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2. Elementary Mathematics Curriculum: State Policy, COVID-19, and Teachers' Control
- Author
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Mona Baniahmadi, Bima Sapkota, and Amy M. Olson
- Abstract
In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]
- Published
- 2023
3. Guidance on Reopening Schools: Equity Considerations during COVID-19. Equity by Design
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Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC), Gorman, Trish, Broughton, Noelle, Rusnak, Katy, Skelton, Seena M., and Thorius, Kathleen King
- Abstract
This "Equity by Design" brief highlights equity issues that arise in the process of reopening schools during a global pandemic. The authors examine state plans and guidance for reopening schools across states in the Midwest & Plains Equity Assistance Center (MAP EAC) region which includes the 13 states of Indiana, Illinois, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, and Wisconsin. The purpose of this paper is to provide explicit consideration of equity issues in the context of reopening schools and generate discussion about the topics addressed. The following topics are covered: (1) time spent in face-to-face instruction vs. virtual or hybrid learning environments and any calendar changes; (2) screening and reporting of COVID-19 symptoms and exposure; (3) social distancing, face masks and classroom set up; (4) ensuring more equitable learning for students with dis/abilities and multilingual learners; (5) access to technology; (6) opportunities and challenges in online learning, (7) communication with parent/caregivers; (8) addressing learning loss; (9) guidance on Social Emotional Learning (SEL); and (10) guidance on field trips and co-curricular and extra-curricular activities. Throughout this brief, the authors highlight equity issues that inevitably arise in the context of schooling where conditions of access are likely exacerbated by the pandemic and how one might approach and consider these issues in planning and policy. As school and district leaders review and revise policy implementation, the guidance outlined in this paper can inform the way that policy is implemented and can help highlight issues around equity that district and school personnel may not have considered in planning for reopening.
- Published
- 2021
4. Postsecondary Education for Incarcerated Individuals: Guidance for State Agencies and Systems of Higher Education
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State Higher Education Executive Officers (SHEEO), Pearson, Denise, and Heckert, Kelsey
- Abstract
The United States leads the world in the number of incarcerated persons per 100,000. In today's global economy, these numbers represent huge wastes in human capital, especially when you consider the inequitable nature of the American criminal justice system, as witnessed by the disproportionate racial and ethnic composition, types of crimes, and length of prison sentences represented within this population. Regardless of the pathway to prison, most incarcerated people will eventually return to the communities from which they came, so one of the important questions may be, how does society want them to show up? Broken or made whole? Angry or hopeful? Employable or unemployable? Role model or counterexample? The essence of this paper is linked to a favored quote by the late Nelson Mandela, who said, "Education is the most powerful weapon which you can use to change the world." These words are as profound today as they were in 1990 when he addressed an audience of Boston high school students. Furthermore, education in America remains one of the best investments individuals and governments can make, which should include investment in prison-based education programs. These types of efforts are cost-effective, reduce recidivism, improve employment prospects, increase civic engagement, and can disrupt generational poverty. Despite Second Chance Pell programs and other evidence supporting the multilayered value of postsecondary (coursework beyond high school) education for incarcerated populations, barriers and challenges persist. Fortunately, leaders of state agencies and systems of higher education are increasingly exploring the feasibility of these programs for their states. This paper presents preliminary findings from a survey SHEEO administered to its members in 2018. It advocates for postsecondary education for incarcerated persons as a relevant policy issue at federal and state levels in current political environments. Key findings and recommendations were informed by responses from 38 percent of SHEEO's membership. States responding to the survey were Alabama, Alaska, Arkansas, Colorado, Connecticut, Delaware, Idaho, Indiana, Iowa, Kansas, Louisiana, Michigan, Minnesota, Missouri, Nevada, Ohio, Oklahoma, Oregon, Rhode Island, South Dakota, Washington, and Wyoming. Non-member organizations included Truckee Meadows Community College (NV); University of Nevada, Las Vegas; Bismarck State College (ND); and the Washington State Board of Community and Technical Colleges. The paper is organized around three main categories: access, program delivery, and reentry of program participants into society, with the following key performance indicators.
- Published
- 2020
5. Making It Official: The Institutionalization of The Hegemony of English in the US
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Nieto, David G.
- Abstract
Drawing upon Critical Discourse Analysis (CDA) as theoretical framework and methodological tool, the present paper critically examines the legislation that has established English as official language in 30 states. This study captures the motivation and rationale of the policies, their stated outcomes and educational implications. The analysis situates the discourse embedded in official language policies within its socio-historical context and the conceptualization of race and language in the US. The results indicate that official English legislation responds to a conservative raciolinguistic ideology that seeks to reaffirm the hegemony of English as a mechanism of internal colonization. Official English attempts to establish monolingual educational and governmental practices that serve as an instrument to protect the status quo and, thus, perpetuate the privilege of whiteness and the subordination of immigrants, and Black, Indigenous, and People of Color (BIPOC).
