student veterans with disabilities as well as Blacks and that a student’s age contributed to the overall amount of federal student loans borrowed. Implications, future directions, and a discussion of the results are provided.

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Goldberg, Kenneth I., James Guffey, and Ponzio Oliverio. "Defining Postsecondary Degrees In The 21st Century." Journal of College Teaching & Learning (TLC) 13, no. 2 (March 31, 2016): 65–78. http://dx.doi.org/10.19030/tlc.v13i2.9637.

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The competition for jobs in the 21st century is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning outcomes specific to a course, degree or discipline. Given the recent attention toward the accountability of postsecondary education in the United States, a challenge facing our colleges and universities is defining the learning in a common language that is transparent and easily understood by all stakeholders regardless of a degree. The Lumina Foundation’s (2011) Degree Qualification Profile (DQP) is one way to accomplish this through five learning areas. This article will discuss how one institution adopted the DQP in the School of Professional Studies and quantified the five learning areas and meaning of its degrees. This study will discuss how three programs (undergraduate and graduate) identified and categorized the five learning areas of the DQP in the degrees, quantified the results, and used them in the assessment process for continuous improvement.

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Дисертації з теми "Fund for the Improvement of Postsecondary Education"

Blalock, James Gaddis III. "Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785222.

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To address the issues of affordability and student persistence through graduation, some institutions of higher education have embraced the Malcolm Baldrige National Quality Award (MBNQA) program. The fact that several of these institutions have subsequently shown improvements in affordability and student retention suggests that other colleges and universities that have adopted the Baldrige framework or a Baldrige style approach to institutional management may also be making improvements in the same institutional outcomes. However, to date, little research has been conducted to measure whether these institutions are improving in affordability and retention. To help close this gap in research, the present study investigated to what extent participating in a Malcolm Baldrige National Quality Award (MBNQA) based program improves affordability and degree completion. The study’s four research questions asked whether an institution’s participation in a MBNQA-based program was associated with the institution’s first-year, full-time, degree/credential-seeking undergraduate students’ (a) net enrollment cost, (b) student debt, (c) the likelihood of degree completion, and (d) the institution’s educational expense per degree.

Data for the period 2000 to 2013 were gathered for 870 colleges and universities accredited by the Higher Learning Commission. Of these institutions, 167 AQIP/Baldrige-participating institutions were compared by regression analysis to 703 non-participating institutions concerning several dependent variables related to student costs or student retention and graduation.

After controlling for year, institutional characteristics, and student demographics, results indicated that an institution’s participation in a MBNQA based program was associated with lower in-state tuition and fees (-$187), decreased student first-year student retention (-1.1%), increased student persistence (.9%), and decreased 150% graduation rates (-2.1%) or students graduating on or before 3yrs for 2-year intuitions and 4yrs for 4-year institutions. However, MBNQA based program participation was not statistically significantly associated with out-of-state tuition and fees, percentage of students receiving loans, average student loan amount, and institutional expense per degree.

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Albury, Steven William. "Further education college quality systems : a framework of design principles for the development of teaching quality improvement processes." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:89a0c63d-18d9-438e-848d-0e82eaf6723a.

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This research is a case study of the quality improvement process in an English further education college. It examines the way that staff involved in the design and operation of the quality system shape the process in a part of the education sector that struggles with issues of performance. The case is placed into the context of an unstable policy environment, where further education colleges have been subjected to frequent bouts of government intervention and a funding regime that is unfavourable when compared to secondary schools and universities. The contribution to knowledge of this thesis is that it addresses an under-researched area of further education by viewing the quality process from the perspective of the governors, managers and professional staff responsible for its design and operation. As such it addresses a problem where a lot of attention has been given to teaching staff who experience the quality process or to macro studies where the focus is on outputs in the sector. However, less attention has been paid to the governors, senior staff and quality teams who assess teaching and learning in colleges. The data for the case study were gathered over a two-year period between 2010-2012 and include interviews with college staff, senior staff from OFSTED and the Department for Business Innovation and Skills and staff from a second college, used to help verify the findings. In addition to this, documentation for the quality system was gathered including inspection documents and policy documents. The data were analysed in order to surface traits of social and organisational practice that address the problem of operating a quality system in an environment that is highly resistant to systemisation and predictability. The findings are presented as 'fuzzy' generalisations supplemented by guidance in the form of design principles. The thesis provides an empirically grounded description of key elements of the relationships and the surrounding sociotechnical system that were found in the case. The design principles augment the case study and provide guidance on how a combination of trust relationships, resilience of processes to disruption and flexibility of application provide a background for the quality improvement process at Stretchford College, which was rated as 'Outstanding' at the time of the research.

