Assuring Essential Educational Resources through a Federal Right to Education

2019 ◽  
pp. 235-260
Author(s):  
Linda Darling-Hammond
Keyword(s):  
Educational Opportunity ◽  
Achievement Gaps ◽  
Educational Resources ◽  
Quality Teachers ◽  
Right To Education ◽  
High Quality ◽  
Modern Education ◽  
Course Materials ◽  
Rigorous Curriculum ◽  
To Receive

In this chapter, Linda Darling-Hammond confronts the question of what floor of educational opportunity a federal right to education should guarantee. Darling-Hammond considers research regarding the resources that students need to receive an excellent and equitable educational opportunity, including high-quality teachers and principals as well as access to a rigorous curriculum and the course materials and technology needed for a modern education. She argues that a federal right to education should guarantee these resources for all children as the nation strives to eliminate educational opportunity and achievement gaps.

Conclusion

2019 ◽  
pp. 327-338
Author(s):  
Kimberly Jenkins Robinson
Keyword(s):  
Educational Opportunity ◽  
Educational Equity ◽  
Achievement Gaps ◽  
Quality Education ◽  
Right To Education ◽  
High Quality ◽  
High Quality Education ◽  
State Education ◽  
Public Commitment ◽  
Just Society

In this chapter, Kimberly Jenkins Robinson concludes this volume by highlighting many of the lessons that emerge from the chapters. She acknowledges the consensus among the authors regarding the urgent need for new and impactful reforms that close opportunity and achievement gaps. She highlights the compelling justifications for a renewed federal commitment to equity and excellence given the failure of states to sustain commitments to equity and excellence for all students. She notes that several authors emphasize the importance of federal reforms that move beyond tinkering at the margins of educational opportunity and achievement. The authors in the volume also concur that a just society demands access to a high-quality education. Robinson explains that the collective insights of this volume establish that among the array of potential reforms, a federal right to education warrants serious consideration. She concludes by explaining how to forge a path toward a federal right to education, including building on a recent unprecedented public commitment by state education chiefs to advance educational equity.

scholarly journals Cost-savings achieved in two semesters through the adoption of open educational resources

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
John Levi Hilton III ◽  
T. Jared Robinson ◽  
David Wiley ◽  
J. Dale Ackerman
Keyword(s):  
Higher Education ◽  
Student Loans ◽  
Cost Savings ◽  
The United States ◽  
Open Educational Resources ◽  
Educational Resources ◽  
High Quality ◽  
The Cost ◽  
Quality Learning ◽  
To Receive

<p>Textbooks represent a significant portion of the overall cost of higher education in the United States. The burden of these costs is typically shouldered by students, those who support them, and the taxpayers who fund the grants and student loans which pay for textbooks. Open educational resources (OER) provide students a way to receive high-quality learning materials at little or no cost to students. We report on the cost savings achieved by students at eight colleges when these colleges began utilizing OER in place of traditional commercial textbooks.</p>

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

Human capital assessment model based on a single digital platformof scientific and educational resources

2021 ◽  
pp. 107-120
Author(s):  
Viktor Medennikov
Keyword(s):  
Mathematical Model ◽  
Human Capital ◽  
Quality Education ◽  
Educational Resources ◽  
Assessment Model ◽  
Educational Institutions ◽  
High Quality ◽  
High Quality Education ◽  
The Impact

The article substantiates the need to re-evaluate the role of human capital in the development of society in the digital age. Since high-quality education is the main direction of the formation of human capital in any country, the importance of creating an information space for scientific and educational institutions is demonstrated. A methodology for assessing the level of human capital on the basis of information scientific and educational resources is proposed. The author presents results of calculations obtained by this method on the example of agricultural educational institutions and a mathematical model for assessing the impact of human capital on the socio-economic situation of the regions.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Extension Horses, Inc. experts act fast to create online resources to assist the horse industry during COVID-191

