ethanporcaro/eric-fulltext-meta huggingface dataset:
A Shared Vision of Leadership: Creating an Aligned Understanding of the Principalship. [Federal Policy Platform Series. Brief 1]
Author: New Leaders
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Principals,Strategic Planning,Alignment (Education),Federal Regulation,Federal Legislation,Administrator Role,Leadership Effectiveness,Leadership Qualities,Educational Resources,Human Capital,Investment,Educational Opportunities,Educational Change,Program Implementation,Personnel Policy,Administrator Effectiveness,Change Strategies,Educational Improvement,Educational Practices,Educational Administration,Elementary Secondary Education,Educational Legislation

The role of the principal is rapidly changing. Once seen as building managers tasked with bus schedules and student discipline, principals now lead a range of school-level reform efforts. But not all principals are equipped to lead dramatic student achievement gains or know which actions to prioritize. Research on school leaders in urban areas demonstrated that principals only spent between 8 to 17 percent of their time on instructional leadership activities because they found it difficult to carve out time for improving instruction and they were unsure which actions offered the most promise. Fortunately, research indicates which principal actions can amplify great teaching and increase student achievement. Through an in-depth analysis of more than 200 public schools, New Leaders found that the most effective principals took action in three intersecting areas: as instructional leaders, principals support teachers in improving classroom instruction; as talent managers, principals manage staff (such as recruiting, hiring, developing, and retaining exceptional talent), build learning communities, and provide ongoing feedback; and as culture builders, principals create great places to work and learn. Together, these three areas define the role of the principal. In order to support states and local educational agencies (LEAs) in advancing the principalship--including investing time, focus, and resources in the role--this brief recommends federal policymakers: (1) Sharpen the focus on leadership; (2) Improve the use of existing resources; (3) Encourage alignment of human capital policies to a new vision of leadership; (4) Support the conditions that allow principals to be effective; and (5) Invest in a learning agenda. [For the full series, see &quot;Prioritizing Leadership: New Leaders' Federal Policy Platform&quot; (ED559351).]
Evaluation and Management: Continuous Professional Growth. [Federal Policy Platform Series. Brief 4]
Author: New Leaders
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Professional Continuing Education,Principals,Federal Programs,Federal Legislation,Educational Policy,Administrator Evaluation,Evaluation Utilization,Expectation,Accountability,Alignment (Education),Educational Practices,Leadership Styles,Change Strategies,Performance Factors,Performance Technology,Educational Administration,Elementary Secondary Education,Educational Legislation

Despite the recent push to design and adopt educator evaluation systems, many states and local educational agencies (LEAs) have focused primarily on teacher evaluations and lack the appropriate attention to design and implementation of school leader evaluations and aligned professional development. And, since principals are responsible for carrying out teacher evaluations, investments in principal capacity pay dividends on successful implementation of teacher evaluation and support systems. Robust measures of principal effectiveness are needed to inform improvements in principal preparation programs, tailor recruitment and placement strategies, and monitor job performance and development opportunities. Despite new evidence that principals play a critical role in developing teachers to improve classroom instruction, principals continue to spend only 8 to 17 percent of their time on essential instructional leadership activities. Principals need continued development and support for the efficient and effective use of their time. One factor that may drive this cycle is the ineffective use of federal resources to support educator development. Additionally, principal managers--such as superintendents and assistant superintendents--are often not equipped to observe principal practice and provide actionable feedback and support aligned to evaluation results. In order to raise expectations for the current principal corps, this brief recommends federal policymakers: (1) Increase the connection between principal evaluation and continuous professional growth; (2) Use evaluation results for principal development and distribution; (3) Raise expectations for the current principal corps; (4) Redefine expectations for principal managers; and (5) Align school accountability with educator evaluations. [For the full series, see &quot;Prioritizing Leadership: New Leaders' Federal Policy Platform&quot; (ED559351).]
Creating a Culture of Innovation: The Challenge in Becoming and Staying a World-Class University
Author: Tierney, William G.
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Innovation,Educational Development,Universities,Recognition (Achievement),Reputation,Barriers,Organizational Change,Organizational Effectiveness,Organizational Development,Organizational Culture,Creativity,Performance Factors,Risk,Personal Autonomy,Strategic Planning,Decision Making,Teamwork,Financial Support,Educational Resources,Educational Change,Educational Improvement

