ethanporcaro/eric-fulltext-meta huggingface dataset:
Disruptor, Distracter, or What? A Policymaker&apos;s Guide to Massive Open Online Courses (MOOCs)
Author: Kelly, Andrew P.
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Online Courses,Electronic Learning,Educational Policy,Policy Formation,Curriculum Development,Course Content,Models,Educational Improvement,Access to Education,Cost Effectiveness,College Credits,Instructional Improvement,Skill Development,Educational Innovation,Labor Force Development,College Readiness,Remedial Instruction,Gifted,Blended Learning

The creation of the massive open online course (MOOC), a new form of digital learning, has enthralled some, infuriated others, and changed the conversation about higher education in the United States and abroad. To some, MOOCs herald the dawn of a new era in human capital, one that will mean the end of college as we know it. Enthusiastic observers quickly likened MOOCs to other &quot;disruptive innovations,&quot; arguing that free online courses would send higher education the way of the newspaper and the record store. The movement has caught the attention of policymakers from the statehouse to the White House. At a time when rising tuition costs and student debt threaten to stifle college opportunity, MOOCs provide free access to courses and career preparation. Critics, sensing higher education&apos;s vulnerability, have harped on low MOOC completion rates and warned about creating &quot;Walmarts of higher education.&quot; Lost in this polarizing debate is a clear assessment of how this new medium is actually affecting postsecondary education, if at all, and how it could be useful in the future. The reality is, MOOCs are a tool, not a solution. Like any tool, they are likely to be more useful for some jobs than for others. What problems are low-cost online courses well designed to solve, and what problems may be better left to other strategies? How should policymakers employ MOOCs, and what reforms can encourage innovation? The first section of this report examines the MOOC movement, providing a snapshot of its origins and a sense of how the platforms work. The second section lays out the potential effects that MOOCs could have on higher education. The third section outlines some early lessons from the first two years of the movement. The fourth section discusses the implications of these early lessons for policymakers. Regardless of how researchers measure their impact, it seems clear that MOOCs are neither the cataclysmic disruptor that advocates predicted nor the flash in the pan their critics were hoping for. Deployed strategically, MOOCS could change the entire conversation about higher education reform and teach educators how to improve schooling world wide. [This paper was funded by Google.]
First 5 Kern Annual Report: Fiscal Year 2013-2014
Author: Wang, Jianjun
Date: 2015-02-04
Type: Reports - Evaluative
Subjects: Young Children,Child Development,Child Health,Early Childhood Education,Family Programs,County Programs,Social Services,Program Effectiveness,Program Evaluation,Health Programs,Qualitative Research,Statistical Analysis,Integrated Services,Longitudinal Studies,Cooperation,Annual Reports,Counties,Parent Education

Proposition 10, also known as the California Children and Families Act of 1998, is the legislation for creating Kern County Children and Families Commission (First 5 Kern). Over the past 15 years, First 5 Kern administered a trust fund from a $.50 per pack tax on cigarettes or equivalent tobacco products to support children ages 0-5 and their families in Kern County. Guided by its strategic plan, First 5 Kern has allocated more than $160 million since its inception to support early childhood services in local communities. In Fiscal Year 2013-14, First 5 Kern spent over $10 million to fund 40 programs in Child Health, Family Functioning, and Child Development. Approximate 7.5% of the annual budget was devoted to strengthening systems of care through service integration. Following a model of results-based accountability, this report summarizes multilevel evaluation findings to show what works, for whom, and in which context of early childhood development in Kern County. The report includes five chapters: Chapter 1: highlights features of First 5 Kern support; Chapter 2: provides program-specific findings that impact children ages 0-5 and their families; Chapter 3: describes results of partnership building to strengthen the capacity of service integration; Chapter 4: includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to describe sustainable accomplishments through ongoing improvements. This report ends with Chapter 5: Conclusions and Future Directions to clarify recommendations for stakeholders across a region as large as the state of New Jersey. Quantitative and qualitative approaches have been taken to describe service outcomes in different communities, including the city of Bakersfield that has surpassed St. Louis in population size. The report follows the Statewide Evaluation Framework for Proposition 10 and conforms to the Utility, Feasibility, Propriety, and Accuracy standards for program evaluation. The report also includes appendices: (1) Index of Program Acronyms; and (2) Technical Advisory Committee served in FY 2013-14 and Current Year.
Writing with Computers in ESL Classroom: Enhancing ESL Learners' Motivation, Confidence and Writing Proficiency
Author: Hadi, Marham Jupri
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: English (Second Language),Second Language Learning,Writing (Composition),Writing Skills,Student Motivation,Computer Assisted Instruction,Self Efficacy,Teaching Methods,Secondary School Students,Collaborative Writing,Educational Benefits,Word Processing,Handwriting,Foreign Countries

