ethanporcaro/eric-fulltext-meta huggingface dataset:
Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)
Author: Sparrow, Len, Ed.
Date: 2010-07-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Mathematics Curriculum,Mathematics Education,Foreign Countries,Indigenous Populations,Course Content,Teaching Methods,Educational Technology,Computer Uses in Education,Mathematics Teachers,Educational Change,Educational Research,Teacher Competencies,Mathematics Skills,At Risk Students,Numeracy,Teacher Education,Preservice Teachers,Mathematical Logic,Play,Problem Solving,Elementary School Mathematics,Secondary School Mathematics

These collected papers are a record of the proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia entitled, "Shaping the Future of Mathematics Education." The conference is held in Fremantle, as was the previous conference a decade earlier. Keynote speakers are discussing issues that are emerging more sharply at the present time as the mathematics education community focuses on the education of Indigenous children, the scope of the mathematics curriculum and ways in which the content might be taught effectively, and the significant role of technologies in teaching and learning in the twenty-first century. Research papers are featured from mathematics educators from all states and territories of Australia, from colleagues in New Zealand, and from overseas--United Kingdom, Singapore, United States of America, India, Thailand, South Africa, and Indonesia. This set of proceedings includes abstracts and full papers for refereed research presentations, short communications of developing research, roundtable discussions, and symposia. Individual papers contain tables, footnotes, figures, references and appendices.
Futures at Risk: The Story of Latino Student Achievement in California, 2010. Research Report
Author: Education Trust-West
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Hispanic American Students,Minority Group Students,Trend Analysis,Educational Assessment,Educational Indicators,Educational Opportunities,Achievement Gains,Achievement Gap,Disadvantaged,Change Strategies,Educational Improvement,State Surveys,Research Reports,Barriers

The educational success of Latino students is critical to the prosperity and vitality of California and the nation. The state has more than three million Latino students in its classrooms, accounting for roughly half of all the children in public schools. This report tracks the most recent data on Latino achievement in California and examines performance trends over the past eight years (2003-10). It shines a spotlight on the opportunity gaps that exist between Latino students and their peers. This analysis highlights the state's largest moderate-to-high-poverty school districts that have demonstrated gains in Latino achievement. The report also reveals districts with the lowest rates of Latino achievement and smallest performance gains. This report concludes by recommending a series of reforms to address Latino achievement and opportunity gaps and improve the academic outcomes of the state's Latino students. (Contains 7 tables, 5 figures, 8 data sources and 6 notes.)
Becoming a Leader in Education: An Agenda for Michigan. Special Report
Author: Arellano, Amber
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Educational Assessment,Educational Improvement,National Competency Tests,Educational Indicators,Academic Achievement,Academic Failure,Academic Standards,State Surveys,Change Strategies,Educational Change,Educational Policy,Disadvantaged,Research Reports,School Statistics

Despite Michigan's rich history of entrepreneurship and innovation, the state now trails most others both economically and educationally. This report documents the shockingly low performance of schools statewide. Although Detroit has the weakest scores on the National Assessment of Educational Progress (NAEP) among the country's big cities, other Michigan districts rank even lower on the state-based Michigan Educational Assessment Program (MEAP)--especially when it comes to serving African-American and Latino students. The report urges six critical steps to improve the state's education system. (Contains 11 figures and 17 notes.)
Opportunity Lost: The Story of African-American Achievement in California, 2010. Research Report
Author: Education Trust-West
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: African American Achievement,African American Education,African American Students,Educational Assessment,Educational Indicators,State Standards,Achievement Gap,Achievement Gains,Trend Analysis,Change Strategies,Educational Change,Barriers,Performance Factors,Comparative Analysis,Educational Opportunities

California touts some of the highest educational standards in the country. Yet when it comes to the state's African-American students, these standards have proved to be little more than a mirage, forever out of reach. This report analyzes the most recent data on African-American achievement and opportunity gaps from the elementary grades through high school and into college. It also examines performance trends over the past eight years (2003-10). It counteracts negative perceptions and low expectations for African-American students by identifying the state's top-performing, moderate-to-high-poverty school districts, both in terms of overall African-American achievement and improvement over time. This report also reveals which districts have the lowest rates of African-American achievement and smallest performance gains. It concludes by recommending a series of reforms that can transform the educational conditions that produce the state's achievement and opportunity gaps. (Contains 7 tables, 4 figures, 3 notes and 8 data sources.)
Prospects for the Profession: Public Opinion Research on Teachers. TQ Research &amp; Policy Brief
Author: Coggshall, Jane G.
Date: 2006-10-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Effectiveness,Job Satisfaction,Public Opinion,Teacher Shortage,Teacher Recruitment,Teacher Persistence,At Risk Students,Disadvantaged Schools,Occupational Surveys,Educational Policy,Teacher Characteristics,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Vocational Interests,Teacher Education

