The main problems that prevent fast and high-quality document processing in electronic document management systems are insufficient and unstructured information, information redundancy, and the presence of large amounts of undesirable user information. The human factor has a significant impact on the efficiency of document search. An average user is not aware of the advanced option of a query language and uses typical queries. Development of a specialized software toolkit intended for information systems and electronic document management systems can be an effective solution of the tasks listed above. Such toolkits should be based on the means and methods of automatic keyword extraction and text classification. The categorization (or classification) of texts into predefined categories has witnessed a booming interest in the last 10 years due to the increased availability of documents in digital form and the ensuing need to organize them. Thus, research on keyword extraction, advancements in the field, and possible future solutions is of great importance in current times. Developing a Keyword Extractor and Document Classifier: Emerging Research and Opportunities presents an information extraction mechanism that can process many kinds of inputs, realize the type of text, and understand the percentage of the keywords that has to be stored. This mechanism then supports information extraction and information categorization mechanisms. This module is used to support a text summarization mechanism, which leads-with the help of the keyword extraction module-to text categorization. It employs lexical and information retrieval techniques to extract phrases from the document text that are likely to characterize it and determines the category of the retrieved text to present a summary to the users. This book is ideal for practitioners, stakeholders, researchers, academicians, and students who are interested in the development of a new keyword extractor and document classifier method.

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.

In this introduction to educational policy, practice and professionalism, the authors focus first on providing an historical overview of English policy from the state's first interventions in education through to Thatcherism and the election of the Blair government. Chapters then explore the key contemporary policies of recent times and offer a critique on how they have worked in practice, with reference the hysteria that often surrounds education policy. An important theme is media representation of educational matters and the effects this has on the teaching profession. Commentaries and case studies are presented throughout providing an accessible link to what it was really like to learn, teach and live at the time the policy was in place. This new edition now includes: - an account of the measures taken by the Coalition Government of 2010-15, examining the Coalition's continuities with the previous administration whilst also exploring departures from previous thinking and practices; - updated references and case studies throughout to represent new research and legislation since the first edition; - an extended discussion of globalization and global 'policy borrowing'; - further coverage of social justice theory, including a perspective on identity theory and the role of education in the development of identity and the marginalisation of individuals and groups; - a new historical chapter covering the period 1945 to 1997; - a summary of the development of the curriculum and a critique of the 2014 National curriculum, as pioneered by Michael Gove; and - a new conclusion setting out the trajectory of current policies and how this may affect educational practitioners. This is essential reading for all undergraduate students studying education policy and practice.

New Directions in the Economics of Higher Education provides an overview of the vibrant and growing field of the economics of higher education. The text assesses the full breadth of the topic, including the returns to higher education, college attendance and completion, higher education financing, educational production, and the market for higher education. This comprehensive literature review puts the collected papers into the perspective of developments in the wider literature on the economics of higher education over the past decade.

This guidebook is designed to be the high school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school. A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group. Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using-it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.

There is love on these pages, love for nature, the cosmos, the body's deep knowing and students. Learning in Nature focuses on the lives of 6 drama students who gathered weekly at a community arts center during their childhood and adolescence. Before each play rehearsal the students explored contemplative practices such as meditation, yoga, breathing and visualization. After these warm-up sessions the rehearsals were dynamic and highly creative. So, what might happen if these students went out into nature and experimented with the same practices? What would happen, over a year long period, if they stopped the noise of life and just listened, deeply, just looked and inhaled, phenomenologically? Returning the experience of learning to nature, the book tells the story of this group, it tells of their lives and their growing understanding of consciousness, and does so through the complex and rich perspectives of holistic teaching and learning.

The diversity and Inclusion movement in corporations and higher education has mostly fallen short of its most authentic goals. This is because it relies upon the dominant worldview that created and creates the problems it attempts to address. Rediscovering and applying our original Indigenous worldview offers a remedy that can bring forth a deeper and broader respect for diversity, and a different way to understand and honor it. This book offers a transformative learning opportunity for preserving diverse environments at every level, one that may be a matter of human survival.

Educational robotics is a new teaching technology that aims to provide an interactive, creative, and innovative learning environment in which children can use robotics to investigate subjects such as physics and mathematics. Instructive, creative, and inspirational, this technology provides a number of benefits to education. In order to appropriately utilize this technology, further study on the opportunities and challenges of its successful integration into the classroom is required. Instilling Digital Competencies Through Educational Robotics outlines the new work culture and training guidelines emerging from innovative educational robotics practices present in the new educational and training ecosystem. The text also provides guidelines to prepare younger generations to handle new human and technology paradigms as well as acquire effective working capability for Industry 4.0 and digital transformation scenarios. Covering topics such as working culture, digital skills, and STEM education, this reference work is essential for instructional designers, educational software specialists, academicians, administrators, managers, scholars, practitioners, researchers, instructors, and students.