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Elizabeth A Greene ◽  
Wendy Hein ◽  
Carissa L Wickens ◽  
Danielle N Smarsh
Keyword(s):  
Emergency Preparedness ◽  
Business Owners ◽  
Virtual Education ◽  
Educational Resources ◽  
Web Conferencing ◽  
High Satisfaction ◽  
Horse Industry ◽  
To Receive ◽  
Web Platform ◽  
Horse Owners

Abstract The COVID-19 pandemic and resulting stay-at-home directives, adopted out of necessity to protect human health, introduced significant challenges for horse owners and small equine businesses. Restricted access, and in many cases closure of barns, resulted in a multitude of questions and concerns within the equine community which needed to be addressed rapidly. Extension Horses, Inc. (EH) coordinated the development and delivery of a variety of educational resources utilizing a combination of online formats and dissemination through social media and EH member contact lists. A series of infographics, webinars, and podcasts (three in each category) were created to provide guidance on essential care of horses, emergency preparedness, financial assistance, legal concerns, and biosecurity during the crucial, initial weeks of the pandemic (March to April 2020). Web conferencing technology (Zoom) was used to facilitate discussion and task delegation among EH members and to conduct and record webinars and podcasts. Podcasts were hosted on Buzzsprout and infographics were created using Adobe InDesign. Live webinar participants were invited to participate in several polls during the webinar and were sent a brief survey to complete at the end of the webinar series. Analytics for all educational resources combined demonstrated a 32-d total direct reach of 135,563. Most live webinar participants identified themselves as horse owners and small equine business owners (55%). The majority of live webinar participants indicated the information was useful (99%), and they would utilize the resources they had learned about (80%). Survey respondents reported that Facebook, email, and word of mouth were key ways in which they learned about the webinars. The same survey found that the web-platform was an effective method to receive information (85% high satisfaction) and respondents were highly likely to recommend future EH webinars to others (88%). The three infographics had a total Facebook reach of 131,765, the webinars had 3,522 total views, and the three podcasts had 276 total downloads. The rapid response of EH and quick turnaround of products allowed a large online audience to receive vital information for coping with COVID-19. Having the established EH network, already familiar with virtual education, was a big asset in this effort. This can serve as a model for cooperative extension to utilize in future collaborative responses to industry issues.

Conducting Goals-of-Care Discussions Takes Less Time Than Imagined

2020 ◽  
Vol 16 (12) ◽  
pp. e1499-e1506
Author(s):  
Sofya Pintova ◽  
Ryan Leibrandt ◽  
Cardinale B. Smith ◽  
Kerin B. Adelson ◽  
Jason Gonsky ◽  
...  
Keyword(s):  
Cancer Progression ◽  
High Quality ◽  
Goals Of Care ◽  
Coaching Model ◽  
Face To Face ◽  
Significant Difference ◽  
Encounter Time ◽  
Face Time ◽  
To Receive

PURPOSE: To describe the length of encounter during visits where goals-of-care (GoC) discussions were expected to take place. METHODS: Oncologists from community, academic, municipal, and rural hospitals were randomly assigned to receive a coaching model of communication skills to facilitate GoC discussions with patients with newly diagnosed advanced solid-tumor cancer with a prognosis of < 2 years. Patients were surveyed after the first restaging visit regarding the quality of the GoC discussion on a scale of 0-10 (0 = worst; 10 = best), with ≥ 8 indicating a high-quality GoC discussion. Visits were audiotaped, and total encounter time was measured. RESULTS: The median face-to-face time oncologists spent during a GoC discussion was 15 minutes (range, 10-20 minutes). Among the different hospital types, there was no significant difference in encounter time. There was no difference in the length of the encounter whether a high-quality GoC discussion took place or not (15 v 14 minutes; P = .9). If there was imaging evidence of cancer progression, the median encounter time was 18 minutes compared with 13 minutes for no progression ( P = .03). In a multivariate model, oncologist productivity, patient age, and Medicare coverage affected duration of the encounter. CONCLUSION: Oncologists can complete high-quality GoC discussions in 15 minutes. These data refute the common misperception that discussing such matters with patients with advanced cancer requires significant time.

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