This comprehensive review of 16 nationally representative public opinion polls conducted between 2000 and 2006 provides insight into how teachers, school administrators, parents, and the general public view the teaching profession. It looks specifically at issues of teacher availability, recruitment, and retention for at-risk and hard-to-staff schools and offers guidance to education policymakers as they work to improve teacher quality and staff all classrooms with highly qualified teachers. Among its findings is that although the profession continues to be attractive and job satisfaction is high among most teachers, polls find that one in four teachers is planning to leave the profession, including 17 percent of new teachers who say they are likely to leave. Moreover, administrators in urban and mainly minority schools and districts report widespread teacher shortages. However, many teachers profess a willingness to move to hard-to-staff schools if there are high levels of administrator support. Reasons for these findings as well as the favorability of potential policy solutions are discussed. Additional Information on the Polls Reviewed is appended. (Contains 9 tables and 3 footnotes.)
Teacher Quality and Student Achievement: Making the Most of Recent Research. TQ Research & Policy Brief
Author: Goe, Laura
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Qualifications,Standardized Tests,Academic Achievement,Educational Policy,Teacher Characteristics,Educational Practices,Classroom Techniques,Predictor Variables,Synthesis,Meta Analysis,Trend Analysis,Salary Wage Differentials,Teacher Salaries

While many studies attest that some teachers contribute more to their students' academic growth than other teachers, research has not been very successful at identifying the specific teacher qualifications, characteristics, and classroom practices that are most likely to improve student learning. Unfortunately, this is just the information that educational policymakers need most. In an effort to pinpoint teacher quality variables across studies for which there is strong agreement, Goe (2007) recently undertook a research synthesis for the National Comprehensive Center for Teacher Quality. This particular synthesis--which is available online (www.ncctq.org/link.php)--examines dozens of research studies that link a number of teacher quality variables to student achievement, as measured by standardized tests. While many studies have been conducted on the variables described in the following section, Goe focused only on studies in which authors tied their findings explicitly to teacher quality. Goe's analysis unearths many contradictory and weak conclusions, but the synthesis also identifies a few strong and consistent predictors of student achievement. This Research and Policy Brief culls the associations between teacher quality and student achievement that Goe identifies, with the goal of elucidating trends relevant to current educational policymaking. (Contains 2 tables.)
The Teacher Preparation Teacher Practices Student Outcomes Relationship in Special Education: Missing Links and New Connections. TQ Research & Policy Brief
Author: Goe, Laura
Date: 2007-05-00
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Preservice Teachers,Special Education Teachers,Special Needs Students,Special Education,Academic Achievement,Educational Improvement,Teaching Methods,Educational Assessment,Correlation,Intervention

The purpose of this paper is to examine the relationships between preservice teacher preparation, teacher in-service practice, and outcomes for students with special needs. A fuller understanding of the "teacher preparation greater than teacher practice greater than student outcomes" connection will inform teacher preparation programs as they work to better equip general and special education teachers with the knowledge and skills that will lead to improvements in student achievement. This exploration of the literature sheds light on these relationships but reveals a dearth of studies that would bring real illumination. Finally, specific recommendations to direct further development of policy, research, and practice--and the interactions between the three--are provided. (Contains 8 footnotes.)
Scanning and Supervision. The Montessori Observer. Volume 29, Number 2
Author: International Montessori Society
Date: 2008-05-00
Type: Collected Works - Serial
Subjects: Supervision,Foreign Countries,Montessori Method,Educational Principles,Values Education,Transitional Programs,Accreditation (Institutions),Workshops,Classroom Techniques,Educational Practices,Change Strategies,Educational Change

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Scanning and Supervision&quot;, by Lee Havis. Other articles included in this issue are: (1) Character Teaching: Progress in Nigeria and India; (2) Resolving Transitions at New Way Montessori School; (3) IMAC Accreditation News; (4) Montessori Workshops; (5) Moment of Peril (Wendy Lieberman); (6) Montessori Tactics: Bringing Children Together (Wendy Lieberman); and (7) Marketplace: Positions and Placements.
Beginning Conditions. The Montessori Observer. Volume 29, Number 1
Author: International Montessori Society
Date: 2008-03-00
Type: Collected Works - Serial
Subjects: Modern Mathematics,Montessori Schools,Foreign Countries,Montessori Method,Newsletters,Consultation Programs,Values Education,Mathematics Instruction,Instructional Materials,Workshops,Student Behavior,Classroom Techniques

