ethanporcaro/eric-fulltext-meta huggingface dataset:
Blueprint for Change in Oklahoma: State Teacher Policy Yearbook, 2010
Author: National Council on Teacher Quality
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Policy,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Tenure,Teacher Dismissal,State Government,State Regulation,Academic Achievement,Educational Improvement,Teacher Certification,Alternative Teacher Certification,Needs Assessment,Yearbooks,Retirement Benefits,Educational Change,Teacher Education,Special Education Teachers,Elementary School Teachers,Middle School Teachers,Educational Objectives,Comparative Analysis,Public Schools

The 2009 &quot;State Teacher Policy Yearbook&quot; provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized &quot;Blueprint for Change,&quot; building off last year's &quot;Yearbook&quot; goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines &quot;low-hanging fruit,&quot; policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 &quot;State Teacher Policy Yearbook&quot;, Oklahoma had the following grades: (1) Delivering Well Prepared Teachers (C-); (2) Expanding the Teaching Pool (C-); (3) Identifying Effective Teachers (D+); (4) Retaining Effective Teachers (C-); and (5) Exiting Ineffective Teachers (D+). Oklahoma has an overall grade of D+ for 2009. In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in Oklahoma: Recent legislation has established a teacher evaluation system that bases 35 percent of a teacher's score on student academic growth using multiple years of standardized test data, and an additional 15 percent on other academic measurements. The state's new evaluation system will not go into effect until the new criteria are adopted by December 15, 2011, and schools are not required to use it until the 2013-2014 school year. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see &quot;Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010&quot; (ED515614) and &quot;State Teacher Policy Yearbook, 2009. Oklahoma&quot; (ED511926).]
Blueprint for Change in South Dakota: State Teacher Policy Yearbook, 2010
Author: National Council on Teacher Quality
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Policy,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Tenure,Teacher Dismissal,State Government,State Regulation,Academic Achievement,Educational Improvement,Teacher Certification,Alternative Teacher Certification,Needs Assessment,Yearbooks,Retirement Benefits,Educational Change,Teacher Education,Special Education Teachers,Elementary School Teachers,Middle School Teachers,Educational Objectives,Comparative Analysis,Public Schools

The 2009 &quot;State Teacher Policy Yearbook&quot; provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized &quot;Blueprint for Change,&quot; building off last year's &quot;Yearbook&quot; goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines &quot;low-hanging fruit,&quot; policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 &quot;State Teacher Policy Yearbook&quot;, South Dakota had the following grades: (1) Delivering Well Prepared Teachers (D); (2) Expanding the Teaching Pool (C-); (3) Identifying Effective Teachers (F); (4) Retaining Effective Teachers (C); and (5) Exiting Ineffective Teachers (F). South Dakota has an overall grade of D for 2009. In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in South Dakota: Teachers in their first three years now receive annual evaluations, while teachers with four or more years experience will be evaluated every other year. Also, by July 1, 2011, South Dakota will have established minimum professional performance standards for certified teachers. South Dakota confirmed that the identified update represents a complete and accurate list of recent policy changes. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see &quot;Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010&quot; (ED515614) and &quot;State Teacher Policy Yearbook, 2009. South Dakota&quot; (ED511943).]
Blueprint for Change in Wisconsin: State Teacher Policy Yearbook, 2010
Author: National Council on Teacher Quality
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Policy,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Tenure,Teacher Dismissal,State Government,State Regulation,Academic Achievement,Educational Improvement,Teacher Certification,Alternative Teacher Certification,Needs Assessment,Yearbooks,Retirement Benefits,Educational Change,Teacher Education,Special Education Teachers,Elementary School Teachers,Middle School Teachers,Educational Objectives,Comparative Analysis,Public Schools

