المؤلفون: Vasiliev, Artem

المصدر: International Journal of Instruction. Oct 2021 14(4):1013-1032.

Peer Reviewed: Y

Page Count: 20

Descriptors: Competition, Excellence in Education, Likert Scales, Higher Education, College Graduates, Salaries, Foreign Students, Databases, Academic Achievement, Correlation, Educational Administration, Foreign Countries, Educational Improvement, Universities, Developing Nations, Educational Quality, Reputation, Institutional Evaluation, Outcomes of Education

مصطلحات جغرافية: Russia

مستخلص: The article aims to examine theoretical and practical relationships between academic excellence and competitiveness in university education. The survey was conducted among university employees. Evaluation of each factor was carried out using the five-point Likert scale. The highest and statistically significant assessment was received for the following factors: the growth of graduates' salaries (4.08, 3.89, 4.16), the number of foreign students (4.01, 4.44, 4.56), the amount of extra-budgetary income of universities from various types of activities (4.12, 4.27, 4.56), and the number of publications in indexed databases (3.69, 4.63, 3.81). Several factors with the closest assessments among all the respondents were identified. Besides, very low estimates of the quality of state participation in maintaining competitiveness and academic excellence in universities were revealed. The paper unveiled how the general theoretical correlation of competitiveness and academic excellence is realized in the practice of educational systems' public administration. Furthermore, the study disclosed the indicators used to assess universities' activities in the context of competitiveness and academic excellence. The author believes that the use of competitiveness category in describing the purpose of the academic excellence program is justified. The study identified several significant factors in improving academic performance and competitiveness that affect the position of universities in Russia and developing countries in international rankings. The example of the Russian Academic Excellence Project demonstrated that the provision by the authorities of an artificial competitive advantage to specific universities negatively affects the level of competitiveness of other Russian universities.

Abstractor: As Provided

المؤلفون: Kauppila, Sheena A., Rubin, Paul G., Taylor, Jason L., Stovall, Karen L., Davis, Leanne, Institute for Higher Education Policy (IHEP)

المصدر: Institute for Higher Education Policy. 2021.

Peer Reviewed: N

Page Count: 8

Sponsoring Agency: Ascendium Education Group, Inc.
ECMC Foundation
Kresge Foundation
Lumina Foundation

Descriptors: Community Colleges, Case Studies, Suburban Schools, COVID-19, Pandemics, Awards, Excellence in Education, Dual Enrollment, Partnerships in Education, High School Students, Academic Achievement, Graduation Rate, Alignment (Education), State Programs, Educational Attainment, Higher Education, College Role, Reentry Students, Stopouts, Program Descriptions, State Colleges

مصطلحات جغرافية: Minnesota (Minneapolis), Minnesota (Saint Paul)

مستخلص: Located in Minnesota, Anoka-Ramsey Community College (ARCC) is an inspiring example of what a suburban community college can do to expand its ability to serve and reengage students with "some college, but no degree." As a finalist for the prestigious Aspen Prize for Community College Excellence in 2017, ARCC fulfills many roles common to community colleges in the U.S. The college has two campuses in the suburbs of the Twin Cities, that together offer over 100 degree, certificate, and transfer programs across its two campuses and also partners with area high schools to provide an extensive program for high school students that offers opportunities to take college-level courses in their secondary schools. ARCC joined the first cohort of IHEP's Degrees When Due (DWD) based on three factors: internal evaluation of student success and completion; alignment with state and system-wide initiatives; and pilot program alignment. This case study about ARCC, offers insights into how a suburban community college develops and adopts an initiative to reach students with some college, but no degree in the face of the COVID-19 pandemic.

Abstractor: As Provided

المؤلفون: Hanesová, Dana, Kosová, Beata

المصدر: NORDSCI. 2018.