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Beginning Conditions,&quot; by Lee Havis. Other articles included in this issue are: (1) 2008 Consultation at New Way Montessori School; (2) Character Teaching in Nigeria; (3) New Math Materials: Replacing the Seguin Boards; (4) Montessori Workshops; (5) Moment of Peril: Running Away (Wendy Lieberman); and (6) Marketplace: Positions and Placements.
Verbal Techniques. The Montessori Observer. Volume 29, Number 3
Author: International Montessori Society
Date: 2008-09-00
Type: Collected Works - Serial
Subjects: Testing,Foreign Countries,Montessori Method,Educational Principles,Field Tests,Technology Uses in Education,Technology Integration,Workshops,At Risk Students,Special Education,Academic Accommodations (Disabilities),Reflection,Classroom Techniques

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Verbal Techniques,&quot; by Lee Havis. Other articles included in this issue are: (1) Baity Society for Special Needs: Montessori Teaching in Cairo, Egypt; (2) IMS Technology Field-testing Continues in Idaho; (3) Montessori Workshops; (4) Moment of Peril: Talking Over Disorder (Wendy Lieberman); (5) Reflections: Tia's Testing (Valerie James); and (6) Marketplace: Positions and Placements.
Scientific Education. The Montessori Observer. Volume 29, Number 4
Author: International Montessori Society
Date: 2008-11-00
Type: Collected Works - Serial
Subjects: Workshops,Montessori Method,Public Education,Newsletters,Science Education,Technology Integration,Educational Technology,Teaching Methods,Educational Change,Parent School Relationship

"The Montessori Observer" is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, "Scientific Education," by Lee Havis. Other articles included in this issue are: (1) 2009 IMS Workshops: Presenting Technology for True Natural Montessori Teaching; (2) Overcoming Abandonment: Touch, Talk and Looking Around; (3) Reforming Public Education: The IMS Montessori Approach; (4) Montessori Workshops; (5) Moment of Peril: Talking to Parents (Wendy Lieberman); and (6) Marketplace: Positions and Placements.
Barriers to the Preparation of Highly Qualified Teachers in Reading. TQ Research &amp; Policy Brief
Author: Smartt, Susan M.
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Reading Research,Federal Legislation,Colleges,State Standards,Program Validation,Program Effectiveness,Professional Associations,Beginning Reading,Learning Disabilities,Educational Legislation,Teacher Education,Teacher Effectiveness,Reading Teachers,Reading Instruction,National Competency Tests,Reading Tests,Educational Change,Educational Policy,Elementary School Teachers,Special Education Teachers,Teacher Certification,Teacher Education Curriculum,Accreditation (Institutions),Minority Group Students,Academic Standards,Alignment (Education)

Despite the fact that the early reading proficiency for all children has become a national mandate captured in both the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA), the poor performance of America's fourth graders on national examinations of reading proficiency indicates that the nation is far from achieving that goal, especially for minority students. This is all the more disappointing given that advances in research now provide a scientific basis for reading instruction that promises to enable nearly all but the most severely handicapped students to become proficient readers by Grade 4. Both NCLB and IDEA have invoked scientifically based reading research as the basis not only for mandating the adoption of scientifically based reading instruction but for related changes in education policy. Coupled with the emphasis in the federal legislation on putting &quot;highly qualified&quot; teachers who teach core content in all the nation's classrooms, scientifically based reading research has become central to the requirement that all elementary and special education teachers be adequately prepared to teach reading. Presently, not only are far too few teachers proficient in scientifically based reading instruction, but far too many of the programs that prepare the nation's teachers are failing to give them the grounding they need in order to become proficient. The following three prominent points of impact are especially important in addressing this situation: (1) Professional association standards, including program accreditation standards; (2) State standards for program approval and teacher licensure; and (3) The teacher preparation curriculum in institutions of higher education or other teacher preparation venues. Appendices include: (1) NCLB Criteria for Scientifically Based Research; (2) Scientifically Based Reading Instruction Innovation Configuration; and (3) Research Methodologies. (Contains 1 figure.)
Paving the Path to the Urban School Principalship. TQ Research & Policy Brief
Author: Coggshall, Jane G.
Date: 2008-06-00
Type: Information Analyses
Subjects: Urban Schools,Teacher Effectiveness,Educational Objectives,Focus Groups,Outcomes of Education,Educational Change,Educational Opportunities,Principals,Instructional Effectiveness,Leadership Effectiveness,Administrator Effectiveness,Administrator Characteristics,Equal Education,Educational Policy,Accountability,Administrator Education,Recruitment,Personnel Selection,Occupational Aspiration,Career Planning