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Galbreath, Leslie M. "Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4750.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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Gaddy, Stephanie Ann Fulk Barbara M. Bakken Jeffrey P. "Teaching text-structure strategies to postsecondary students with learning disabilities to compare their reading comprehension performance on expository text." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196666.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Barbara M. Fulk, Jeffrey P. Bakken (co-chairs), Kenneth H. Strand, Mary M. O'Brian. Includes bibliographical references (leaves 116-120) and abstract. Also available in print.

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Holloway, Patricia J. Roberts Ruth Ann. "An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6861.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Ruth Ann Roberts. Vita. Includes bibliographical references.

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Williams, A. Lynn, Brenda Louw, Nancy J. Scherer, Ken M. Bleile, Marcia Keske-Soares, and Inge Elly Kimle Trindade. "Academic and Clinical Preparation in Speech-Language Pathology and Audiology: A Global Training Consortium." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1982.

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ABSTRACT: Purpose: To describe a research-based global curriculum in speech-language pathology and audiology that is part of a funded cross-linguistic consortium among 2 U.S. and 2 Brazilian universities. Method: The need for a global curriculum in speechlanguage pathology and audiology is outlined, and different funding sources are identified to support development of a global curriculum. The U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE), in conjunction with the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), funded the establishment of a shared research curriculum project, “Consortium for Promoting Cross-Linguistic Understanding of Communication Disabilities in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities (Universidade Federal de Santa Maria and Universidade de São Paulo-Baurú). Results: The goals and objectives of the research-based global curriculum are summarized, and a description of an Internet-based course, “Different Languages, One World,” is provided Conclusion: Partnerships such as the FIPSE–CAPES consortium provide a foundation for training future generations of globally and research-prepared practitioners in speechlanguage pathology and audiology.

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Книги з теми "Fund for the Improvement of Postsecondary Education"

Fund for the Improvement of Postsecondary Education., ed. Fund for the improvement of postsecondary education: Program book, project descriptions. [S.l: s.n.], 1996.

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Educational Resources Information Center (U.S.), ed. Urban Teacher Program: Final report, Fund for the Improvement of Postsecondary Education, [August 1, 1989-July 31, 1993]. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1993.

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United States. Dept. of Education., ed. FIPSE (Fund for the Improvement of Postsecondary Education), Program for North American Mobility in Higher Education, Information and Application Materials, November 19, 1999. [S.l: s.n., 1999.

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Educational Resources Information Center (U.S.), ed. Cooperative learning: A catalyst for change in the college classroom : final report, Fund for the Improvement of Postsecondary Education grant, [September 1, 1993-August 11, 1996]. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Educational Resources Information Center (U.S.), ed. Integrating the teaching of ethics in the community college curriculum: Final report, Fund for the Improvement of Postsecondary Education grant, [August 21, 1989-August 20, 1992]. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1992.

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Educational Resources Information Center (U.S.), ed. A revision of technical mathematics based on the NCTM standards: Final report, Fund for the Improvement of Postsecondary Education grant, [September 1, 1993-June 1, 1996]. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Educational Resources Information Center (U.S.), ed. Team teaching of English integrated with content area courses: Final report to the Fund for the Improvement of Postsecondary Education : project dates: August 1992-January 1996. Suisun City, CA: Solano Community College, 1996.