Researcher's observation on his ESL class indicates the main issues concerning the writing skills: learners' low motivation to write, minimum interaction in writing, and poor writing skills. These limitations have led them to be less confidence to write in English. This article discusses how computers can be used for the purpose of increasing students' motivation and confidence, and their writing skills, by getting them engaged in a variety of writing activities with computers, either offline or online.
Uncovered: Social Security, Retirement Uncertainty, and 1 Million Teachers
Author: Kan, Leslie
Date: 2014-00-00
Type: Reports - Research
Subjects: Teacher Retirement,Retirement Benefits,Elementary School Teachers,Public School Teachers,Teaching Experience,Case Studies,Income,Federal Legislation,Government Employees

Retirement savings are often described as a three-legged stool: Social Security, employer retirement plans, and personal savings. For many American workers, Social Security is the most consistent portion of the three-legged model, providing a solid plank of retirement savings. But nationwide, more than 1 million teachers--about 40 percent of all public K-12 teachers--are not covered by Social Security. In &quot;Uncovered: Social Security, Retirement Uncertainty, and 1 Million Teachers,&quot; Leslie Kan and Chad Aldeman analyze the consequences of this policy choice. Teachers without Social Security coverage face substantial uncertainty and must rely more heavily on their employer retirement plans (state pensions) and personal savings. Unfortunately, state pension plans leave too many teachers unprotected. According to an analysis of state pension plans' own assumptions, half of today's new teachers will not stay in a single pension system long enough to qualify for a pension when they retire. Even for teachers who do qualify, the existing structures offer minimal benefits even to those who stay for 10, 15, or even 20-plus years. The subsequent reality: many teachers not covered by Social Security are left with inadequate retirement savings from their time in the classroom. At a time when an increasing number of states struggle with teacher recruitment and policymakers are concerned about retirement security more generally, states should look for ways to provide all teachers with secure retirement benefits. Social Security is not sufficient as a stand-alone retirement program. The authors offer case studies from three hypothetical teachers of varying experience levels to show that all teachers, however, would benefit from Social Security coverage as one component of a comprehensive retirement plan.
Friends without Benefits: How States Systematically Shortchange Teachers' Retirement and Threaten Their Retirement Security
Author: Aldeman, Chad
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Teacher Retirement,Retirement Benefits,State Legislation,Teaching Experience,Politics of Education,Government Employees,Public Sector,Private Sector,Educational Policy,Policy Formation,Decision Making,Financial Problems,Educational Change,Teaching (Occupation),Financial Policy,Human Capital,Teacher Persistence

To shore up the $46 billion pension debt the state has accrued over the past several decades, Illinois has been using its teachers as a piggy bank. New legislation adopted in December 2013 will raise the retirement age for mid-career workers and limit the amount retiree pensions can increase with inflation over time. State and national union leaders have called these changes &quot;pension theft&quot; and threatened to sue. The current uproar has focused mainly on relatively senior workers, but Illinois legislators enacted even stiffer penalties for new teachers in 2010. The 2010 bill had similar elements as the 2013 version--it raised the age at which new teachers could retire and reduced the amount their pensions could adjust for inflation--but it also placed a cap on the amount of retirement benefits they could earn. Most important, the 2010 law made it much harder for new teachers to earn a pension at all by lengthening the time they would be required to work before qualifying for a pension, from five years to ten. The changes will collectively save the state billions of dollars over the next thirty-five years, but the &quot;savings&quot; will come out of the pockets of teachers entering classrooms in the coming years. If a teacher leaves before ten years, Illinois will refund his or her contributions, but it won't pay any interest, and it won't contribute anything on its own. The state estimates that 62 percent of its new teachers won't make it to ten years, meaning Illinois will be forcibly taking no-interest loans from the majority of new teachers. This paper provides an analysis of the current approach to teacher pensions in the context of the broader picture of retirement issues. The paper also reveals the fiscal problems brought on by poor decisions made by state policymakers and a corresponding lack of fiscal discipline. It also presents questions about the design of pension plans for the changing teacher workforce of the future as well as the impact they have on America's largest group of B.A. workers.
Acronyms &amp; Resource Guide
Author: Association of American Universities
Date: 2011-04-00
Type: Reference Materials - General
Subjects: Guides,Higher Education,Professional Associations,Resources,Web Sites,Government Publications,Federal Legislation

This guide includes the following: higher education and related associations; advocacy organizations and coalitions of interest to research universities; explanations of acronyms and terms commonly used in the university community; web links to government resources and agencies; Executive and Legislative Branch offices; and key federal research-related rules, regulations, and guidelines.
Teacher Evaluations in an Era of Rapid Change: From &quot;Unsatisfactory&quot; to &quot;Needs Improvement&quot;
Author: Aldeman, Chad
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: Teacher Evaluation,Educational Change,Educational Policy,Policy Formation,Educational Improvement,Teacher Recruitment,Teacher Persistence,School Districts,Feedback (Response),Formative Evaluation,Accountability,Teacher Administrator Relationship,Academic Achievement