The 2009 &quot;State Teacher Policy Yearbook&quot; provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized &quot;Blueprint for Change,&quot; building off last year's &quot;Yearbook&quot; goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines &quot;low-hanging fruit,&quot; policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 &quot;State Teacher Policy Yearbook&quot;, Wisconsin had the following grades: (1) Delivering Well Prepared Teachers (D-); (2) Expanding the Teaching Pool (D-); (3) Identifying Effective Teachers (D-); (4) Retaining Effective Teachers (C); and (5) Exiting Ineffective Teachers (D). Wisconsin has an overall grade of D for 2009. In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in Wisconsin: Wisconsin repealed its data firewall and now allows the use of standardized testing results in teacher evaluations. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see &quot;Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010&quot; (ED515614) and &quot;State Teacher Policy Yearbook, 2009. Wisconsin&quot; (ED511954).]
Blueprint for Change in Connecticut: State Teacher Policy Yearbook, 2010
Author: National Council on Teacher Quality
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Policy,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Tenure,Teacher Dismissal,State Government,State Regulation,Academic Achievement,Educational Improvement,Teacher Certification,Alternative Teacher Certification,Needs Assessment,Yearbooks,Retirement Benefits,Educational Change,Teacher Education,Special Education Teachers,Elementary School Teachers,Middle School Teachers,Educational Objectives,Comparative Analysis,Public Schools

The 2009 &quot;State Teacher Policy Yearbook&quot; provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized &quot;Blueprint for Change,&quot; building off last year's &quot;Yearbook&quot; goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines &quot;low-hanging fruit,&quot; policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 &quot;State Teacher Policy Yearbook&quot;, Connecticut had the following grades: (1) Delivering Well Prepared Teachers (C); (2) Expanding the Teaching Pool (B-); (3) Identifying Effective Teachers (D+); (4) Retaining Effective Teachers (F); and (5) Exiting Ineffective Teachers (C-). Connecticut has an overall grade of D+ for 2009. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in Connecticut: The state's newly adopted teacher evaluation procedures call for the use of &quot;multiple indicators&quot; of performance, including multiple indicators of student academic growth, as well as consideration of factors such as attendance, class size and student mobility. Connecticut added that guidelines for its new evaluation procedures must be adopted by the State Board of Education on or before July 1, 2013. Also, &quot;local and regional boards of education are now required to continuously evaluate or cause to be evaluated each teacher.&quot; Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see &quot;Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010&quot; (ED515614) and &quot;State Teacher Policy Yearbook, 2009. Connecticut&quot; (ED511878).]
Blueprint for Change in Kentucky: State Teacher Policy Yearbook, 2010
Author: National Council on Teacher Quality
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Policy,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Tenure,Teacher Dismissal,State Government,State Regulation,Academic Achievement,Educational Improvement,Teacher Certification,Alternative Teacher Certification,Needs Assessment,Yearbooks,Retirement Benefits,Educational Change,Teacher Education,Special Education Teachers,Elementary School Teachers,Middle School Teachers,Educational Objectives,Comparative Analysis,Public Schools

The 2009 &quot;State Teacher Policy Yearbook&quot; provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized &quot;Blueprint for Change,&quot; building off last year's &quot;Yearbook&quot; goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines &quot;low-hanging fruit,&quot; policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 &quot;State Teacher Policy Yearbook&quot;, Kentucky had the following grades: (1) Delivering Well Prepared Teachers (D+); (2) Expanding the Teaching Pool (C); (3) Identifying Effective Teachers (D+); (4) Retaining Effective Teachers (C-); and (5) Exiting Ineffective Teachers (F). Kentucky has an overall grade of D- for 2009. In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in Kentucky: The state has added Teach For America (TFA) as a pilot alternative certification program option. The state noted that although it was not selected to receive Race to the Top funding, it is continuing its &quot;Unbridled Learning&quot; reform initiative and plans to pursue a Teach For America pathway in Kentucky. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see &quot;Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010&quot; (ED515614) and &quot;State Teacher Policy Yearbook, 2009. Kentucky&quot; (ED511873).]
Blueprint for Change in Alaska: State Teacher Policy Yearbook, 2010
Author: National Council on Teacher Quality
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Policy,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Tenure,Teacher Dismissal,State Government,State Regulation,Academic Achievement,Educational Improvement,Teacher Certification,Alternative Teacher Certification,Needs Assessment,Yearbooks,Retirement Benefits,Educational Change,Teacher Education,Special Education Teachers,Elementary School Teachers,Middle School Teachers,Educational Objectives,Comparative Analysis,Public Schools