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Coulter, Sara. Integrating the scholarship on women into the curriculum of selected community colleges in the Baltimore-Washington Area: Final report, Fund for the Improvement of Postsecondary Education grant, [August 1, 1988-July 31, 1990]. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1990.

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Rodriguez, Esther M. State-level education reform: Collaborative roles for postsecondary education. Denver, Colo: State Higher Education Executive Officers, 1994.

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Educational Resources Information Center (U.S.), ed. Improvement to emergence: An organization-environment research agenda for a postsecondary knowledge industry. Stanford, CA: National Center for Postsecondary Improvement, 1998.

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Частини книг з теми "Fund for the Improvement of Postsecondary Education"

Gibson, David. "Complex Systems Concepts in Simulations." In Digital Simulations for Improving Education, 452–61. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-322-7.ch024.

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This chapter discusses how a teaching simulation can embody core characteristics of a complex system. It employs examples of specific frameworks and strategies used in simSchool, a research and development project supported by two programs of the U. S. Department of Education: Preparing Tomorrow’s Teachers to Use Technology (2004-2006), and currently, the Fund for the Improvement of Postsecondary Education (2006-2009). The chapter assumes that a complex system simulation engine and representation is needed in teaching simulations because teaching and learning are complex phenomena. The chapter’s two goals are to introduce core ideas of complex systems and to illustrate with examples from simSchool, a simulation of teaching and learning.

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Mortenson, Thomas G. "Financing Opportunity for Postsecondary Education." In Access Denied, 219–20. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195107746.003.0021.

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Abstract Reginald Wilson has effectively identified a broad range of influences affecting opportunities for minorities in science, math, and engineering programs. I would like to more fully develop one of these areas, name]y, financial aid for college students. Financial aid is by no means a guarantee of academic success in college, but I can assure you that it is a necessary condition for success. By any measure, the financial aid system in the United States today is in serious trouble, with no apparent prospects for improvement. The consequences for the distribution of opportunities for postsecondary education and training across all segments of the population are absolutely devastating to the futures of young people and the country as a whole.

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Tidwell, John Edgar, and Mark A. Sanders. "“Signs Of Improvement”." In Sterling A. Brown’s, A Negro Looks At The South, 233–38. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195313994.003.0038.

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Abstract With the hearty good cheer of a doctor at the bedside of a very sick patient, Virginius Dabney says, “Negro education has made tremendous strides below Mason and Dixon’s line during the past several decades.” I am skeptical of the word tremendous; it must have different meanings on different sides of the line. The best authorities that I could find agree that the patient has better than a fighting chance and that he is on the mend. But he is still a very sick man, and it will be long before he takes any tremendous strides. I have been as anxious as any to see signs of improvement. I have read reports of the philanthropic foundations; it is difficult to imagine what the diagnosis of Negro education would be had it not been for their generosity. Scattered over the South are nearly six thousand Rosenwald schools, warrants to a skeptical people of what could be done. And now the Rosenwald Fund is concentrating on the realistic preparation of rural teachers. The General Education Board, the Phelps-Stokes Fund, the Slater Fund, and the Jeanes Foundation have poured millions of dollars into Southern education, especially for Negroes. This philanthropy has meant the setting up of state agents for Negro schools who have worked to raise the standards of teachers and high schools; the partial payment of Jeanes supervisors; surveys, summer workshops, publications, and scholarships.

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Madsen, Jean. "School Improvement Inclusion Model for Schools with Changing Demographics: The Impact of Changing Demographics in Schools." In Education - Annual Volume 2023 [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.113114.

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By 2026, students of color will make up 54% of the school population. The increase of demographically diverse students in our schools requires us to reflect on how we are serving these students, as they enter the doors of our schools. This chapter provides an overview about the implementation of a school inclusion model. The model was based on a wide array of strategies which focused on engaging demographically diverse parents, culturally competent training for school leaders, analyzing school equity data, implemented postsecondary strategies at the elementary and middle schools. An important finding was the 4% drop in teacher absences at the treatment schools. Both teachers and leaders reported significant improvements in terms of workplace satisfaction and positive feelings about their schools. A review of the findings on teachers’ perceptions about inclusion indicated that teachers in the treatment schools had greater job satisfaction than their counterparts. Finally, the accomplishments of this model require more research to insure its viability and its generalizability to schools.