- Published
- 2021
6. Dakota/Lakota Math Connections: Applying an Indigenous Research Paradigm to Research in Undergraduate Math Education
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Danny Luecke
- Abstract
An Indigenous research paradigm collectively described by Wilson (2008), Archibald (2008), and Kovach (2009) has yet to be applied to research in undergraduate math education, and specifically at a Tribally Controlled College/University (TCU). Research at TCUs does not require the use of an Indigenous research paradigm, however at the outset, this study chose to center Indigenous values and ways of learning. Justification of one research paradigm from/through another research paradigm is not only unnecessary but could be viewed as decreasing academic rigor as well as devaluing Indigenous ways of knowing and learning. Applying an Indigenous research paradigm shifted the literature review from 'synthesizing the literature' to 'embodying the literature' (Ch. 2). Research questions were not developed in isolation by 'finding a gap' in the literature but through collaborative connection within a D/Lakota TCU, specifically at Sitting Bull College (SBC) between the math department and Wahohpi Kin (the Lakota language immersion nest). Connections amongst D/Lakota math, language, and culture were collaboratively determined as the central idea to encircle, (that is, to study) meaning to strengthen the web of relations (Ch. 3 and 4). In TCU math classrooms calls for local language/culture to be more integrated into the curriculum have been met with epistemological challenges as well as a dearth of math and local culture resources. The D/Lakota Math Connections study addresses both challenges at/with SBC in Standing Rock Nation. Following an Indigenous research paradigm focusing on relationality and relational accountability, groups of tribal college math instructors, Lakota language immersion teachers, and fluent elders experienced, confirmed, and refined the D/Lakota Math Connections framework (Ch. 5) as well as developed a community-based math resource for curriculum development at SBC and more broadly Ocethi Sakowin (Ch.6).This four-paper dissertation seeks to follow an Indigenous research paradigm in every possible way. This includes an emphasis on story, while also containing four distinct, peer-reviewed, published articles. Throughout the study, articulating D/Lakota math connections was both the process and the product. Further, qualitative and quantitative methods demonstrated that math and D/Lakota language fluency do grow together and for D/Lakota math to be a continued area of research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
7. From Dakota Territory to Today: How Much Has Education Changed?
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Reetz, Linda J.
- Abstract
This paper presents a historical study of three issues in education: (1) the teaching of morals; (2) teacher retraining; and (3) practices in language arts. It demonstrates that recent actions by the South Dakota legislature to ensure that children are given moral and character instruction are similar to efforts undertaken in the 1890s in North and South Dakota. The paper then notes that the ongoing training of teachers is another issue of recent concern that was also widespread in the Dakotas in the late 19th century. It also explains that the current emphasis on whole-language instruction and a deemphasis on rote spelling lessons and books also hearken back to the 1890s, when "A Teachers Manual and Guide and Course of Study for the Common Schools of South Dakota" (H. L. Bras and others) emphasized similar ideas. The paper concludes that being aware of past practices and methods can help educators understand that much of the current emphasis on morality education, teacher retraining, and whole language education has its roots in the 19th century. (MDM)
- Published
- 1993
8. Redefining School Discipline: Illinois and Other States' Responses to Negative Impact
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Puckett, Tiffany, Graves, Christopher, and Sutton, Lenford C.
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Minority students and students with disabilities are disciplined disproportionately from their peers. Discipline has led to many negative consequences in the lives of youth in the United States, including the school-to-prison pipeline. In 2014, the U.S. Department of Education issued guidance encouraging school districts to develop policies that seek alternatives to exclusionary penalties. Some states, including the State of Illinois, have been proactive in revamping the state's discipline. In this paper, we will examine how the states are responding to the school-to-prison pipeline and the other negative effects of exclusions and suspensions. Additionally, this paper will examine the implementation of Illinois Senate Bill 100, from an administrator's point of view, to make recommendations for disciplinary strategies and possible policy revisions.
- Published
- 2019
9. Evaluating Capacity Building in Education: The North Central Comprehensive Center
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Beesley, Andrea D. and Shebby, Susan
- Abstract
The purpose of this paper is to inform evaluators of a method of evaluating capacity building in educational programs. One definition of capacity building is helping an organization increase its ability to fulfill its mission (Wing, 2004). Evaluators of capacity-building efforts therefore must focus on evidence that the program has helped to build the capacity of the organization it serves, which can include evidence of increased knowledge and changes in practice. Here this evaluation method is presented in the context of an evaluation of one of the U.S. Department of Education Comprehensive Centers. The mission of the Comprehensive Centers is to provide technical assistance that builds the capacity of state education agencies to help districts and schools meet their student achievement goals and No Child Left Behind requirements. Evaluators created a logic model to organize the evaluation around a capacity building continuum, and then used surveys, focus groups, interviews, and artifact analysis to document capacity. This report presents findings from Comprehensive Center Year 4 for the state of Nebraska, and includes results from 351 participant surveys along with focus groups and interviews. Evaluation findings showed that participants not only reported that activities were useful, relevant, and of high quality--but that they perceived themselves as more knowledgeable and had begun to apply their knowledge towards improving services for their constituents. Evaluating capacity building allows evaluators to go beyond documenting project activities and outcomes to focus on cognitive and affective changes in participants and on behavior such as changes to services in schools and districts. Appended are: (1) Indicators of Capacity Building; (2) Activity Report; (3) Nebraska Project 3: Poverty Plan Participant Interview Questions; (4) Nebraska Project: English Language Learner Leadership Institute Focus Group Questions; and (5) NCCC [North Central Comprehensive Center] Participant Evaluation Form. (Contains 1 footnote, 2 figures, and 3 tables.)