The central goals of federal education policy are to achieve equity of educational opportunity and proficiency in educational outcomes for all students--regardless of gender, ethnicity, income, language of origin, disability, or geography. The means to achieve these goals rely in part on the ability of states and districts to provide every student with an effective teacher in every subject. It is becoming unmistakably clear, however, that this task can be accomplished only if states and districts also provide every school with an effective leader. School leaders--specifically principals--can cultivate or impede the conditions for effective teaching. This Research & Policy Brief focuses on what it takes to attract talented and experienced individuals to the principalship. It describes what inspires some people to start on this path, what gives them pause, and what deters others entirely. Using the research literature and results from four focus groups of aspiring principals in three major cities, this brief describes the steps along the pathway to the principalship as well as the characteristics of the individuals taking the journey. Based on these sources, it provides some suggestions for influencing changes in policy and practice to increase the supply of high-quality school leaders. Appended are: (1) Focus Group Methodology; and (2) Focus Group Participants. (Contains 1 table.)
Leading Gen Y Teachers: Emerging Strategies for School Leaders. TQ Research &amp; Policy Brief
Author: Behrstock, Ellen
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Change Strategies,Generational Differences,Literature Reviews,Best Practices,Teacher Persistence,Teacher Recruitment,School Support,Administrator Role,Faculty Mobility,Instructional Leadership,Teacher Characteristics,Cultural Influences,Teacher Effectiveness,Teacher Improvement,Educational Policy

A generational transition is occurring in U.S. public school classrooms. Baby Boom teachers (those born between 1946 and 1964) are approaching retirement age, and many of their colleagues from Generation X (those born between 1965 and 1976) are entering their mid-career stage. The newest generation in the teaching workforce is Generation Y (those born roughly between 1977 and 1995). Just as previous generations have shaped teacher career pathways and policies, the younger generation's expectations for their life and work will impact the ways in which Gen Y teachers enter and remain in the profession. This Research &amp; Policy Brief aims to help state, district, and--most important--school-level leaders better understand this generation so that they can better manage and support all teachers for the improvement of teaching and learning, for current and future generations of students. Drawing upon research from within and beyond education, this brief describes what school-level leaders can do to ensure that the teaching profession benefits from the talent that Gen Y teachers offer. It begins by reviewing the sociological and workforce research on Generation Y. Next, it provides the results of a literature review of strategies for retaining Gen Y talent that are emerging in the private sector. It then provides recent research on practices to support and retain new teachers. Finally, it offers strategies that effective school leaders can adopt to support all teachers--and Gen Y teachers in particular. (Contains 2 tables.)
Improving Instruction through Effective Teacher Evaluation: Options for States and Districts. TQ Research &amp; Policy Brief
Author: Mathers, Carrie
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Student Evaluation,Test Reliability,Test Validity,Best Practices,Academic Achievement

The purpose of this Research and Policy Brief is to provide state and local policymakers with a comprehensive understanding of the measures used in teacher evaluation--their strengths, limitations, and current use in policy and practice. This brief will underscore aspects of evaluation policies currently aligned with best practices as well as illuminate areas where policymakers may improve evaluation rules, regulations, and their implementation, thereby improving teacher instruction and student performance. [This paper was written with Sabrina W. M. Laine.]
Developing a Model of Effective English Teaching for Pre-Service Teacher Education
Author: Kim, Youb
Date: 2011-06-13
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Teacher Effectiveness,Second Language Learning,English (Second Language),Elementary School Teachers,Student Diversity,Models,Experienced Teachers,Observation,Teaching Methods,Classroom Techniques,Second Language Instruction,Reading Improvement

This article describes an example of exemplary elementary ELL teaching across a school year. It is followed by my rationale for developing a model of effective teaching of English language learners (ELLs) for pre-service teacher education. I will then explain key themes emerged from the example and suggest future directions for research in order to better prepare pre-service teachers for working with English language learners in their future classrooms. In doing so, I hope to propose developing a "bottom-up" model of effective teaching of English language learners for pre-service teachers who will encounter ELLs in their future classrooms in the United States. It builds on Feiman-Nemser's proposal (2001) that one of core tasks for pre-service teachers in the process of learning to teach is to understand the issues of diversity. (Contains 1 figure and 1 table.)