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Katono, Isaac Wasswa. "Entrepreneurship in Education in a Developing Country Context." In Restructuring Leadership for School Improvement and Reform, 359–77. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7818-9.ch018.

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Private primary schools are profit-oriented startups by individuals or private organizations solely funded and run by them without any financial contribution from the consolidated fund. The COVID-19 pandemic devastated all sectors of the economy in Uganda; however, the blow by this pandemic against entrepreneurial private schools was devastating. Through a review of journal articles, government reports, books, and other pertinent material, this study set out to investigate the constraints that these entrepreneurial projects face in Uganda today. The study finds that private schools face a number of problems some of which have been worsened by the COVID-19 pandemic, such as lack of financial resources, inability to service bank loans, taxation, inadequate infrastructure, inadequate government regulation, and the proposed government controls on school fees. The study discusses the implications of these constraints and makes appropriate recommendations to mitigate them.

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Finger, Glenn. "Improving Initial Teacher Education in Australia." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 187–207. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch010.

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Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

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Boland, William Casey. "The Impact of Performance-Based Funding on Historically Black Colleges and Universities." In Learning and Performance Assessment, 1370–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch063.

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More than half of the states in the U.S. fund public colleges and universities, based in part on those institutions meeting performance metrics. Given increasing political and public interest in accountability for public resources, it is likely more states will adopt incentive-based finance policies for postsecondary education. This chapter explores how performance-based funding has affected HBCUs in six states. It situates this analysis in the political context that foments and sustains interest in this finance mechanism. Through descriptive statistical analysis of HBCU achievement on key performance funding measures and interview responses with HBCU and higher education representatives, this chapter offers a more nuanced and comprehensive analysis of the outcomes of performance funding as it is applied to HBCUs.

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Lopez, Caitlin, Harriet Fayne, and Anne D'Amico. "STEM for All." In Cases on Leadership Dilemmas in Special Education, 143–54. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8499-9.ch011.

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With a full-time resident assigned to their fifth-grade classroom, two teachers (one general education, one special education) felt they had the bandwidth to try a new approach to science instruction. The teachers were moving into uncharted territory. The high-need district, designated as low performing because of reading and mathematics test scores, had yet to include science as a targeted area in its improvement plan. Using the Next Generation science standards to guide their thinking, the three-person team devised an accessible, equitable science unit on freshwater, water pollution, and water justice. The team met with the principal and requested $1,000 to fund laboratory materials, reference texts, and a class field trip to a nearby water plant. Would the principal be making a prudent decision if she gave the teachers the funds they were requesting?

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Olgren, Christine H., and Patricia Ploetz. "Developing Learning Objects." In Learning Objects for Instruction, 174–94. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-334-0.ch011.

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This chapter examines the issues and concerns of faculty regarding the development and use of learning objects as instructional resources. It describes the characteristics and benefits of learning objects, barriers to adoption, and strategies to increase learning object use. Included are communication and support strategies for working with faculty. Concerns about quality and effectiveness are also discussed, and a comprehensive set of criteria is presented to guide learning object design and evaluation. The chapter concludes with ten recommendations to help overcome barriers to faculty adoption of learning objects. The chapter is based on the authors’ personal experiences in using learning objects, current literature,1 and their involvement in the Fund for the Improvement of Post Secondary Education (FIPSE) Grant entitled “An Investigation of the Pedagogical and Economic Effectiveness of Sharable Content Objects, Using Standards, in Online Instruction.” The work of the grant was conducted from November 2002 through December 2005.

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Shpektorenko, Ihor. "DIRECTIONS OF IMPROVEMENT OF HUMAN RESOURCES POLICY IN LOCAL GOVERNMENT IN UKRAINE." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-4.