- Published
- 2010
10. The Dropout/Graduation Crisis among American Indian and Alaska Native Students: Failure to Respond Places the Future of Native Peoples at Risk
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University of California, Los Angeles, Civil Rights Project / Proyecto Derechos Civiles, Faircloth, Susan C., and Tippeconnic, John W., III
- Abstract
This paper examines the graduation/dropout crisis among American Indian and Alaska Native students using data from the National Center for Education Statistics. Data from 2005 is drawn from the seven states with the highest percentage of American Indian and Alaska Native students as well as five states in the Pacific and Northwestern regions of the United States. Findings indicate that the number of American Indians and Alaska Natives who graduate continues to be a matter of urgent concern. On average, less than 50% of Native students in these twelve states graduate each year. (Contains 8 tables, 1 figure, and 22 footnotes.) [This paper was produced by the Center for the Study of Leadership in American Indian Education at the Pennsylvania State University.]
- Published
- 2010
11. Brick and Click Libraries: Proceedings of an Academic Library Symposium (9th, Maryville, Missouri, November 6, 2009)
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Northwest Missouri State University, Ury, Connie Jo, Baudino, Frank, and Park, Sarah G.
- Abstract
Twenty-one scholarly papers and fourteen abstracts comprise the content of the ninth annual "Brick and Click Libraries Symposium," held annually at Northwest Missouri State University in Maryville, Missouri. The peer-reviewed proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. Many of the papers include charts and illustrations, which enhance readers' understanding of the information presented. Several papers describe research projects or deployment of current trends in a specific library setting. Topics incorporate information of interest to librarians working in the areas of reference, instruction, access services, and collection development. The 2009 paper titles include: (1) The Process and Promise of Consolidating Public Service Desks: You Can't Hurry Love (Phillip J. Jones and Tim Zou); (2) Build an iLibrary with iGoogle: Building Blocks for Libraries (Rene Erlandson and Rachel Erb); (3) Evaluating "CamStudio and Wink" Screen Capture Programs for Library Instruction (Ted Gentle); (4) Physical Space in a Virtual World: Implications for Library Space (David Alexander); (5) Collection Development in Tight Economic Times: A Homegrown Workflow Analysis Program (Anna Hulseberg and Julie Gilbert); (6) Creating Usability Tests that Work for Your Web Site and Other Web Applications (Kari D. Weaver and Kimberly Babcock Mashek); (7) 11,000,000 Words: An Avalanche of Academic Archive Photos at KState at Salina (Heidi Blackburn, Pam Bower, and Alysia Starkey); (8) Are You Ready for "The Cloud"? Implications and Uses of Cloud Computing for Libraries (Alyssa Martin, Kent Snowden, and Debbie West); (9) Using "Jing" to Turn Your IM or Chat Reference into a Multimedia Educational Experience (William Breitbach); (10) Empowering College Students' Research Skills via Digital Media (Elaine Chen); (11) "Meebo": Jumpstarting an Instant Message Reference Program (Jennifer Nelson); (12) Taking the Library Where Our Users Are (Where Is That, Exactly?) (Julia Bauder); (13) Expanding while Simplifying: Document Delivery Services at the University of Wyoming Libraries (William O. Van Arsdale, III); (14) What We Do for the Sake of Correct Citations (Connie Jo Ury and Patricia Wyatt); (15) New Acquisitions Retrieval System (NARS) a New Tool to Promote Library Collection (Youbo Wang); (16) "Excel"erate Your Metadata: Tips and Tricks for Using Excel to Generate Metadata for the NonProgrammer (Teressa Keenan); (17) This Is the World Calling: The Global Voices and Visions of Internet Radio and Television (John Barnett); (18) Comparing Bananas with Grapes: Ebook Use Data from a Bunch of Vendors (Joseph Kraus); (19) What the Text Is Happening? (Linda L. Parker and Audrey DeFrank); (20) Cataloging Streaming Media: Tools and Rules (Janice Boyer); and (21) "Coursecasting" with iTunes University (Plamen Miltenoff, Pamela Salela, and Gary Schnellert). An author/title index is included. (Individual papers contain notes, figures, tables and references.) [Abstract modified to meet ERIC guidelines. For the 2008 proceedings, see ED503310.]
- Published
- 2009
12. The Knowledge Base for Improving Policy and Practice: The Regional Laboratories Experience. The Knowledge Bases for Improving Rural Education: Their Needs Are Unique.