Peer Reviewed: Y

Page Count: 9

Descriptors: Doctoral Programs, Academic Achievement, Excellence in Education, Graduates, Career Development, College Faculty, Employment Opportunities, Schools of Education, Program Descriptions, Foreign Countries, Case Studies, Doctoral Students, Outcomes of Education

مصطلحات جغرافية: Slovakia

مستخلص: At present there is an animated discussion in the well-known universities offering doctoral (PhD) studies about the future of their graduates. What kind of a job should they be prepared for? Should PhD studies continue to develop the academic excellence of their graduates and thus to prepare them for an academic career? Or should the universities re-orientate their PhD study aims to preparing the students for employment in jobs outside academia? Should the PhD studies have a broad aim or be narrowly specialized? What is the most appropriate response to these questions in case of PhD studies in educational sciences? The authors of this article argue for retaining a high quality of academic and methodological approach, and developing the thinking and research skills of PhD students. On the other hand, they suggest that, at the same time, such focus of the PhD education should be combined with enhancing carefully selected generic skills that can be useful for the PhD graduates to be able to find (predominantly educational) jobs outside academia. The study presents a process of projecting a new doctoral school at the Faculty of Education, Matej Bel University in Slovakia, implementing a combined-aims approach in educational sciences. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

Abstractor: As Provided

المؤلفون: Arkansas Department of Education

المصدر: Arkansas Department of Education. 2017.

Peer Reviewed: N

Page Count: 202

Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Accountability, Educational Quality, Equal Education, College Readiness, Career Readiness, Student Development, Competence, Success, Capacity Building, State Standards, Excellence in Education, School Districts, Educational Needs, Needs Assessment, Inquiry, Educational Improvement, At Risk Students, English Language Learners, Minority Group Students, Disabilities, Economically Disadvantaged, Educational Objectives, Public Schools, Academic Achievement, Graduation Rate, College Entrance Examinations, Homeless People, Migrants, Rural Schools

مصطلحات جغرافية: Arkansas

Laws, Policies and Program Identifiers: Elementary and Secondary Education Act, Stewart B McKinney Homeless Assistance Act 1987

Assessment and Survey Identifiers: ACT Assessment

مستخلص: This document reflects work that began prior to the passage of the Every Student Succeeds Act. In 2015 the Arkansas Department of Education began engaging with stakeholders to determine how the Department could better support students, educators, school and district leaders, and communities in their efforts to improve student outcomes. The intention was to maximize the flexibility offered under No Child Left Behind to rethink the approach to accountability, moving from a compliance-focused system to one of support. The goal is to unleash the professionalism and creativity of educators to provide student-focused learning opportunities for all students. The passage of the Every Student Succeeds Act provided an accelerated path for this goal to be realized. Programs included in the Consolidated State Plan are: (1) Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs); (2) Title I, Part C: Education of Migratory Children; (3) Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition and Language Enhancement; (6) Title IV, Part A, Student Support and Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural and Low-Income School Program; and (9) Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.

Abstractor: ERIC

المؤلفون: Education Scotland

المصدر: Education Scotland. 2017.

Peer Reviewed: N

Page Count: 62

Descriptors: Educational Quality, Educational Improvement, Educational Change, Excellence in Education, Equal Education, Elementary Secondary Education, Foreign Countries, Educational Psychology, Language of Instruction, Indo European Languages, Educational Trends, Trend Analysis, Private Colleges, Special Schools, Correctional Education, Service Learning, Career Guidance, Residential Schools, Child Care, Academic Achievement, Early Childhood Education

مصطلحات جغرافية: United Kingdom (Scotland)

مستخلص: This report summarises findings from inspections and other evaluative activities carried out by Education Scotland over the period January 2012 to June 2016. It seeks to draw out some of the key features and trends that we have seen as education providers have sought to develop and improve their services over that period of time. During the period covered by this report, Scottish education has gone through a period of very significant reform impacting on every part of the system. Across all sectors, establishments and services have focused strongly on developing their provision to take account of key national policies and their associated strategies. All these changes have taken place in a context of continuing constraints on public spending. This report reflects the distance that Scottish education has travelled since 2012, capitalising on the range of reforms that have been underway. It also shows clearly that there is still further to travel on that journey to realise the collective national ambition of achieving excellence and equity for all Scottish learners. [For "Quality and Improvement in Scottish Education: Trends in Inspection Findings 2008-2011," see ED535359.]

Abstractor: ERIC

المؤلفون: Stahl, Garth (ORCID 0000-0002-1800-8495), McDonald, Sarah (ORCID 0000-0002-0454-4983), Loeser, Cassandra (ORCID 0000-0001-5140-9373)

المصدر: Gender and Education. 2021 33(7):914-929.