This report examines the ongoing effort to revamp teacher evaluations. After collecting and synthesizing data from 17 states and the District of Columbia, it provides five major lessons for policymakers. New evaluation systems are just one part of sweeping changes in American schools. Because the number and extent of these changes are daunting, some states have already started to amend or postpone their teacher evaluation systems. But the authors argue that evaluation reform is an effort worth making. Evidence from Cincinnati, Washington, D.C., and Denver suggests that comprehensive evaluation systems help teachers improve their practice, lead to improved recruitment and retention of high-quality educators, and, ultimately, boost student achievement. The report also includes endnotes and an appendix containing evaluation system data for all locations.
Renewing Head Start&apos;s Promise: Invest in What Works for Disadvantaged Preschoolers
Author: Mead, Sara
Date: 2014-07-00
Type: Reports - Research
Subjects: Early Childhood Education,Federal Programs,Preschool Children,Disadvantaged Youth,Educational Change,Program Effectiveness,Program Improvement,Federal Aid,Standards,Compliance (Legal),Curriculum

Since Head Start&apos;s last reauthorization in 2007, the Department of Health and Human Services, which oversees Head Start, has implemented significant reforms that are improving the program. In &quot;Renewing Head Start&apos;s Promise: Invest in What Works for Disadvantaged Preschoolers,&quot; Sara Mead offers several recommendations to enable Head Start to better serve children and families such as: (1) Maximizing the effectiveness of designation renewal; (2) Setting clear goals and measuring program performance; (3) Increasing flexibility to innovate; and (4) Carefully explore options to expand the state role in Head Start while protecting federal investments and comprehensive services for Head Start children. By strengthening Head Start, Mead adds, it can improve both the school readiness and long-term life outcomes for our nation&apos;s most disadvantaged youngsters.
Collaborations Resulting in New Leadership Model Operationalization with Disadvantaged Students
Author: Nikodym, Jacqueline Z.
Date: 2015-02-05
Type: Reports - Research
Subjects: Transformational Leadership,Models,Disadvantaged Youth,Public Schools,Economically Disadvantaged,Affective Behavior,Leadership Styles,Transformative Learning,Teacher Student Relationship,Emotional Intelligence,Grade 8,Reading Instruction,Minority Group Students,Individual Development,Theories,Empathy,High Stakes Tests,Scores,Teaching Methods,Cooperation,Middle School Students,Middle School Teachers,Student Behavior

A new leadership model is needed in all organizations. In response, The Affect-Centered Transformational Leadership Model came about. The new model resulted from a doctoral student&apos;s participation in a leadership course, and continued dialogue with its professor. Ultimately, the new model reached the stage of needing to be operationalized. A public school teacher, who teaches primarily disadvantaged low-income minority students, decided to implement the new model in her classroom. Results of the co-authors&apos; collaborations, and the first semester implementation of the new model in the public school classroom with economically disadvantaged students are shared.
Teachers&apos; Education and Experiences Relative to Promoting Successful Questioning and Discussion Techniques
Author: Robitaille, Yvette Powell
Date: 2014-11-05
Type: Speeches/Meeting Papers
Subjects: Questioning Techniques,Discussion (Teaching Technique),Elementary School Teachers,Secondary School Teachers,Middle School Teachers,Teacher Attitudes,Case Studies,Constructivism (Learning),Semi Structured Interviews,Lesson Plans,Collegiality,Professional Development,Reflection,Teaching Methods,Qualitative Research,Interviews

Questioning and discussion techniques are effective instructional methods that develop critical thinking and problem solving skills. Despite these positive associations, there is often inconsistent implementation of these techniques across disciplines and grade levels, often resulting in a negative effect on student achievement. This case study explored elementary, middle, and high school teachers and evaluators&apos; perceptions of teaching practices regarding exemplary questioning and discussion techniques. The theoretical framework that guided this study was social constructivism. Participants included 9 teachers who earned exemplary marks on their evaluations for questioning and discussion techniques and 3 evaluators who awarded teachers exemplary marks. Data gathering included semi-structured interviews of teachers and evaluators, evaluation summaries, and lesson plans. Analysis was inductive using constant comparison to identify themes. Findings of the larger study indicated teachers identified how education and experiences promoted successful techniques; created an environment of respect and established a culture for learning; engaged in collegial interactions with peers; identified approaches, materials, and techniques used for questioning; and discussed processes and techniques used for development of students. For the purposes of this paper, findings about how teachers&apos; education and experiences promoted successful discussion techniques will be discussed. Recommendations include designing professional development opportunities for teachers to improve questioning and discussion techniques.
Classroom Environments of Respect for Questioning and Discussion
Author: Robitaille, Yvette Powell
Date: 2015-01-08
Type: Speeches/Meeting Papers
Subjects: Classroom Environment,Questioning Techniques,Teaching Methods,Discussion (Teaching Technique),Critical Thinking,Problem Solving,Case Studies,Elementary School Teachers,Middle School Teachers,High Schools,Secondary School Teachers,Attitude Measures,Semi Structured Interviews,Evaluators,Lesson Plans,Comparative Analysis,Documentation,Content Analysis,Observation,Journal Writing,Coding,School Culture,Interpersonal Relationship