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Mid-Continent Regional Educational Lab., Aurora, CO. and Haas, Toni
- Abstract
Several problems exist with the rural knowledge base as it is traditionally conceived: (1) there is no useful rural definition with the diverse rural reality; (2) rural is undervalued as reflected in teacher education and training and in the stereotyping of regions in the country; (3) issues of sparsity, scarcity and size are disregarded, and (4) the positive attributes already present in many rural schools are ignored. The type of education available in rural schools typify, on a small scale, the recommendations of effective schools research. Rural educators have experienced the limitations of the current knowledge base and rely on practice and experienced-based knowledge. New knowledge to improve practice comes from personal interactions with other rural educators rather than from research or outside resource persons. State departments of education establish monitoring and compliance relationships with rural schools, mirroring the larger society's undervaluing of rural education. They assume that rural schools are financially inefficient and educationally ineffective, although all state-wide test data proves contrary. New models for knowledge production and utilization are necessary for improving rural education. Three alternative models are: (1) clustering schools with similar interests to share programs, personnel and equipment; (2) sponsoring grassroots research on rural education and rural schools; and (3) creating Centers on Rural Education at colleges and universities. This document contains 22 references. (ALL)
- Published
- 1990
13. Toward the Development of a Program Quality Framework for Career and Technical Education Programs: A Researcher-Practitioner Collaborative Project
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Society for Research on Educational Effectiveness (SREE), Brodersen, R. Marc, Yanoski, David, Hyslop, Alisha, and Imperatore, Catherine
- Abstract
Career and technical education (CTE) programs of study are subject to rigorous state and federal accountability systems that provide information on key student outcomes. However, while these outcome measures can form a basis for identifying high- and low-performing programs, they are insufficient for answering underlying questions about how or why that level of achievement was attained. Given the variety of CTE program guidance and program quality frameworks currently available, the Regional Educational Laboratory Central (REL Central) partnered with members of its college and career readiness research alliance (CCRRA) consisting of state directors of CTE programs in the central region. This study was designed to address the following questions: (1) What CTE program components do state educational agency (SEA) policies and guidance focus upon in the central region? and (2) How are current national CTE program frameworks structured, and what program components are the focused on. To address these research questions, REL Central and ACTE conducted reviews of SEA and national framework documents, respectively. This study was designed to address the following questions: (1) What CTE program components do state educational agency (SEA) policies and guidance focus upon in the central region? (2) How are current national CTE program frameworks structured, and what program components are the focused on. To address these research questions, REL Central and ACTE conducted reviews of SEA and national framework documents, respectively. REL Central collected CTE program guidance and policy documents from the seven states composing the REL Central region: Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. The National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) provided additional policy documents they had previously collected from the central states. ACTE collected program frameworks developed by national organizations. REL Central and ACTE conducted a document analysis of state CTE program guidance and policies, as well as national program frameworks. These documents were examined to identify and summarize the various CTE program components focused on. Analysis of the two sets of documents revealed nine broad categories of content: (1) Course content; (2) Course delivery; (3) Guidance and counseling; (4) Stakeholder partnerships; (5) Student leadership; (6) Student assessment; (7) Program outcomes; (8) Administrative program guidance; and (9) Administrative guidance for CTE teacher recruitment and training. Examination of the frequency with which each content area was addressed showed state and national guidance most frequently addressed stakeholder involvement and partnerships, course content and delivery, student assessment, and career guidance and counseling. Many of the other areas focused upon were related to administrative requirements. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
- Published
- 2016
14. States in the Driver's Seat: Leveraging State Aid to Align Policies and Promote Access, Success, and Affordability
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Western Interstate Commission for Higher Education, Prescott, Brian T., and Longanecker, David A.
- Abstract
With increasingly widespread calls to raise educational attainment levels without substantially growing public investment in higher education, policymakers and others have devoted growing attention to the role of financial aid programs in providing access to, promoting affordability for, and incentivizing success in college. Given relative levels of investment, most of that focus has been on federal financial aid programs. But for students enrolled in higher education, the vast majority of whom attend public institutions, the impact of federal aid policies is filtered through finance policies enacted at the state level. The wide differences in financing strategies among states mean that states ultimately determine to a great extent how college opportunities are distributed, costs are affordable, and students are successful. This concept paper takes a closer look at state financial aid programs and how they are uniquely well-positioned to address many of the financial challenges in college access, success, and affordability that stand in the way of achieving educational attainment goals. It advances a framework for the distribution of aid that is efficient with scarce public funds, encourages students to make progress and succeed, promotes institutional behaviors that are aligned with public needs and expectations, and integrates state policies with federal and institutional policies and practices. Informed by a set of guiding principles, the paper makes the following policy proposals: (1) States can adopt a Shared Responsibility Model (SRM) as the framework for determining the eligibility for a state grant, as well as the amount of the grant; (2) States can encourage well-designed, state-supported programs to assist students in meeting their student contribution; (3) States can embed demand-side incentives that promote student success; (4) States can embed supply-side incentives that ensure that institutions share in both the risk and rewards of student success; (5) States can leverage grant aid programs to encourage institutional aid expenditures that are aligned with state goals for student success, affordability, transparency, and predictability; (6) The federal government can recommit to its historic partnership with states in promoting well designed grant programs through a contemporary LEAP program; (7) States can ensure that their grant programs include an expectation that standards of academic quality are maintained; and (8) States can require that their financial aid programs are systematically evaluated.
