ethanporcaro/eric-fulltext-meta huggingface dataset:
Four Domains for Rapid School Improvement: A Systems Framework. The Center on School Turnaround Four Domains Series
Author: Meyers, Coby V.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Improvement,Models,Systems Approach,Transformational Leadership,Talent Development,Instructional Improvement,Educational Change,Organizational Change,School Culture,Program Implementation,School Districts,Progress Monitoring,Educational Strategies,Educational Objectives,Evidence Based Practice,Student Needs,Barriers

The Center on School Turnaround at WestEd has developed a framework to assist states, districts, and schools in leading and managing rapid improvement efforts. The framework shares, in practical language, the critical practices of successful school turnaround in four domains, or areas of focus, that research and experience suggest are central to rapid and significant improvement: turnaround leadership, talent development, instructional transformation, and culture shift. At a more fine-grained level, the framework then offers examples of how each practice would be put into action at each level of the system. [Contributing writers were Coby V. Meyers, Sam Redding, Dallas Hambrick Hitt, Carlas McCauley, Lenay Dunn, Katy Chapman, Eric Ambroso, and Min Chen-Gaddini. For other reports in the Center on School Turnaround Four Domains Series, see ED584111, ED584125, and ED584115.]
Standards Start at Home: A Guide to Early Learning for Parents/Families. Revised
Author: Illinois State Board of Education
Date: 2014-08-00
Type: Guides - Non-Classroom
Subjects: Parent Role,Preschool Children,State Standards,Preschool Education,Kindergarten,Language Arts,Mathematics Education,Science Education,Social Studies,Physical Education,Child Development,Child Health,Art Education,English Language Learners,Language Usage,Social Development,Emotional Development

Many parents wonder what they can do to ensure that their preschoolers will be successful when they enter school, especially now with so much emphasis on state testing and learning standards. Through play and everyday activities such as cooking, cleaning, and grocery shopping, young children acquire the information and skills needed to learn more difficult skills, including howto read, write, and solve problems. This guide is meant to help parents understand that the lessons necessary to meet state learning standards begin in the home. The Illinois Early Learning and Development Standards were developed in collaboration with key Illinois stakeholders in the preschool education field. These standards are for children 3 years old to kindergarten entry. The standards cover eight content areas: (1) language arts, (2) mathematics; (3) science; (4) social studies; (5) physical development and health; (6) the arts; (7) English language learner home language development; and (8) social/emotional development. These standards are not to be used to determine if a child is ready to enter kindergarten, but they serve as goals for adults to use in supporting the development of preschool children. This guide provides information, tips, and activities for each of the learning areas. A bibliography is included. [This document is a revision of the original guide produced by the Academic Development Institute in 2005.]
Four Domains for Rapid School Improvement: Indicators of Effective Practice. The Center on School Turnaround Four Domains Series
Author: Redding, Sam
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,School Turnaround,Talent Development,Instructional Effectiveness,Outcomes of Education,Instructional Leadership,Faculty Development,Communities of Practice,Learning Activities,Needs Assessment,Progress Monitoring,Student Needs,Program Implementation,Scheduling,School Districts,School Culture,Evidence Based Practice,Barriers,Educational Practices,Educational Strategies

In recent years, rapid school improvement--known most commonly as school turnaround--has emerged as the chief focus of dramatic and systemic efforts aimed at giving students better schools. To assist states, districts, and schools in leading or managing these efforts, in 2017 the Center on School Turnaround at WestEd developed &quot;Four Domains for Rapid School Improvement: A Systems Framework&quot; (ED584107). That framework identifies four areas of focus that research and experience point to as central to rapid and significant improvement: &quot;turnaround leadership,&quot; &quot;talent development,&quot; &quot;instructional transformation,&quot; and &quot;culture shift.&quot; Within each domain, the framework also identifies three critical practices for taking action. The intent was to organize and frame the field's learning about rapid school improvement efforts and how improvement decisions made at any one level could have a lasting impact across all levels of a system comprising the state education agency (SEA), the local education agency (LEA), and the individual school. This subsequent document, which is intended to facilitate educators' ability to take and track action within each domain, provides the specificity of indicators for each practice identified in the framework. An indicator of effective practice is what Redding (2013) calls a concrete behavioral expression of a particular professional practice that research has shown to contribute to student learning. The indicators presented in this document are expressed in plain language so school, district, and state teams can identify with greater certainty whether a relevant practice from the four domains is standard and routinely operational or whether more work is needed. [For other reports in the Center on School Turnaround Four Domains Series, see ED584125 and ED584115.]
The Engagement Playbook: A Toolkit for Engaging Stakeholders around the Four Domains of Rapid School Improvement. The Center on School Turnaround Four Domains Series
Author: McCauley, Carlas
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: School Turnaround,Educational Improvement,Stakeholders,School Districts,Program Implementation,Sustainability,Educational Change,Models,Transformational Leadership,Systems Approach,Educational Strategies,Instructional Improvement,Talent Development,Organizational Change,School Culture,Educational Objectives,Accountability,Advocacy,Program Evaluation,Personnel Selection,Principals,Teacher Selection,Low Achievement,Needs Assessment,Faculty Development,Progress Monitoring,Alignment (Education),Academic Standards,Intervention

