ethanporcaro/eric-fulltext-meta huggingface dataset:
In the Era of the Local Control Funding Formula: The Shifting Role of California&apos;s Chief Business Officers. Technical Report. Getting Down to Facts II
Author: Willis, Jason
Date: 2018-09-00
Type: Reports - Research
Subjects: Educational Finance,Financial Support,Funding Formulas,Administrators,School Districts,Public Schools,Local Government,School District Autonomy,Administrator Role,Educational Equity (Finance),Resource Allocation,Superintendents

Policymakers and others seeking to guide and support California's school districts in the era of the Local Control Funding Formula (LCFF) may benefit from better understanding how recent policy shifts shape the work of district leadership. This paper summarizes interview findings that convey the practical, on-the-ground perspectives of an often-overlooked leadership role in school districts: the chief business officer (CBO). To develop this paper, WestEd and Stanford University researchers conducted in-depth interviews with 42 CBOs representing a range of California school districts, then analyzed the interview transcripts to develop a set of findings and select representative quotes that are shared throughout this paper. The paper was developed as part of the Getting Down to Facts II (GDTF II) project, a collection of over 30 studies focused on a variety of topics, including school governance, finance, standards, and student achievement in California. To provide additional context, the paper compares the views of CBOs with those of 91 district superintendents who were interviewed for another GDTF II paper (Moffitt et al., 2018). In addition, the paper includes relevant findings from recent research on California's implementation of the LCFF.
Teacher Leaders as the Opportunity
Author: Milken, Lowell
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Teacher Effectiveness,Faculty Development,Instructional Leadership,Teacher Shortage,Elementary Secondary Education,Leadership Role,Teacher Responsibility,Teacher Education,Outcomes of Education,Compensation (Remuneration),Accountability

The effective teacher in the classroom is both the starting point and the engine of excellent and meaningful education. That is because excellent teachers are not only the single most important in-school factor in student learning, the best of them are the key factor in improving the instructional practices and strengthening the skills of their peers. In this report, Lowell Milken, Founder and Chairman of the National Institute for Excellence in Teaching, discusses the following topics: (1) why developing teacher leaders is important and urgent; (2) conditions required to develop and sustain teacher leaders; and (3) what needs to be done to extend the reach of systemic reform to more districts and schools.
Issue Brief: Competency-Based Advancement
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-01-00
Type: Reports - Research
Subjects: Graduation Rate,High School Students,Dropout Prevention,At Risk Students,Competence,Program Effectiveness,Competency Based Education,School Size,Poverty,Geographic Location,High Schools,Incidence,Student Characteristics

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. The U.S. Department of Education (Department) sponsored the &quot;National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS)&quot;, which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on &quot;competency-based advancement&quot; is the fourth in a series of briefs being released this year with key findings about these high school improvement strategies.
Positionality Meets Agency: Dissertation Supervisor Agency, a Necessary Construct for Online Research Supervision
Author: Throne, Robin
Date: 2018-05-19
Type: Reports - Evaluative
Subjects: Doctoral Dissertations,Graduate Students,Supervisor Supervisee Relationship,Mentors,Situated Learning,Evidence Based Practice,Decision Making,College Faculty,Learning Theories,Self Concept,Researchers,Doctoral Programs,Computer Mediated Communication,Metacognition

This conceptual paper critically explores the construct of agency from a dissertation research supervisor perspective. While the literature has expanded in the exploration of student agency, little focus has been given to the construct from a research supervisor agency stance. While current research into doctoral completion has shown the relationship between supervisor and dissertation writer as critical to persistence and completion, less investigation has focused on the aspects of dissertation supervisor agency and the evolution to a high mentoring approach especially for online doctoral students. The inquiry utilizes the lens of Lave and Wenger's situated learning theory to view how dissertation research supervisor agency can foster and guide doctoral scholars to consider researcher positionality and move from the margins of the doctoral learning community to the center of scholarly life and post-doctoral practice-based research and evidence-based decision making.
Issue Brief: High School Transition Activities
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-04-00
Type: Reports - Research
Subjects: Student Adjustment,At Risk Students,Dropout Prevention,Transitional Programs,Public Schools,High School Freshmen,Grade 9,School Size,Poverty,Geographic Location,Graduation Rate,Program Effectiveness,Incidence,Summer Programs,Teamwork,Parent Education,Mentors