In the 21st century world-class universities will need to be much more focused on innovation, rather than on stability and standardization. An innovative organization is different from a stable one. It requires different skills from its participants, and it functions in a different way from a stable organization. A focus on innovation will necessitate a different kind of university from what exists at most institutions today. Those who want to create and maintain a world class university will need to develop a culture of innovation in their organizations. In this report, William Tierney first outlines an organization's barriers to innovation that retard creativity. He then considers seven topics central for an innovative organization: (1) risk-taking; (2) personal autonomy; (3) goal-setting; (4) decision-making; (5) teamwork; (6) fiscal and temporal resources; and (7) organizational excitement.
Pre-Service Preparation: Building a Strong Supply of Effective Future Leaders [Federal Policy Platform Series. Brief 3]
Author: New Leaders
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Education,Administrator Role,Administrator Qualifications,Accreditation (Institutions),Leadership Qualities,Educational Innovation,Nontraditional Education,Readiness,Federal Legislation,Educational Legislation,Elementary Secondary Education

Accounting for a quarter of a school's impact on student achievement, principals are the leverage point for education reform and the primary drivers of school improvement. School leaders have a greater influence on all students than teachers, and are the best long-term investment in effective teaching at scale. The current system of principal preparation needs to be overhauled. Changes to principal preparation will accelerate the pace of improvement and ensure all preparation programs are preparing the candidates we need to deliver on the promise of education reform. State licensure systems should also be revamped to ensure that future principals demonstrate readiness before becoming school leaders, as well as ongoing success, to retain their licenses. In order to build a pipeline of school leaders ready to lead in this new era of reform, this brief recommends federal policymakers: (1) Invest in innovative principal preparation; (2) Encourage states to be open to all forms of principal preparation; (3) Require greater transparency of results; (4) Encourage states to hold all preparation programs accountable for results; and (5) Invest in states that want to pilot new approaches to certification and licensure. [For the full series, see &quot;Prioritizing Leadership: New Leaders' Federal Policy Platform&quot; (ED559351).]
DACAmented in California: The Impact of the Deferred Action for Childhood Arrivals Program on Latina/os. CSRC Research Report. No. 18
Author: Huber, Lindsay Pérez
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,Immigration,Activism,Access to Education,Undocumented Immigrants,Civil Rights,Program Effectiveness,Urban Areas,Federal Legislation,Citizenship,Racial Differences,Ethnic Groups,Gender Differences,Graduation,Educational Attainment,Social Action

On Friday, March 24, 2006, the day of the first annual Latina/o Education Summit conference at UCLA, a nationwide protest erupted. Those involved were demanding national attention to a critical issue that was only mentioned at the conference: immigration--specifically, immigration reform. The protests were sparked by the passage of the Border Protection, Antiterrorism, and Immigration Control Act (HR 4437, also known as the Sensenbrenner bill) in the US House of Representatives in December 2005. In the early 2000s undocumented students began demanding civil rights and access to higher education. This activism evolved into a new social movement led by the DREAMers, students who are working to insure passage of the DREAM (Development, Relief, and Education for Alien Minors) Act, federal legislation that would provide a pathway to citizenship for undocumented youth. Nearly a decade has passed since the activism of 2006, yet legislation for comprehensive immigration reform that contains a path to citizenship for undocumented residents still seems unlikely to be enacted. DREAMERs are still dreaming--and the educational achievement of Latino/a students is still critically low. In 2012, acknowledging that comprehensive immigration reform would be difficult to achieve, President Barack Obama announced the Deferred Action for Childhood Arrivals (DACA) program, designed to protect eligible undocumented immigrant youth from deportation. In this report the authors focus on the impact of the DACA program on undocumented Latina/o students in Los Angeles. They conclude with recommendations for improving educational and life opportunities for undocumented--and DACAmented--Latina/o students. [This Chicano Studies Research Center (CSRC) Research Report was prepared in conjunction with the CSRC's ninth annual Latina/o Education Summit.]
The NMC Horizon Report: 2015 Higher Education Edition
Author: Johnson, L.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Technology Uses in Education,Computer Uses in Education,Technological Advancement,Adoption (Ideas),Influence of Technology,Trend Analysis,Educational Technology,Educational Trends