- Published
- 2014
15. A Meta-Analysis of Growth Trends from Vertically Scaled Assessments
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Dadey, Nathan and Briggs, Derek C.
- Abstract
A vertical scale, in principle, provides a common metric across tests with differing difficulties (e.g., spanning multiple grades) so that statements of "absolute" growth can be made. This paper compares 16 states' 2007-2008 effect size growth trends on vertically scaled reading and math assessments across grades 3 to 8. Two patterns common in past research on vertical scales, score deceleration (grade-to-grade growth that decreases over time) and scale shrinkage (variability in scale scores that decreases from lower to higher grades), are investigated. Pervasive, but modest, patterns of score deceleration are found for both math and reading. Limited evidence of scale shrinkage was found for reading, and virtually no evidence was found for math. In addition, linear regression was used to show that little of the considerable variability in the growth effect sizes across states could be explained by readily identifiable characteristics of the vertical scales. However, many scale characteristics were not well documented in available technical reports. The most important of these characteristics, along with their implications for interpretations of growth, are discussed. The results serve both as a normative baseline against which other scaling efforts can be compared. (Contains 5 tables, 4 footnotes, and 5 figures.)
- Published
- 2012
16. Tuition and Fees in Public Higher Education in the West, 2011-2012. Detailed Tuition and Fees Tables
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Western Interstate Commission for Higher Education
- Abstract
This annual report updates the tuition and fee prices published by all of the public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) member states. It is the product of an annual survey administered to the State Higher Education Executive Officers (SHEEO) offices in each state, with a couple of exceptions. There is no centralized coordinating or governing body for the two-year colleges in Arizona or for the technical institutes in South Dakota. Therefore, personnel at the individual institutions in those two states responded to this survey. Beginning with the 2010-2011 and continuing this year, this report presents published tuition and fees amounts as averages both unweighted and weighted by full-time equivalent (FTE) enrollments. Unlike unweighted averages, which treat each institution equally no matter how big or small it is, enrollment-weighted averages provide a truer estimate of the published price a typical student faces based on enrollment patterns. Appended are: (1) The Carnegie Classification of Institutions of Higher Education, 2010; (2) Number of Public Four-Year Institutions by Carnegie Classification in the WICHE Region, 2011-12; (3) Number of Public Two-Year Institutions by State in the WICHE Region, 2011-12; (4) Procedure for Converting Current Dollars to Constant Dollars; (5) Methodology; (6) Survey Instructions; (7) Mandatory Fees at Public Two-Year Institutions in the WICHE Region; (8) Mandatory Fees at Public Four-Year Institutions in the WICHE Region; (9) Undergraduate FTE Four-Year Institutions in the WICHE Region; (10) Graduate FTE Four-Year Institutions in the WICHE Region; and (11) Undergraduate FTE Two-Year Institutions in the WICHE Region. (Contains 21 tables and 68 endnotes.) [This paper was prepared by the Office of Policy Analysis and Research. For "Tuition & Fees in Public Higher Education in the West, 2010-2011. Detailed Tuition and Fees Tables," see ED539047.]
- Published
- 2011
17. Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: HLC
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Department of Education (ED)
- Abstract
The Higher Learning Commission (HLC or the agency) is a regional institutional accreditor that accredits (or preaccredits) over 1,000 degree granting institutions in 19 states, tribal institutions and including those programs offered via distance education within these institutions. Most of the institutions accredited by HLC use the Secretary's recognition of the agency to establish eligibility to participate in the Title IV, HEA student financial assistance programs. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning HLC's petition for continued recognition.
- Published
- 2010
18. Tuition and Fees in Public Higher Education in the West, 2010-2011. Detailed Tuition and Fees Tables
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Western Interstate Commission for Higher Education
- Abstract
This annual report updates the tuition and fee prices published by all of the public higher education institutions in the WICHE (Western Interstate Commission for Higher Education) member states. It is the product of an annual survey administered to the State Higher Education Executive Officers (SHEEO) offices in each state, with a couple of exceptions. There is no centralized coordinating or governing body for the two-year colleges in Arizona or for the technical institutes in South Dakota. Therefore, personnel at the individual institutions in those two states responded to this survey. In response to feedback from WICHE constituents, this year's edition incorporates three significant changes: 1) the addition of enrollment-weighted tuition and fee averages by state; 2) the ability to download all data tables in excel format, most notably the tables that show each institutions' tuition and fees charges; and 3) a reduction in the total number of data tables to eliminate redundancy and streamline the report. Unlike unweighted tuition and fee averages, which treat each institution equally no matter how big or small it is, enrollment-weighted averages provide a truer estimate of the published price an average student faces based on enrollment patterns. Appended are: (1) The Carnegie Classification of Institutions of Higher Education, 2005; (2) Number of Public Four-Year Institutions by Carnegie Classification in the WICHE Region, 2010-11; (3) Number of Public Two-Year Institutions by State in the WICHE Region, 2010-11; (4) Procedure for Converting Current Dollars To Constant Dollars; (5) Methodology; (6) Survey Instructions; (7) Mandatory Fees at Public Two-Year Institutions in the WICHE Region; (8) Mandatory Fees at Public Four-Year Institutions in the WICHE Region; (9) Undergraduate FTE Four-Year Institutions in the WICHE Region; (10) Graduate FTE Four-Year Institutions in the WICHE Region; and (11) Undergraduate FTE Two-Year Institutions in the WICHE Region. (Contains 20 tables and 73 endnotes.) [This paper was prepared by the Office of Policy Analysis and Research. For "Tuition and Fees in Public Higher Education in the West, 2009-2010. Detailed Tuition and Fees Tables," see ED508995.]