As researchers, decision-makers, and practitioners focus on continuous improvement in education, local-level change is gaining importance. Yet, many local school improvement efforts fail to be fully implemented. Even those that are fully implemented often fail to sustain improvements because the schools are embedded in systems that face multiple challenges. Can decision-makers and everyone who is responsible for implementing school improvement efforts come together to build a better, more sustainable approach to local improvement? This toolkit attempts to support such coming together by combining a powerful framework for school turnaround with a focus on the human side of change. The toolkit is built on the intersections between &quot;Leading by Convening&quot; (ED584148), a blueprint for authentic engagement in school improvement developed by 50 national organizations and adopted by the National Center for Systemic Improvement, and the &quot;Four Domains for Rapid School Improvement&quot; (ED584107), a framework developed by the national Center on School Turnaround. In this document, the authors explore the touch points between the &quot;Four Domains for Rapid School Improvement&quot; and &quot;Leading by Convening.&quot; The toolkit is organized by the domain areas listed in the &quot;Four Domains&quot; framework. This toolkit emphasizes alignment across the system by focusing first on school-level change, and then back-mapping district and state efforts to create coherent approaches and permit learning across sites and levels. Included in each domain section are pointers to tools from &quot;Leading by Convening,&quot; the &quot;Four Domains,&quot; and other resources that may be used to build capacity and engage stakeholders, as well as reflection questions drawn from the &quot;Four Domains&quot; framework. [For other reports in the Center on School Turnaround Four Domains Series, see ED584111 and ED584125.]
Prioritizing Talent in Turnaround: Recommendations for Identifying, Hiring, and Supporting Principals and Teachers in Low-Performing Schools. The Center on School Turnaround Four Domains Series
Author: Hitt, Dallas Hambrick
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Talent Identification,Identification,Personnel Selection,Principals,Teacher Selection,Low Achievement,School Turnaround,Transformational Leadership,Capacity Building,Educational Improvement,Talent Development,Faculty Recruitment,Teacher Recruitment,Educational Innovation,School Districts

Identifying and maintaining talent is important in any organization, but in a low-performing school, it is perhaps &quot;the&quot; most important component to achieving turnaround. Given the importance of teachers and leaders for students and schools, districts and states are wise to hone their efforts related to identifying, attracting, retaining, and sustaining capable and committed talent. The University of Virginia Partnership for Leaders in Education (UVA/PLE) works with school systems to establish the conditions for change and to build transformative leadership capacity to achieve improved systems and schools for students. Given the importance of hiring and retaining high-quality principals and teachers in turnaround schools, this report provides lessons learned by UVA/PLE about strategic talent development in a turnaround environment. Specifically, this report conveys what UVA/PLE researchers and field team members have learned from a project examining how districts prioritizing their lowest-performing schools attract and recruit high-potential candidates for principalships and teaching positions. The report also describes what was learned from the project in terms of districts' strategic and innovative approaches for identifying the fit between an applicant and a school, and for supporting talent in the long term. Along with illustrative stories of promising practices from schools and districts engaged in strategic talent development, recommendations are provided based on the project's findings regarding concrete steps and actions districts and states can take to support innovative and effective talent development in low-performing schools. [For other reports in the Center on School Turnaround Four Domains Series, see ED584107, ED584111, and ED584115.]
Community-Based Broadband Solutions: The Benefits of Competition and Choice for Community Development and Highspeed Internet Access
Author: Executive Office of the President
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Internet,Information Technology,Telecommunications,Information Networks,Competition,Innovation,Local Government,State Programs,Federal Programs,American Indians,Tribes,Cooperation,Technology Integration,Costs,Rural Urban Differences