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. The U.S. Department of Education (Department) sponsored the &quot;National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS)&quot;, which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on &quot;high school transition activities&quot; is the seventh in a series of briefs being released this year with key findings about these high school improvement strategies.
Frontlines Perspectives on Instructional Support in the Common Core Era. Technical Report. Getting Down to Facts II
Author: Moffitt, Susan L.
Date: 2018-09-00
Type: Reports - Research
Subjects: Common Core State Standards,Instructional Materials,Educational Change,Educational Policy,Teacher Attitudes,Teaching Methods,Faculty Development,Educational Resources,State Policy,Educational Opportunities,Administrator Attitudes,Curriculum Development,Guidelines,English Language Learners,Special Needs Students,Alignment (Education),Elementary Secondary Education

Prior studies portray support for the Common Core in California (Finkelstein et al. 2018; Jochim and Lavery 2015) as well as support for other significant reforms, like the change in California's school finance system (Koppich and Humphrey 2018). Along with enthusiasm for California's policy changes over the past decade have come calls to &quot;stay the course&quot; to enable the current changes to make their way into practice. How are the frontlines of instructional practice experiencing the current terrain? Do the frontlines share this view that strides are being made? This report focuses on several key questions: (1) What are California teachers' perceptions of the core elements of instructional practice--standards, curriculum, instructional materials, professional learning opportunities--in the Common Core Era?; (2) What are the resources that California teachers use in instruction and the sources of such resources?; (3) What are teachers' perceptions and experience of managing various manifestations of educational disparities as they engage with the Common Core initiative?; and (4) What are opportunities to learn as California moves forward with state policy alignment? The authors focus primarily on teachers' perspectives to address these questions, but they also include insights from California superintendents and state and regional leaders. They also strive to focus on some of the key elements of instruction--standards, curriculum, frameworks, materials, and professional development.
Training New Teachers to Be Effective on Day One
Author: National Institute for Excellence in Teaching (NIET)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Elementary Secondary Education,Teacher Competencies,Mentors,Faculty Development,Beginning Teachers,College School Cooperation,Partnerships in Education,Preservice Teacher Education,College Faculty,Feedback (Response),Graduation Rate,Teacher Certification,Administrators

The National Institute for Excellence in Teaching (NIET) is a national nonprofit that works with K-12 districts and teacher preparation programs to better prepare new teachers for the expectations they will face in classrooms. NIET also supports school leaders to build strong instructional skills across the faculty and to support educators in choosing to teach in high-need schools and classrooms. NIET brings years of experience training K-12 educators to strengthen teacher instructional practice, and working with districts to build systems that increase educator effectiveness in high-need schools, to its work with Institutions of Higher Education (IHEs). This includes expertise in designing, implementing and sustaining systems that support mentoring and school-based professional learning, performance-based evaluation and feedback and teacher leadership development, along with the online tools and resources that support these systems. NIET's training for higher education faculty supports their work to embed indicators of strong instructional practice into field experiences and coursework. Strengthening connections between teacher preparation programs and their district partners helps to create a common language. This drives strong instruction, improves mentor selection, training and support, and increases districts' effective use of observation, feedback and coaching to support new teacher development. NIET offers a range of online tools and resources through a portal that supports this work.
Learning to Lead: Understanding California&apos;s Learning System for School and District Leaders. Technical Report. Getting Down to Facts II
Author: Sutcher, Leib
Date: 2018-09-00
Type: Reports - Research
Subjects: School Districts,Instructional Leadership,School Administration,State Policy,Educational Policy,Administrator Education,Principals,Superintendents,Administrator Attitudes,Faculty Development,Education Work Relationship,Social Development,Emotional Development,Educational Attitudes,Educational Opportunities,Administrator Effectiveness,Barriers,21st Century Skills,Elementary Secondary Education