The &quot;NMC Horizon Report: 2015 Higher Education Edition&quot; is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are identified across three adoption horizons over the next one to five years, giving campus leaders and practitioners a valuable guide for strategic technology planning. The report aims to provide these leaders with more in-depth insight into how the trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership and practice. View the work that produced the report at www.horizon.wiki.nmc.org.
The NMC Horizon Report: 2013 Higher Education Edition
Author: Johnson, L.
Date: 2013-00-00
Type: Reports - Research
Subjects: Technology Uses in Education,Technological Advancement,Online Courses,Handheld Devices,Computers,Games,Higher Education,Computer Uses in Education,Influence of Technology,Adoption (Ideas),Data Analysis,Printing,Trend Analysis

The internationally recognized &quot;NMC Horizon Report&quot; series and regional &quot;NMC Technology Outlooks&quot; are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. Since 2005, this particular edition has been produced via a collaborative effort with the EDUCAUSE Learning Initiative, and examines emerging technologies for their potential impact on teaching, learning, and creative inquiry within the higher education environment. To create the report, an international body of experts in education, technology, and other fields was convened as an advisory board. The group engaged in discussions around a set of research questions intended to surface significant trends and challenges, and to identify a wide array of potential technologies for the report. This dialog was enriched by an extensive range of resources, current research, and practice that drew on the expertise of both the NMC community and the communities of the members of the advisory board. These interactions among the advisory board are the focus of the &quot;NMC Horizon Report&quot; research, and this report details the areas in which these experts were in strong agreement. Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning. Contains a list of the NMC Horizon Project: 2013 Higher Education Edition Advisory Board. [For &quot;The NMC Horizon Report: 2012 Higher Education Edition,&quot; see ED532397.]
The NMC Horizon Report: 2013 Museum Edition
Author: Johnson, L.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Museums,Technology Integration,Technology Uses in Education,Educational Technology,Electronic Publishing,Handheld Devices,Cooperation,Shared Resources and Services,Cataloging,Social Networks,Planning,Sustainability,Disabilities,Telecommunications,Environmental Influences,Geographic Location,Computer Interfaces,Preservation

The &quot;NMC Horizon Report: 2013 Museum Edition,&quot; is a co-production with the Marcus Institute for Digital Education in the Arts (MIDEA), and examines six emerging technologies for their potential impact on and use in education and interpretation within the museum environment: BYOD (Bring Your Own Device), crowdsourcing, electronic publishing, location-based services, natural user interfaces, and preservation and conservation technologies. Key trends and significant challenges in the museum sector are also identified. A list of participants of the NMC Horizon Project: 2013 Museum Edition Advisory Board is included.
Closing the Gaps: 2014 Progress Report. College for All Texans
Author: Texas Higher Education Coordinating Board
Date: 2014-06-25
Type: Numerical/Quantitative Data
Subjects: Higher Education,Achievement Gap,Academic Achievement,Equal Education,High Schools,College Readiness,Enrollment Trends,Gender Differences,Racial Differences,Ethnic Groups,Public Colleges,Private Colleges,Career Education,Hispanic American Students,African American Students,White Students,Bachelors Degrees,Associate Degrees,Certification,Doctoral Degrees,STEM Education,Allied Health Occupations,Nursing Education,Teacher Education,Teacher Certification,Mathematics Education,Science Education,Engineering Education,Research and Development,Expenditures,Educational Legislation,State Legislation

&quot;Closing the Gaps: The Texas Higher Education Plan&quot; was adopted in October 2000 by the Texas Higher Education Coordinating Board (THECB). The goal of the &quot;Closing the Gaps&quot; (&quot;CTG&quot;) plan is to close educational gaps in participation, success, excellence, and research within Texas and between Texas and other states by 2015. This 2014 progress report, the 12th annual progress report from the THECB, shows that many gaps have been closed or are within reach of being closed by 2015. The following topics are covered: (1) &quot;Closing the Gaps&quot; 2014 Progress Summary; (2) &quot;Closing the Gaps&quot; in Participation; (3) &quot;Closing the Gaps&quot; in Success; (4) &quot;Closing the Gaps&quot; in Excellence; (5) &quot;Closing the Gaps&quot; in Research; and (6) Higher Education Assistance for Identified High Schools. The following are appended: (1) Participation Data; (2) Success Data; and (3) Research Data.
Closing the Gaps: 2015. The Texas Higher Education Plan
Author: Texas Higher Education Coordinating Board
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Labor Force Development,Educational Planning,Educational Attainment,Achievement Gap,Excellence in Education,Educational Objectives,Educational Research,Declining Enrollment,Futures (of Society),College Preparation,Strategic Planning,Teacher Education,Science Education,Engineering Education,Educational Finance,Scientific Research