- Published
- 2010
19. Energy Resource Development: Implications for Women and Minorities in the Intermountain West.
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Commission on Civil Rights, Washington, DC.
- Abstract
A selection of papers presented at a consultation sponsored by the Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming Advisory Committees to the U.S. Commission on Civil Rights address the inequities of benefits received by women and minorities from resource development activities in the Intermountain West. The introduction discusses the impact of resource development on women and minorities. The next section, on boomtowns, contains five papers addressing women and minorities, human services, and social/psychological problems inherent in communities experiencing rapid growth. Section 3 provides three papers dealing with the economic position of women and their employment opportunities in energy development, women working with energy, and effects of energy development on rural women. The fourth section includes seven papers detailing energy development and the disadvantages, i.e., the effects on Blacks, Hispanics, women, and other disadvantaged. Section 5 provides four papers covering Indian reservation resources, such as coal and water, and conservation practices. Three papers on economic opportunities for Indians and other minorities in energy-related businesses conclude the document. (AH)
- Published
- 1979
20. Conceptions of Power among Senior Women Administrators at Liberal Arts Colleges in the Upper Midwestern United States
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Enke, Kathryn
- Abstract
Women are underrepresented in senior-level leadership positions in higher education institutions, and their experiences are underrepresented in research about leadership and power in higher education. This qualitative study engaged women senior administrators at liberal arts colleges in the Upper Midwestern United States to better understand how their intersecting identities mediate their enacted leadership. Data were collected from eight women senior administrators at liberal arts colleges in the Upper Midwestern United States via a preliminary questionnaire, document review, in-depth one-on-one interviews, and a day of observation with each participant. For this paper, I investigated how the participants perceived their own power within the campus community. Data analysis using the constant comparative method revealed participants' conceptions of power, their discomfort with the word power, and the ways they saw their power as mediated by their identities.
- Published
- 2014
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21. Perceptions Regarding Selected Educational Strategies Used by Extension Educators
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Kwaw-Mensah, David and Martin, Robert A.
- Abstract
Purpose: The purpose of this study was to identify the perceptions that extension educators in the North Central region of the United States hold regarding selected educational strategies pertaining to livestock waste management education. Livestock waste management education has been recognized as one of extension's major initiatives in the United States. County extension educators' perceptions regarding the educational strategies for livestock waste management are lacking in the literature. Most importantly, how do perceptions of extension educators in the region influence the selection of teaching methods and tools for educating those responsible for livestock waste management? Design/methodology/approach: The authors developed and utilized a questionnaire with a Chronbach's alpha 0.75 mailed to 360 randomly selected extension educators from the North Central region. The response rate was 55.8% based on a total of 201 completed survey questionnaires. Early and late responses were compared using independent samples T-test. Analyzed data was summarized as the descriptive statistics of means, standard deviations and percentages of all variables of interest from the study and presented as tables. Findings: Extension educators who participated in this study were predominantly white males with a mean age of 47.2 years. The majority (68.2%) of respondents had agriculture and natural resources as their area of extension responsibilities. Respondents had positive perceptions regarding selected teaching methods and tools and believe that the teaching methods of demonstrations, individualized instruction, discussion, lecture-discussion and field days are effective for livestock waste management education. Very high intercorrelation result (r=0.706) exist between perceptions regarding the effectiveness of teaching methods and the effectiveness of teaching tools. Practical Implications: Extension educators' positive perceptions regarding selected teaching methods and tools have implications for in-service educational programming and staff development for extension educators in the North Central region to enhance their self-efficacy and improve self-confidence in the use of educational strategies for livestock waste management education. Originality/value: This paper is original and makes a compelling case for in-service training and professional development for extension educators in the North Central region.
- Published
- 2013
- Full Text
- View/download PDF
22. Proceedings. Training Institute for Rural Disadvantaged (August 17-21, 1970).
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North Dakota State Board for Vocational Education, Bismarck., South Dakota State Dept. of Public Instruction, Pierre. Div. of Vocational-Technical Education., South Dakota State Univ., Brookings., Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education., Minnesota Univ., St. Paul., and North Dakota State Univ., Fargo.