Despite the importance of learning for education leaders, little is known about the preparation and development experiences of California's superintendents and principals--that is, the learning opportunities they receive before taking a job as an administrator, and the on-the-job learning and professional learning opportunities they experience after they begin their job. To find out more, the Learning Policy Institute conducted a study of leadership in the state with the assistance of the Association of California School Administrators (ACSA) and the American Institutes of Research. They administered a representative survey to more than 450 California principals; analyzed the most recent federal data about school leaders in California and across the nation; reviewed available California data; and conducted focus groups and interviews with principals, former principals, and superintendents from across the state. This report: (1) provides an overview of California's leadership context; (2) describes the kinds of principal preparation and professional development available in the state; (3) shares how principals assess their leadership preparation in light of the new educational demands of deeper learning and social-emotional learning; (4) summarizes the learning opportunities principals report they want; (5) describes superintendents' experiences with professional learning; and (6) concludes with policy implications informed by the study's findings. [For &quot;Learning to Lead: Understanding California's Learning System for School and District Leaders. Research Brief,&quot; see ED606622.]
Teaching Competency of B.Ed. Female Teacher Trainees
Author: Sekar, J. Master Arul
Date: 2016-07-00
Type: Journal Articles
Subjects: Teacher Competencies,Females,Women Faculty,Preservice Teachers,Rural Urban Differences,Private Colleges,Public Colleges,Coeducation,Single Sex Schools,Undergraduate Study,Graduate Study,Institutional Characteristics,Foreign Countries

Teacher competence refers to the right way of conveying units of knowledge, application, and skills to students. This paper also highlights the various competencies like the use of appropriate techniques, efficacy in Teaching, effective use of Aids, rapport with students and colleagues, and catering to individual differences. The present study is undertaken to study the teaching competency of B.Ed. female teacher trainees. The major objective of the study is to find out the difference between (i) rural and urban (ii) Government and Self-financing college (iii) girls and Co-education College and (iv) Undergraduate, Postgraduate and M.Phil. degree B.Ed. female teacher trainees. The 148 samples were taken from the B.Ed. female teacher trainees who are studying in the ten colleges of education in Thanjavur and Pudukottai districts which are the colleges of education, affiliated to Tamil Nadu Teacher Education University, Chennai. The data were collected by Teaching Competency Scale standardized by Dorathi Rani (2000). Special attention was given to such factors like nature of college, type of college and degree of B.Ed. female teacher trainees. The data are analyzed by t-test and ANOVA. The results revealed that there is a significant difference between (i) urban and rural (ii) Government college and Self-financing college and (iii) girls college and Co-education College B.Ed. female teacher trainees in their teaching competency and (iv) there is no significant difference among undergraduate, postgraduate and M.Phil. degree B.Ed. female teacher trainees.
Learning Technology Effectiveness
Author: Department of Education (ED), Office of Educational Technology
Date: 2014-06-30
Type: Reports - Evaluative
Subjects: Educational Technology,Influence of Technology,Program Effectiveness,Academic Achievement,Outcomes of Education,Technology Integration,Instructional Design,Access to Computers,Evidence Based Practice,Learning Processes,Mathematics Education,Science Education,Mathematical Applications,Computer Simulation,Visualization,Intelligent Tutoring Systems

Student access to technology is no longer a privilege: it is a prerequisite for full participation in high-quality education opportunities. While this fundamental right to technology access for learning is nonnegotiable, it is also just the first step to equitable learning opportunities. Society must continue to ask questions about the effectiveness of technology-based learning systems and tools designed to promote academic learning in specific subjects. This brief looks at the types of learning technology uses that have been shown by research to tie to deeper student learning, the conditions under which these approaches can reach their educational potential, and how to identify those that are worth the investment.
Relationship between Study Involvement and Affect Intensity of B.Ed. College Teacher Trainees
Author: Sekar, J. Master Arul
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Study Habits,College Students,Schools of Education,Affective Behavior,Psychological Patterns,Trainees,Gender Differences