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The author examines the dependence and impact of the distribution of powers of local governments, the content of their functions, activities and tasks in the context of the formation of professional competence, professionalism and professional mobility of officials as subjects of labor and activity. The main idea of the article is that in Ukraine there is now a separation of local government from state. This exacerbates the problem of redistribution and separation of functions and, accordingly, tasks and powers, which will be reflected in the substantive characteristics of professionalism and professional mobility of officials as their current professional qualities. The subject of the study is the impact of decentralization, the process of transformation of public administration on the process of professionalization of local government officials. The research methodology consists in the integrated involvement of the following research methods: methods of analysis: system analysis; complex analysis, decompositions, sequential comparison method and logical and dynamic methods; structural and functional method to clarify the basic concepts. The article uses construction methods: system method; methods of forecasting and planning processes, modeling method; method of structuring goals. The abstract-logical method was used for theoretical generalization and formulation of conclusions. The purpose of the study is to develop areas for improving personnel policy in local governments in Ukraine, through meaningful disclosure of the concepts of «human resources», «professional potential», «professionalism», «professional mobility» in relation to the professional group of local government officials, outlines problems and possible approaches to improving these potentials in Ukrainian realities. The result of the article is a set of main areas of development and improvement of personnel policy and activities of the structural unit for staff development in local government, which are designed to develop professional mobility as a modern top quality of officials. The conclusions indicate the need to improve the forms and methods of working with local government officials, the reserve of personnel, the use of mechanisms and principles of formation and implementation of personnel policy in local governments, creating organizational conditions, addressing the issue of rational selection, placement and professional development personnel through a comprehensive assessment of staff, in particular professional potential, including the activity expression of the latter. The time has come for radical changes in the content of training, retraining and advanced training, self-education of local government officials, which would correspond to the new powers and competencies of local governments, based on professional potential and suitability, aimed at achieving high professionalism and professional mobility, including high professional culture. From the author's point of view, it is necessary to provide for the allocation of funds in local budgets for the training of municipal employees in the amount of at least 4% of the salary fund. It is also necessary to strengthen the protection of local government officials from involvement in election campaigns, from unjustified dismissals of officials, in particular in cases where there is a renewal of politicians and leadership of local governments.

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Тези доповідей конференцій з теми "Fund for the Improvement of Postsecondary Education"

McCambly, Heather. "Fighting for (E)Quality: The Political Development of Higher Education Policy at Fund for the Improvement of Postsecondary Education (FIPSE), 1968–1999." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580778.

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"The Impact of Contribution in Aid of Construction on Utility Dilapidated Infrastructure: Evidence from the State of Florida [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4371.