Peer Reviewed: Y

Page Count: 16

Descriptors: Asians, College Freshmen, Educational Experience, Females, Self Concept, Student Attitudes, Foreign Countries, Transformative Learning, Excellence in Education, Academic Achievement, Academic Aspiration, Femininity, Case Studies, Immigrants

مصطلحات جغرافية: Australia

مستخلص: In educational research, girls are frequently depicted as success stories, able to effortlessly navigate academic excellence as empowered females. However, these depictions lack nuance and often fail to capture the complexity of young women's experiences as they shift from compulsory schooling into higher education. Using a methodology of semi-structured interviews and focus groups occurring at three points over the course of the first year of university, we explore the experiences of two young women, Joy and Naomi, both from Asian backgrounds. Focusing on possibilities, positioning and performances of femininities in relation to academic experiences, the article considers how their time in an Australian university informs their aspirations and subjectivities where the university is theorised as a site for the (re)making of identities. We draw on the model of possible selves which deepens our understanding of identities in formation allowing us to nuance processes of 'change' and 'transformation.'

Abstractor: As Provided

المؤلفون: Felten, Peter, Lambert, Leo M.

المصدر: Johns Hopkins University Press. 2020.

Peer Reviewed: N

Page Count: 208

Descriptors: Higher Education, Excellence in Education, Educational Experience, Peer Relationship, Teacher Student Relationship, Student Attitudes, Teacher Attitudes, Undergraduate Students, Expectation, Academic Achievement, First Generation College Students, Barriers, Equal Education, Academic Aspiration, College Faculty

مستخلص: What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In "Relationship-Rich Education," Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, "Relationship-Rich Education" provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation--and a challenge--for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.

Abstractor: As Provided

URL الوصول: https://jhupbooks.press.jhu.edu/title/relationship-rich-education

المؤلفون: Cho, Seonhee (ORCID 0000-0001-5580-0281), Lee, Hea-Jin (ORCID 0000-0002-9719-9671), Herner-Patnode, Leah

المصدر: Teacher Educator. 2020 55(4):411-429.

Peer Reviewed: Y

Page Count: 19

Descriptors: Teacher Attitudes, Self Efficacy, Cultural Awareness, School Culture, English Language Learners, Preservice Teachers, Student Attitudes, Student Diversity, Student Needs, Teacher Student Relationship, Excellence in Education, Academic Achievement, Culturally Relevant Education, Teacher Education Programs, Elementary School Teachers, Middle School Teachers, Measures (Individuals)

مستخلص: How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers' self-efficacy level in addressing English Learners' (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers' incongruent understandings of mainstream school culture versus ELs' cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency.

Abstractor: As Provided

المؤلفون: Bolan, John, Bellamy, Patricia, Rolheiser, Carol, Szurmak, Joanna, Vine, Rita

المصدر: Collected Essays on Learning and Teaching. 2015 8:191-200.

Peer Reviewed: Y

Page Count: 10

Descriptors: Foreign Countries, Libraries, Academic Achievement, Cooperation, Partnerships in Education, Academic Libraries, Program Descriptions, Program Development, Excellence in Education, Higher Education, Professional Education, Surveys, Focus Groups, Risk, Communication (Thought Transfer), Interpersonal Relationship, Teaching Methods, Professional Identity

مصطلحات جغرافية: Canada (Toronto)

مستخلص: In 2010, the University of Toronto's Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librarians and those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need. The article reports on the genesis, goals, and key principles contributing to the partnership's success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.

Abstractor: As Provided

المؤلفون: Weitzel-O'Neill, Patricia, Torres, Aubrey Scheopner

المصدر: Catholic Education: A Journal of Inquiry and Practice. Sep 2011 15(1):72-86.

Peer Reviewed: Y

Page Count: 15

Descriptors: Conferences (Gatherings), Higher Education, Catholic Schools, Catholics, Elementary Secondary Education, Instructional Leadership, Partnerships in Education, College School Cooperation, Educational Improvement, Educational Change, Change Strategies, Summative Evaluation, Brainstorming, Academic Achievement, Excellence in Education, Religion, Intellectual History

مستخلص: This article summarizes the content and outcomes of the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by the Roche Center for Catholic Education at Boston College and the Center for Catholic School Leadership at Fordham University. The conference focused on how Catholic higher education can assist in developing and supporting essential components necessary for achieving academic excellence in Pre-K-12 Catholic schools. This working conference featured guest speakers who provided substantive content that invited participants to examine critically and reflect upon focus questions related to academic excellence. A summary of the presentations and table conversations, along with the final recommendations from the participants and follow-up steps that have taken place as a result, are reported.

Abstractor: As Provided