Questioning and discussion techniques are effective instructional methods that develop critical thinking and problem solving skills. There is often inconsistent implementation of these techniques, which can result in a negative effect on student achievement. This case study explored elementary, middle, and high school teachers and evaluators&apos; perceptions of teaching practices regarding exemplary questioning and discussion techniques. Data included semi-structured interviews of teachers and evaluators, evaluation summaries, and lesson plans. Analysis was inductive using constant comparison to identify themes. Findings indicated teachers who earned exemplary marks on evaluations for questioning and discussion techniques created environments of respect and cultures for learning.
A Pedagogy of Multiliteracies: Second Language and Literacy Acquisition
Author: Zhang Leimbigler, Sheri
Date: 2014-00-00
Type: Reports - Research
Subjects: Second Language Learning,Literacy,Constructivism (Learning),Epistemology,Educational Philosophy,Socialization,Cultural Influences,Ethnography,Multiple Literacies,Second Language Instruction,Research Methodology,Educational Objectives,Grammar,Scaffolding (Teaching Technique),Chinese,English (Second Language),College Students,Second Languages

This article iterates the results of integrating literacy into SLA (Second Language Acquisition) from a constructivist&apos;s perspective in preparing syllabi, pedagogical activities and testing. The observation of Mandarin-learning students&apos; performance and conversations with them suggest that introducing certain vocabulary, expressions and knowledge from outside the textbook can enhance their active learning. The definition of teaching literacy has expanded from printed text and lectures to a wider scope of media, and to testing and research methodologies. The article also cautions that classes must be well prepared and managed to avoid far-fetched items. One of the key issues in socio-constructivism is to keep pedagogical activities within the &quot;zone of proximal development&quot; (Gee, 2011), or to follow the &quot;i+1 formula&quot; (Krashen, 1981). The study further illustrates the efficiency of teaching and learning through a shift in focus from teaching &quot;forms&quot; to teaching &quot;form&quot;, and from &quot;literacy&quot; to &quot;literacies&quot;.
Education Funding. A Brief to the Select Standing Committee on Finance and Government Services
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2013-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Finance,Educational Resources,Advocacy,Teacher Associations,Advisory Committees,Hearings,Teaching Conditions,State Aid,Operating Expenses,Funding Formulas,Teacher Student Ratio,Change Strategies,Educational Change,Educational Practices,Foreign Countries,Financial Needs,Financial Policy

Teachers and the British Columbia (BC) government share a common interest in a quality education system that serves both their students and society. Even with that common interest, they often do not agree on what resources are required to achieve and maintain quality education. In this brief the British Columbia Teachers' Federation (BCTF) provides the teachers' case for resources that are needed for them to fulfill the mandate that society gives them to have a high-quality public education system that serves both their students and society. The hope is that the Select Standing Committee on Finance and Government Services will find their case persuasive and will recommend to the government that more resources be put into public education.
A Policy Playbook for Personalized Learning: Ideas for State and Local Policymakers
Author: Chuong, Carolyn
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Educational Policy,Policy Formation,State Policy,Local Government,School Districts,Models,Educational Innovation,Educational Finance,Educational Quality,Costs,Financial Support,Program Implementation,Individualized Instruction,Accountability,Reports,Portfolios (Background Materials),Consortia,Barriers,Resource Allocation,Teacher Evaluation,Teacher Collaboration,Competency Based Education,Access to Information,Public Education,Online Courses,Educational Technology,Technology Uses in Education,Elementary Secondary Education

This report is designed to help state and local policymakers identify the policy changes needed to expand access to quality personalized learning in their states and communities, and to give them the tools to make those changes. Each of the 15 policy ideas, or &quot;plays,&quot; in this playbook provides background context on the challenges it is designed to address and the benefits it will produce; examples of places where similar policies have been implemented; and a discussion of the policy or implementation considerations that must be taken into account. Because of the wide variation in each state&apos;s policy context, these plays offer &quot;broad ideas, rather than detailed language,&quot; which policymakers can take as a starting point to customize the plays to their own state or district and its unique circumstances.