The present study aims to explore the relationship between affect intensity and study involvement ofB.Ed. college teacher trainees. Since it is a fact-finding expedition, survey method was adopted by the investigator. The samples for this investigation were taken from the students studying in six colleges of education (B.Ed. College) in Thanjavur district. Special attention was given to such factors as gender, locality, and educational qualification. 150 B.Ed. college teacher trainees were taken for this investigation as a sample by simple random sampling technique. Study Involvement Inventory by Bhatnagar (1982) and Affect Intensity Measure (AIM) by Larsen (1984) were used to collect the data. To analyze the data mean, standard deviation, t' test and correlation analysis were used as statistical techniques. The findings show that (i) there is no significant difference between male and female B.Ed. college teacher trainees in their study involvement, (ii) there is no significant difference between male and female B.Ed. college teacher trainees in their affect intensity, and (iii) there is a significant relationship between affect intensity and study involvement of B.Ed. college teacher trainees.
Examining the Interaction Effects of Gender and Programs of Study on the Postgraduate Diploma in Teaching Students&apos; Attitude towards Teaching Profession of Mekelle University, Ethiopia
Author: Sekar, J. Master Arul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Graduate Study,Teacher Education Programs,Gender Differences,Student Teachers,Science Education,Intellectual Disciplines,Correlation,Teaching (Occupation),Majors (Students)

The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study was to find out whether there are any significant interaction effects of gender and programs of study of PGDT students' attitude towards the teaching profession. A descriptive survey was carried out among PGDT students during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using a stratified random sampling method, 130 student-teachers were selected as sample for the study. A scale entitled &quot;attitude towards teaching profession&quot; was developed and validated by the researchers based on established procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D) and Strongly Disagree (SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0 (Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include percentage analysis for levels, mean, standard deviation and two-way analysis of variance (ANOVA) were also used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no significant interaction effects of gender and programs of study on attitude towards the teaching profession of PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers' attitude towards the teaching profession was positively related to gender and programs of study.
Results in Brief: Promoting Education and Transition Success for Neglected and Delinquent Youth--An Evaluation of the Title I, Part D Program
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Prevention,Intervention,Child Neglect,Delinquency,At Risk Students,Academic Standards,Child Welfare,Access to Education,Institutionalized Persons,Resource Allocation,State Aid,Federal Aid,Financial Support,Social Development,Emotional Development,Behavior Modification,Students with Disabilities,English Language Learners,Teacher Competencies,Teacher Selection,Teacher Persistence,Needs Assessment,Teaching Methods,Transitional Programs,Planning,After School Programs,Measurement Techniques,Outcomes of Education,Supplementary Education,Juvenile Justice,Correctional Institutions,Student Characteristics,Racial Differences,Ethnicity,Poverty,Gender Differences,Vocational Education

The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the &quot;Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act,&quot; allocate funds to states and school districts to improve educational services for these youth. The Part D programs are designed to provide neglected and delinquent youth with the opportunity to meet challenging state academic standards and to help them successfully transition from residential facilities to further schooling or employment. Part D is composed of two subparts: Subpart 1 for state justice and child welfare agencies responsible for providing free public education to neglected or delinquent youth in state-run facilities, and Subpart 2 for school districts to serve students in locally operated facilities for neglected or delinquent youth and in programs for at-risk youth. Under a provision unique to state programs, institution-wide projects (IWPs) allow state juvenile justice and child welfare facilities to use their Subpart 1 funds in conjunction with other federal and state funds to serve &quot;all&quot; youth and to support the facility's overall education and transition services. This summary offers highlights from &quot;Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program&quot;--a study conducted to better understand how state and local agencies and facilities allocated Part D funds and planned for, implemented, and administered educational and related services and strategies funded by and in conjunction with Part D. [For Volumes 1 and 2 of the main report, see ED594694 and ED594695, respectively.]