Affordable, reliable access to high speed broadband is critical to U.S. economic growth and competitiveness. Upgrading to higher-speed broadband lets consumers use the Internet in new ways, increases the productivity of American individuals and businesses, and drives innovation throughout the digital ecosystem. As this report describes, while the private sector has made investments to dramatically expand broadband access in the U.S., challenges still remain. Many markets remain unserved or underserved. Others do not benefit from the kind of competition that drives down costs and improves quality. To help fill the void, hundreds of towns and cities around the country have developed their own locally-owned networks. This report describes the benefits of higher-speed broadband access, the current challenges facing the market, and the benefits of competition--including competition from community broadband networks.
Adult Education and Literacy: Program Year 2017. Annual Report, (July 1, 2016 to June 30, 2017)
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Annual Reports,Program Costs,Eligibility,Accountability,Program Descriptions,Tables (Data),Expenditures,Grouping (Instructional Purposes),Educational Assessment,State Programs

Adult education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and/or needing English language instruction to advance their levels of learning. Funds received from state funding for Adult Education and Literacy (AEL) programs adhere to the allowable use restrictions of the Adult Education and Family Literacy Act (AEFLA) and subsequent adult education legislation, except for administrative cost restrictions. This report compares AEL financial allocations, expenditures, and performance for fiscal year 2016 and 2017 (FY16 and FY17).
National Crime Victimization Survey: School Crime Supplement. Cognitive Testing of Questions on Bullying
Author: Pascale, Joanne
Date: 2014-03-13
Type: Reports - Research
Subjects: National Surveys,Victims of Crime,Bullying,Definitions,Cognitive Tests,Test Items,Power Structure,Homosexuality,Semi Structured Interviews,School Security,Attendance,School Safety,Disclosure,Friendship,Neighborhoods,Substance Abuse,Peer Relationship,Incidence

The US Department of Education, National Center for Education Statistics (NCES), requested testing of questions about school bullying that are part of the School Crime Supplement (SCS) to the National Crime Victimization Survey sponsored by the Bureau of Justice Statistics. The main purpose of this cognitive research was to test proposed changes in question wording to be consistent with the Centers for Disease Control's (CDC) definition of &quot;bullying,&quot; including &quot;cyber-bulling.&quot; The long-standing SCS question about bullying did not include the concepts of repetition or power differential, and NCES was interested in testing whether and how these concepts might be added to the bullying items. In the questionnaire being tested, one version maintains the original question on bullying and adds two new follow-up questions to capture these two components (this would help preserve the time trend). In the other version, a single new question on bullying that includes the two new components was tested. In addition, some fairly minor changes to other questions in the SCS not related to bullying were made based on previous research, and this testing assessed those changes.
2015-16 Integrated Postsecondary Education Data System (IPEDS): Methodology Report. NCES 2016-111
Author: Ginder, Scott A.
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Research Methodology,Data Collection,Surveys,Educational Legislation,Federal Legislation,Higher Education,Tuition,Fees,Academic Degrees,Enrollment Trends,Employees,Educational Finance,Graduation Rate,Student Financial Aid,Academic Libraries,Institutional Characteristics,College Admission,Online Surveys,Geographic Regions

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. IPEDS defines a postsecondary institution as an organization that is open to the public and has the provision of postsecondary education or training beyond the high school level as one of its primary missions. This report describes the universe, methods, and editing procedures used in the 2015-16 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students applying, number of students enrolled, number of employees, financial statistics, graduation rates, student financial aid, and academic libraries. Institutions submitted these data during three reporting periods corresponding to fall 2015, winter 2015-16, and spring 2016. Information provided in this report is applicable to the full 2015-16 IPEDS collection year; response rates and specific information on data collected during a particular collection period are included in the &quot;First Look&quot; report specific to that collection period.
School Administrators&apos; Opinions Regarding Administering the School
Author: Kiraz, Zafer
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Qualitative Research,School Culture,Power Structure,Governance,Interviews,Administrator Behavior,Government Role,Participative Decision Making,Job Satisfaction,Professional Development,Foreign Countries,Administrator Surveys,Work Environment,Principals