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Aim/Purpose: The study examines the current credit treatment of Contribution in Aid of Construction (CIAC) on investor own utilities (IOU) and its impacts on the current state of utility infrastructure in the state of Florida Background: The Congressional Budget Office describes a synergist contributing to the present aged utility infrastructure is the cost of replacement within the water industry. The state of Florida treats Contribution in Aid of Construction (CIAC) as a liability with a credit expense balance. The ratemaking process does not include CIAC Methodology: The study used the latent change/growth structural equation model with an observed sample of 80 selected utilities. The selected utilities generated 700 observations from the financial statements. We identified and build ratios from the NRRI and Acheampong et al. utility viability model and used VIF to address multicollinearity issues and linked test to specify the inclusion of the ratios. Ten ratios were used as the explanatory variables to current total assets of IOUs. Contribution: The results may urge regulators to consider the current treatment of CIAC. Findings: The study suggests a debit treatment of the CIAC amortization expenses and the recovered amount kept in a reserved account to replace the utility infra-structure, a trend analysis comparing the credit treatment and the debit treat-ment to determine the impact of CIAC on the current credit treatment. Recommendations for Practitioners: The study complements the work completed by the study committee form by Florida House Bill No. 1389-2012, one of the findings for the committee was to establish a reserve fund for IOUs. However, they did not identify how to fund the reserve account to use to replace aged infrastructure. The results of the will enhance both practitioners and regulators understanding of the need to either maintain the current treatment of CIAC or make a policy change for CIAC to be treated with a debit balance. Both Regulators and practitioners will connect the relationship between CIAC and the total assets of utilities and find alternative means to enhance or improve the aged infrastructure within the water and wastewater industry. Recommendation for Researchers: AICPA in 2017 attempted to research into the treatment of CIAC among power and utility entities but focused on revenue recognition (FASB 606), and concluded FASB pronouncement does not address the treatment of CAIC; the study will be the first in-depth inquiry into the recognition of the of CIAC on improving the total assets of water and wastewater utilities. The study will further generate academic discussion on the inconsistent application by various states across the US on the applicability of CIAC. Should regulators or the NRRI pursue a debit or credit treatment consistently across the US and should FASB enact a pronouncement enhancing the principle-based of the method of CIAC Future Research: The study focused on the alternative treatment of CIAC and its relationship with improving total assets of aged infrastructure among water and wastewater utility. The Regulation of the water and wastewater utilities are state-specific, and the various commissions differ in several policies for the industry. The treatment of CIAC as a debit balance study is an opening-door for further research into the donated capital treatment among the various states. We recommend a study comparing states treating CIAC as a debit balance to states treating it as a credit balance and its impact on utility viability and also plant asset improvement

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Bujor, Ovidiu, and Teodor Grimalschi. "Pregătirea sportivă a elevilor prin activități extracurriculare." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.03.

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The students sports training in extracurricular activity must create the habit of recognizing the interests to learn, that sports practice can aim at very different objectives: harmonious and multilateral development, bio-psycho-motor skills to regulate the body's energy peculiarities, lifestyle healthy, capitalizing on sports forces, sports training and education, etc. The field of sports teaching / training represents the reference capacity of a pedagogical activity, in the form of a complex process that includes the improvement of basic motor qualities, ensuring an ever-increasing fund of sports knowledge and skills, raising physical, functional, mental and sports performance. The crystallization of the need for extracurricular sports activity was achieved by creating a specific research through the method of sociological survey of specialists in the researched field. The opinions of the teachers about the curricular contents in the sports training of the students in the extracurricular activity are presented in the results of the scientific research.

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Balan, Valeria, Magda Cernea, and Madalina Georgescu. "EVALUATION OF THE BALANCE DEVELOPMENT OF THE DOWN'S SYNDROME CHILDREN WITH COMPUTER EQUIPMENT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-223.

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The motor development of Down's syndrome children is slow. The different components of the motor capacity are developed gradually using practice. The education is more difficult, the progress is observed very difficulty and the decreasing of the level at which the Down's syndrome children reached is very quick. The deficit of the balance is associated with the Down syndrome too. The balance influences positively both the manner in which the children step and the possibility of changing the different directions during the movement without the children being injured. All these are possible if the balance is developed early in their life. Our research wished to evaluate the balance development at the tree Down's syndrome children using the computer equipment - SMART Balance Master. This stressed the progress obtained from the initial testing to the final testing. At the same time, it showed us the analyzer / analyzers where the development appeared after we had applied the stimulation programs (swimimng lessons) during a year. The children learnd to swim the fundamental techinque skills, freestyle and breaststroke during the stimulation programs (swimming lessons). Finally, we concluded: the family and social environment where the children grew up influnced all the activities that they practiced during the swimming lessons; the balance evaluation could achieve using the computer equipment. Which offered objective data about the level of the balance development of the children; SMART Balance Master stressed the improvement of the balance and indicated the level where the improvement appeared (proprioceptor level and vestibular level). The research was a part of a post-PhD thesis which was achieved and published under the aegis of the National University of Physical Education and Sports of Bucharest, as a partner of the programme co-funded by the European Social Fund within the Operational Sectorial Programme for Human Resources Development 2007-2013 through the project Pluri- and interdisciplinary in doctoral and post-doctoral programmes Project Code: POSDRU/159/1.5/S/141086, its main beneficiary being the Research Institute for Quality of Life, Romanian Academy.