Texas is profiting from a diverse, vibrant and growing economy. Yet this prosperity could turn to crisis if steps are not taken quickly to ensure an educated population and workforce for the future. At present, the proportion of Texans enrolled in higher education is declining. Too few higher education programs are noted for excellence and too few higher education research efforts have reached their full potential. Texas must take bold steps for the future success of its people. This higher education plan outlines the goals of closing the gaps in higher education participation and success, in educational excellence, and in funded research over the next 15 years. It is by no means a list of all desirable actions in Texas higher education, but rather outlines the four challenges which are the most critical to overcome for the future well-being of our state. The following topics are covered in this report: (1) Texas Higher Education: Closing the Gaps; (2) A Vision for Texas Higher Education; (3) Goal 1: Close the Gaps in Participation; (4) Goal 2: Close the Gaps in Success; (5) Goal 3: Close the Gaps in Excellence; and (6) Goal 4: Close the Gaps in Research.
The Elementary &amp; Secondary Education Act: New Leaders Recommendations on School Leadership
Author: New Leaders
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Policy,Principals,Administrator Role,Leadership Role,Funding Formulas,Grantsmanship,Research and Development,Educational Improvement

This brief outlines a series of proposals for using federal policy to bolster school leadership. The Elementary &amp; Secondary Education Act (ESEA) should highlight the unique role that principals play by targeting funding within the law to build principals' capacity as instructional leaders, culture builders and talent managers. ESEA should also motivate states to address leadership needs, including establishing a shared vision for leadership, building the leadership pipeline, improving pre-service preparation, and strengthening evaluation, development and support for school leaders.
The Future of Higher Education in California: Problems and Solutions Forgetting in and Getting through
Author: Tierney, William G.
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Futures (of Society),Educational Change,Educational Trends,Graduation Rate,College Bound Students,College Readiness,Remedial Instruction,Dropouts,Academic Persistence,Two Year Colleges,Community Colleges,Grade 9,High School Graduates,Incidence,Access to Education

The value of education has rarely been disputed in the United States. The importance of education has been so critical to the country's well-being that elementary and secondary education has been a free public good and postsecondary education has been heavily subsidized through grants to public institutions and to students. In this report, the authors discuss the problems that exist if California is going to meet its economic and civic demands. Too many students drop out of high school and too few go on to college. Too few transfer from community college and too many do not finish at either a community college or four-year institution. Too many are unprepared for college and not enough benefit from remedial classes once in college. Not enough are prepared for the workforce whether they graduate from high school or college. They then put forward two types of reforms that help to resolve the issues that have been outlined: (1) Major System Reforms; and (2) Modest Reforms.
Metacognition, Metamemory, and Commitment to Change Strategy: Enhancing Adoption of Innovation of Staff Development
Author: Blodgett-McDeavitt, Cynthia
Date: 1995-10-14
Type: Reports - Research
Subjects: Metacognition,Self Efficacy,Adult Basic Education,Teacher Education Programs,Faculty Development,Goal Orientation,Educational Theories,Educational Change,Educational Practices,Models,Theory Practice Relationship,Teacher Attitudes,Cognitive Psychology,Program Descriptions,Questionnaires,Qualitative Research,Instructional Innovation

While transfer of information to practice is a goal of professional development programs for educators, the gap between learning of new information and application to practice continues to be problematic. Synthesizing theoretical viewpoints of innovation adoption and diffusion theory, normative re-education strategies, self-efficacy theory and commitment development strategies with metacognitive and goal setting theories strategies resulted in an enhanced Commitment to Change (CTC) strategy. Self-reported levels of implementation of desired changes in practice were collected three and seven months after sessions of the Nebraska Adult Basic Education Teacher Training Institute over three years. The first two years, sessions one through four, utilized the CTC model developed by Dirkx and Turner (1993) while the third year, sessions five and six, implemented the enhanced CTC model. Including strategies which facilitate transfer of learning into practice, the revised CTC fostered increased long-term implementation while maintaining integrity of participants' satisfaction and perceptions of continued importance of desired changes. [For the full proceedings see ED446213.]