- Abstract
Presented are the proceedings of three concurrent training institutes conducted to better prepare professional workers in vocational education to meet the needs of rural disadvantaged students through secondary, postsecondary, and adult vocational education programs in Minnesota, North Dakota, and South Dakota. Included are the program objectives, the meeting agenda, the professional papers presented, plans for a final evaluation, the interim evaluation, and a bibliography on research and programs for the rural disadvantaged. The titles and authors of the professional papers delivered during the five-day institute are as follows: "Techniques for Teaching the Disadvantaged" by Charles F. Nichols; "Vocational Education for the Disadvantaged--What Has Been Done?" by Charles Rogers;"Group Guidance and Exploratory Instruction" by Don Priebe and Odell Barduson; "Adapting Adult Education to the Disadvantaged" by Gary Leske and Ed Persons; "Adapting Co-op Education for the Disadvantaged" by Max Amberson; and "Evaluating Programs for the Disadvantaged" by George Copa and R. Paul Marvin. (BM)
- Published
- 1970
23. Art & Indian Children of the Dakotas: An Introduction to Art. Series Number 4.
- Author
-
Bureau of Indian Affairs (Dept. of Interior), Aberdeen, SD. Aberdeen Area Office. and Amiotte, Arthur
- Abstract
The fourth volume of a bicultural educational series designed and produced especially for use in Aberdeen area schools with predominantly western Sioux populations has educational import for children and teachers everywhere who have an interest in the art and culture of the western Sioux. The volume focuses on creativity and the changing and re-arranging of media into a work of art. It begins with the Lakota story of creation, illustrated with Lakota drawings. The next section contains photographs depicting the many uses of art on garments, eating utensils, blankets, pouches, tipis, and for personal adornment, pictures and drawings, and prayer aids. The next section describes and illustrates with photographs the different painting styles of Lakota men and women. The volume then describes with text and photographs the preparation of hides for painting and the natural materials used in painting. Next is a description of the type of drawing and painting done by the Lakotas after the advent of paper about 1870. The volume ends with a summary section on things to remember about art and its meaning for the Lakota people. (CM)
- Published
- 1978
24. Redesigning Rural Education: Ideas for Action.
- Author
-
Mid-Continent Regional Educational Lab., Aurora, CO.
- Abstract
This brochure offers descriptions of three Mid-continent Regional Educational Laboratory (McREL) programs designed to improve elementary and secondary education in the midwestern United States. "Project ACCESS" helps students explore career options. "Decisions About Technology" helps increase learning opportunities through the use of computer technology. "Rural School and Community Development" helps students and community interact to improve the economic health of the community. Clustering schools is a way of dealing with declining money and resources. Sharing teachers, students and equipment can be positive alternatives to reductions in staff, student enrollment, and equipment. Linkages through computer or video networks among schools successfully reach local colleges, employers, and community organizations. Capsule descriptions of 28 working rural programs, including rural school organizations, community study projects, and technology programs, are provided; the name and address of a contact person is included for each program. A list of related McREL publications concludes the document. (TES)
- Published
- 1986
25. Farm Crisis Response: Extension and Research Activities in the North Central Region.
- Author
-
North Central Regional Center for Rural Development, Ames, IA. and Lasley, Paul
- Abstract
The 12 states comprising the North Central Region have been affected in similar ways by the farm crisis of the 1980s. Statewide surveys show sizeable proportions of farm operations that are experiencing moderately high levels of financial stress. The problems caused by chronic stress on family structure and functioning, the loss of mainstreet businesses, and bank closing are felt throughout the region. The Cooperative Extension Agencies in the states have approached the problems in similar ways. They have developed new programs with long- and short-term efforts, and they have adapted existing programs with short-term or temporary activities and long-term commitments. Extension has been most heavily involved in developing new, relatively short-term programs such as the use of hotlines, crisis intervention teams, and bankrupcy or bank closing response teams. New, long-term programs include projects and research designed to achieve economic and agricultural diversification. The addition of resources to the existing farm management programs is a good example of an existing short-run program. Many existing, long-term Extension and research programs have been helpful in meeting immediate needs. This document provides 12 papers summarizing the farm crisis and programs designed to deal with it in each of the North Central states. Research needs are enumerated. (JHZ)
- Published
- 1986
26. Reports from Western States. Educational Telecommunications Plans, Policies, Programs.
- Author
-
Western Interstate Commission for Higher Education, Boulder, CO.
- Abstract
This collection of reports highlights the status of educational telecommunications in 13 western states during 1991. Topics addressed include distance education initiatives in Alaska; activities by members of the Arizona Education Telecommunications Cooperative, including colleges, public schools, and government agencies; groups active in the planning and implementation of technology in California education; activities of the Colorado Telecommunications Advisory Commission, colleges, and other organizations in Colorado; the infrastructure for Educational Telecommunications in Hawaii, as well as Department of Education, University of Hawaii, and legislative activities; telecommunications technology in Minnesota public school districts, community colleges, private colleges, the state university system, technical colleges, and the University of Minnesota; legislative initiatives in Nevada and activities of the University of Nevada; efforts by various organizations in New Mexico, including the state library, the board of education, and several colleges; progress made in North Dakota in the areas of interactive television, interactive video, public television, computer networking, satellite broadcasting, and emerging partnerships; legislative policy, networking, community college services, and activities of state agencies in Oregon; the South Dakota Governor's Telecommunication Task Force and uses of telecommunications technology in various educational settings in the state; activities of Utah state agencies and colleges; and initiatives in Wyoming, including legislation, distance education, interactive video, and community college programs. (ALF).