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Heard, R. G. "International Initiatives Addressing the Safety and Security of Disused Sealed Radioactive Sources (DSRS)." In ASME 2010 13th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2010. http://dx.doi.org/10.1115/icem2010-40028.

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High activity radioactive sources provide great benefit to humanity through their utilization in agriculture, industry, medicine, research and education, and the vast majority are used in well-controlled environments. None-the-less, control has been lost over a small fraction of those sources resulting in accidents of which some had serious — even fatal — consequences. Indeed, accidents and incidents involving radioactive sources indicate that the existing regime for the control of sources needs improvement. Additionally, today’s global security environment requires more determined efforts to properly control radioactive sources. Consequently, the current regimes must be strengthened in order to ensure control over sources that are outside of regulatory control (orphan sources), as well as for sources that are vulnerable to loss, misuse, theft, or malicious use. Besides improving the existing situation, appropriate norms and standards at the national and international levels must continue to be developed to ensure the long-term sustainability of control over radioactive sources. In order to improve the existing situation, concerted national and international efforts are needed and, to some degree, are being implemented to strengthen the safety and security of sources in use, as well as to improve the control of disused sources located at numerous facilities throughout the world. More efforts must also be made to identify, recover, and bring into control orphan sources. The IAEA works closely with Member States to improve the safety and security of radioactive sources worldwide. Besides the IAEA Technical Assistance Programme and Technical Cooperation Fund, donor States provide significant financial contributions to the Nuclear Security Fund and/or direct technical support to other States to recover condition and transfer disused sources into safe and secure storage facilities and to upgrade the physical protection of sources that are in use. Under the USA-Russian Federation-IAEA (“Tripartite”) Initiative, for example, disused sources of a total activity of 2120 TBq (57251 Ci) were recovered and transported into safe and secure storage facilities in six countries of the former Soviet Union. Additionally, physical protection upgrades were performed in thirteen former Soviet Union republics at facilities using or storing high activity radioactive sources. Other donors have also provided funding for projects related to the safety and security of radioactive sources in the same region. Additionally, the EU and other countries are making regular and significant contributions to the IAEA for projects aimed at upgrading the safety and security of radioactive sources in South-Eastern Europe, the Middle East, Asia and Africa. Depending on the status of the radioactive source (in use, disused, or orphan) and the actual technical, safety and security situation, several options exist to ensure the source is properly brought or maintained under control. This paper will describe those options and the systematic approach followed by the IAEA in deciding on the most appropriate actions to take for the high activity sources that need to be recovered or removed from the countries under that request assistance.

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Ice, Phil. "ASSESSING STUDENT RETENTION AND PROGRESSION: A MULTI-MODAL APPROACH." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-119.

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Student retention and progression are important measures of success for postsecondary education. They are key factors by which online programs, in particular, are currently scrutinized. This presentation reviews a successfully implemented, multi-modal approach that leverages data mining and quantitative analysis, supported by text analytics. American Public University System, began assessing student retention with an exploratory model utilizing regression analysis with 32 variables from the student information system. Quickly, the initiative expanded include the use of data mining across all campus systems touched by students and the integration of criterion nodes into neural network models. Despite an 87% degree of accuracy in predicting retention within a 125 hour window across 187 variables, the issue of causality remained opaque. Incorporation of text analytics to student input provided a means of ontological ordering of qualitative data that could then be converged back onto relevant data points across high probability nodes of disenrollment. The merging of these techniques has provided APUS with both a means of creating actionable business intelligence to assist in retaining students, as well as a causal understanding of systemic issues. As previously noted, the merging of data mining, neural network analysis, conventional regression analysis and text analytics has provided a robust framework for intervention at both the short term and long term horizons. Through actionable intelligence, provided by the explanatory data derived from text analytics and semantic analysis, the APUS data team has been able to provide insight to the instructional design team, faculty members and administrative stakeholders. This has translated into a richer basis for continuous quality improvement of course materials, pedagogical strategies and student services. The impact on retention and student satisfaction has been considerable with 31% and 19% increases respectively since implementation. Participants will be introduced to the data collection, federation and modeling techniques utilized at APUS. This will include exploration of methodology and required technical infrastructure. The presentation will be in case study format with numerous examples and resource links. Participants will be encourage to raise questions at any point and to consider how similar techniques might be used at their institution. Significant coverage will be given to exploration of perceived problems associated with both technical infrastructure and stakeholder buy-in.