The school administrator is the person who is in charge or administration of the school. Revealing school administrators' opinions regarding administering the school is significant since it makes it possible for us to understand how they administer the school. The purpose of this study was to reveal the opinions of school administrators working in Tokat province regarding administering the school. A qualitative design was used. Within this scope, 21 school administrators were directed seven open-ended questions, and the responses were analyzed. Most participants expressed that the administrators should make effort to create an organizational culture, and they had a vital role in this culture. It was observed that the participants weren't satisfied with the authority they had, and found it insufficient. They pinpointed the strict hierarchical and bureaucratic structure of the educational system as the reason of insufficient authority. The interviewees didn't take much initiative while using their authority. Instead, they used little initiative under the circumstances in which they believed that it wouldn't harm them with a protective drive. Almost all of the interviewees expressed that they were under a tight control by the state and using authority would bounce back to them as a punishment. Although the participants stated that they used shared decision-making through meetings, it was inferred during the interviews that these meetings were conducted for the sake of formality and the decisions were made by only the administrators. The majority of participants implied that spending time with the personnel, creating social environment, and valuing their ideas and opinions were sufficient to ensure their job satisfaction. All of the participants indicated that they pursued their professional development through in-service training, seminars, and books about administration.
The Broadband Imperative II: Equitable Access for Learning
Author: Fox, Christine
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Internet,Educational Technology,Technology Uses in Education,Access to Computers,Teaching Methods,Elementary Secondary Education,Technology Integration,Educational Policy,Government Role,State Policy,Leadership Responsibility,Low Income Groups,Student Centered Learning,Design,Equal Education,State Aid,Job Skills,Career Readiness,College Readiness,Models

The May 2012 State Educational Technology Directors Association (SETDA) report, &quot;The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs,&quot; pushed educators and policy makers nationwide to increase high-speed broadband access in schools, with specific recommendations regarding access, funding, and policies to support teaching and learning. In April 2016, SETDA and Common Sense Kids Action released the &quot;State K-12 Broadband Leadership: Driving Connectivity and Access&quot; report (see ED569341) highlighting the powerful impact of state leadership in driving critical policy decisions at the national and state level to support broadband networks, bandwidth capacity and home access for low-income families. In this companion report, &quot;The Broadband Imperative II: Equitable Access for Learning,&quot; SETDA continues to advocate for increasing robust access both in and out of school to best prepare all students for college and careers. SETDA provides the following updated recommendations for policy makers and school leaders: (1) Increase Infrastructure to Support Student-Centered Learning; (2) Design Infrastructure to Meet Capacity Targets; (3) Ensure Equity of Access for All Students Outside of School; and (4) Leverage State Resources to Increase Broadband Access. Appendices provide research methodology, Federal programs/initiatives that support school access, resources, exemplars, and a glossary.
Dear Colleague Letter: Federal Funding for Technology
Author: Department of Education (ED), Office of Educational Technology
Date: 2014-11-19
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Access to Computers,Grants,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Elementary Secondary Education,Federal Government,State Government,Local Government,Government Role,Teaching Methods,Faculty Development,Instructional Materials,Computer Mediated Communication,Internet

Technology can help transform learning when used with innovative instructional approaches such as those outlined in the National Education Technology Plan. Yet many schools, particularly high-need schools, lack the connectivity, resources, and support for teachers and leaders needed to implement digital learning strategies. The President's ConnectED Initiative, unveiled in June 2013, sets a clear goal to have high-speed Internet to the classroom, affordable mobile learning devices, high-quality learning content, and support for teachers to move to digital learning within five years. To reach this goal, federal, state, and local educational agencies and private-sector partners must collaborate to bring the right resources to the table. The purpose of this letter is to help state, district, and eligible partnership grantees better understand how they may be able to use their federal grant funds to support innovative technology-based strategies to personalize learning. The document provides some examples of how funds from Elementary and Secondary Education Act of 1965, as amended (ESEA) Titles I, II, III and Individuals with Disabilities Education Act (IDEA) may support the use of technology to improve instruction and student outcomes. Examples are limited to ESEA and IDEA due to the scale of these programs, but funds from many other formula and competitive grant programs administered by the Department of Education may also be used for this purpose.
Operationalizing Your SSIP Evaluation: A Self-Assessment Tool. Version 1.0
Author: Nimkoff, Tamara
Date: 2017-01-00
Type: Tests/Questionnaires
Subjects: Self Evaluation (Individuals),Program Implementation,Stakeholders,Evaluation Methods,Data Collection,Longitudinal Studies,Outcomes of Education

During Phase III of the State Systemic Improvement Plan (SSIP), states will assess progress on implementing their SSIPs. This assessment entails evaluating and reporting on progress toward short-term and long-term outcomes as well as the SiMR. The purpose of this interactive self-assessment tool is to lead those within a state responsible for implementing the SSIP evaluation through the process of operationalizing their SSIP evaluation plan in tandem with implementation efforts. State staff can use this tool to gauge their team's progress on key components necessary for fully executing their SSIP evaluation plan and to identify action steps needed to realize the greatest benefit from their evaluation efforts. State staff can download and complete the tool's checklist through individual self-reflection or as part of a group discussion.