- Published
- 1991
27. State Educational Policies and the Mission of Rural Community Schools.
- Author
-
Moriarty, Thomas E.
- Abstract
Any conclusions that community education concepts are "alive and well" were not supported in a study of the impact of state education policies on rural school districts with total enrollments of 350 students or less in the Great Plains Region (Kansas, Nebraska, Missouri, Colorado, Montana, North Dakota, and South Dakota). Survey instruments were mailed to 742 district chief school officers and 595 (80.4%) were returned. Respondents were randomly placed in five groups and responded to separate survey instruments. Eighteen to 21 policy options were listed in each of five areas: curriculum materials and development, pupil personnel services, resource generation and allocation, goal development and organizational structure, and personnel training and certification. In each of the five categories the impact of state educational policy options was perceived as negative. State policymakers were perceived as unable or unwilling to accept small rural schools as having individuality--an attitude which is counterproductive to the concepts of community education. Dealing with rural issues would require policymakers to initiate reforms to close the gap between current practices and local community expectations. The "one best system" concept is outmoded in state policy frameworks and new models should be developed to capitalize on strengths of each rural community and to provide for congruence of missions and outcomes. (BRR)
- Published
- 1984
28. Inservice Needs: Perceptions of Rural Teachers, Principals and School Board Members--A Nine State Study.
- Author
-
Reece, Jerald L.
- Abstract
To determine perceptions of school board members, teachers, and principals in rural schools about the quality of their educational programs, the type of preparation they had received in preservice programs, and the inservice opportunities available to them, responses to questionnaires from 2,028 teachers, 119 principals, and 113 school board members throughout the states of Arizona, Colorado, Kansas, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, and Wyoming were analyzed. Background data were broken down according to sex, school placement, linguistic fluency, ethnic origin, and educational attainment. More than 80% of teachers and principals and more than 65% of school board members were satisfied with selected aspects of their school program, 80% of teachers and 75% of principals had no specific preparation for service in a rural setting, and approximately 92% of teachers and 100% of principals had participated in inservice training. Inservice programs designed to upgrade rural school personnel may need to be different from those in the past. Such programs should include expanded off-campus, field-based graduate programs, rural school program models, leadership roles for rural teachers and principals in planning, directing, and presenting inservice workshops, procedures for multiple teaching activities, and increased understanding of rural cultural issues. (MM)
- Published
- 1984
29. Referenda Affecting Colleges: What the Voters Decided.
- Abstract
State higher education-related referenda and 1986 voter response are listed concerning compensation of state employees, facility improvement, bond issues, English as the official state language, taxes and tax policy, lotteries for financing education, state trust funds for education funding, and governing boards. (MSE)
- Published
- 1986
30. Spatially Explicit Habitat Models for Prairie Grouse: Implications for Improved Population Monitoring and Targeted Conservation.
- Author
-
Runia, Travis J., Solem, Alex J., Niemuth, Neal D., and Barnes, Kevin W.
- Subjects
GROUSE ,PRAIRIES ,HABITAT selection ,CONFIDENCE intervals ,BIRD surveys ,BIRD populations - Abstract
We collaboratively designed and implemented a pilot study to evaluate improved methods for estimating the distribution and abundance of prairie grouse in South Dakota and North Dakota. Current prairie grouse population monitoring in both states relies on annual surveys of male birds on leks within designated survey blocks. Although the survey results may give insight into local populations, they have limited utility in estimating statewide abundances or trends because survey blocks are often non‐random, biased toward high quality habitat, and lack adequate spatial coverage. To improve upon current methods, we surveyed male prairie grouse on 865 randomly selected Public Land Survey Sections from 2010–2016, then developed habitat‐based spatially explicit occurrence and density models, which we then applied to the universe of environmental predictors to create spatial maps. Our results were consistent with prairie grouse biology, showing strong selection for grasslands and avoidance of developed areas. We demonstrate how our approach provides several avenues to estimate relative abundance of males with confidence limits, along with suggestions to improve estimates. In addition to providing insight into broad‐scale habitat selection, spatially explicit habitat models can be valuable tools for identifying and prioritizing areas for conservation treatments such as protection, restoration, or enhancement of habitat. We provide recommendations for future data collection and application of conservation treatments to improve prairie grouse population monitoring and conservation delivery across large landscapes. © 2021 The Wildlife Society. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
31. The Geochemistry of the Fox Hills-Basal Hell Creek Aquifer in Southwestern North Dakota and Northwestern South Dakota
- Author
-
Thorstenson, Donald C., Fisher, Donald W., and Croft, Mack G.
- Subjects
AQUIFERS ,GEOCHEMISTRY - Published
- 1979
- Full Text
- View/download PDF
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