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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.

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Fahes, M., R. Hosein, G. Zeynalov, D. Karasalihovic Sedlar, M. Srivastava, G. S. Swindell, N. C. Kokkinos, and G. P. Willhite. "The Impact of the Energy Transition on Petroleum Engineering Departments: The Faculty Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/215086-ms.

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Abstract We live in a time where there are a lot of conversations regarding transitioning energy systems from a major dependance on fossil fuels towards more reliance on renewable energy sources. Such a transition, no matter the pace and shape it takes, has a direct impact on petroleum engineering education. In this paper, we share the results of a world-wide survey that targeted capturing the perspectives of faculty members regarding the impact of the current state of affairs on petroleum engineering education. We analyze those results under various contexts, which include observing the perspectives and impacts by region, age group, and sex. The questions probe the perception of the faculty members regarding how long fossil fuels will remain a major part of the energy mix, the impact this has on their ability to fund their research and publish their work, the impact on recruiting students and on strategic directions in the academic programs, and what the faculty need in order to maintain a curriculum that is relevant to the future careers of their students. The results reveal that the vast majority of faculty see in the energy transition an opportunity for change in petroleum engineering education. Over 95% of respondents support covering the topics of environmental sustainability, clean energy, and data analytics in the undergraduate petroleum engineering curriculum, with the majority suggesting data analytics be covered as a mandatory course, clean energy as optional electives, and environmental sustainability be included to supplement existing courses. Most faculty are willing to invest the time and effort needed to make the necessary changes to the curriculum, but many do not feel prepared to make some of those changes. The resources faculty identify as useful to be made available to them include well-designed in-person networking events with industry professionals and facilitated learning communities for petroleum engineering faculty. There is no overwhelming support for changing the name of the degree, and most faculty believe that the change should be a process of continuous improvement rather than undergoing a major disruption. There is variability by region in the impact the current challenges have had on industry support for academic research, and variability by age group regarding how long fossil fuels will remain relevant.

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Звіти організацій з теми "Fund for the Improvement of Postsecondary Education"

Cloney, Dan, David Jeffries, Stephanie Templeton, Ursula Schwantner, Juliette Mendelovits, Amy Berry, Syeda Kashfee Ahmed, Nicola Andrews, and Bethany Andrews. Monitoring learning in the early years. A review of early childhood assessments to support global monitoring. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-746-5.

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Sustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. To operationalise this goal, the primary Indicator 4.2.1 sets out to measure the “proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex. The United Nations Children's Fund (UNICEF) is the custodian of SDG Target 4.2. As such, UNICEF has coordinated efforts to develop an assessment that “captures the achievement of key developmental milestones of children between the ages of 24 and 59 months”. This assessment is called the Early Childhood Development Index 2030, or ECDI2030. The ECDI2030 has been in use since March 2020. While the tool provides a quick snapshot for reporting, there is room for improvement, considering the breadth of skills that are developing as children grow. This review of existing ECE assessments has been motivated by the aim of the Global Education Monitoring (GEM) Centre at the Australian Council for Educational Research (ACER) to develop appropriate definitions and to contribute to the objective measurement of skills and attributes in early childhood education. The report reviews a range of assessments, including ECDI2030, with a view to identifying how they can be strengthened. The report is intended to benefit global stakeholders in the SDG 4 agenda, national governments, practitioners, and ultimately, children.

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