The 2009 &quot;State Teacher Policy Yearbook&quot; provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized &quot;Blueprint for Change,&quot; building off last year's &quot;Yearbook&quot; goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines &quot;low-hanging fruit,&quot; policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 &quot;State Teacher Policy Yearbook&quot;, Alaska had the following grades: (1) Delivering Well Prepared Teachers (F); (2) Expanding the Teaching Pool (C-); (3) Identifying Effective Teachers (D-); (4) Retaining Effective Teachers (C); and (5) Exiting Ineffective Teachers (D+). Alaska has an overall grade of D for 2009. In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified no recent policy changes in Alaska. Alaska confirmed that there are no recent policy changes to report. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see &quot;Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010&quot; (ED515614) and &quot;State Teacher Policy Yearbook, 2009. Alaska&quot; (ED511875).]
Blueprint for Change in Arkansas: State Teacher Policy Yearbook, 2010
Author: National Council on Teacher Quality
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Policy,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Tenure,Teacher Dismissal,State Government,State Regulation,Academic Achievement,Educational Improvement,Teacher Certification,Alternative Teacher Certification,Needs Assessment,Yearbooks,Retirement Benefits,Educational Change,Teacher Education,Special Education Teachers,Elementary School Teachers,Middle School Teachers,Educational Objectives,Comparative Analysis,Public Schools

The 2009 &quot;State Teacher Policy Yearbook&quot; provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized &quot;Blueprint for Change,&quot; building off last year's &quot;Yearbook&quot; goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines &quot;low-hanging fruit,&quot; policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 &quot;State Teacher Policy Yearbook&quot;, Arkansas had the following grades: (1) Delivering Well Prepared Teachers (C-); (2) Expanding the Teaching Pool (B); (3) Identifying Effective Teachers (D); (4) Retaining Effective Teachers (C); and (5) Exiting Ineffective Teachers (C-). Arkansas has an overall grade of C- for 2009. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified no recent policy changes in Arkansas. Arkansas confirmed that there are no recent policy changes to report. Individual sections contain footnotes. (Contains 4 figures.) [For the related reports, see &quot;Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010&quot; (ED515614) and &quot;State Teacher Policy Yearbook, 2009. Arkansas&quot; (ED511891).]
Proposed Models of Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models
Author: Khlaisang, Jintavee
Date: 2010-10-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Program Effectiveness,Design Requirements,Web Sites,Computer Software Evaluation,Web Based Instruction,Multimedia Materials,Online Courses,Use Studies,Interviews,Distance Education,Virtual Universities,Courseware,Electronic Learning,Instructional Design,Surveys,Focus Groups,Usability

The purpose of this study was to investigate proper website and courseware for e-learning in higher education. Methods used in this study included the data collection, the analysis surveys, the experts' in-depth interview, and the experts' focus group. Results indicated that there were 16 components for website, as well as 16 components for courseware with suggestions for basic design layout to be considered. Based on the findings, results showed that the models were proposed, and the prototypes were created to examine the effectiveness and the learners' satisfaction of the models. The surveys' results of users' usability and their satisfaction showed high level effectiveness of the prototypes, as well as high satisfaction towards the prototypes. Therefore, such models of proper website and courseware for e-learning in higher education should be in consideration as grounded components and basic design layout when design and development of website and courseware for e-learning in higher education. (Contains 9 figures.) [Funding for this research project was provided by Thailand Cyber University (TCU), Office of Higher Education  Commission.]
High Schools and High Stakes Testing in California: Size and Income Do Matter
Author: Rector, L. D.
Date: 2011-02-05
Type: Reports - Research
Subjects: Credentials,High Schools,High Stakes Tests,Mathematics Teachers,Income,Correlation,Socioeconomic Status,Disadvantaged,Academic Achievement,Teacher Education,Comparative Analysis,School Size,English Teachers,Teacher Qualifications,English (Second Language),Second Language Learning,Educational Policy,Policy Analysis,Educational Environment,Student Evaluation,Evaluation Problems

The purpose of this study was to examine the relationship between the size of high schools, their percentage of SED (socio-economic disadvantaged) students, and API (academic performance index) scores in California, and determine if teacher preparation is a contributing factor. The 2010 API scores and median income of all 52 counties, and the 2010 API scores and % SED of 1,089 high schools were tabulated and graphed to determine the strength of the correlation between the two different sets of data. Also, the percent proficient levels (in English) for all high school students by grade (9-11) and by socio-economic status from 2003 to 2010 were compared. Lastly, the number and percent of English and math teachers with the proper credentials are presented for analysis. Results indicate there is a strong correlation between the % SED and API of large high schools, and the correlation decreases as the size of high schools decreases. Also, the percent proficient levels in English of SED students are consistently lower than non-SED students across all grades. Results show that the performance of large, high % SED high schools on the CST (California Standards Test) is inferior to their large, low % SED counterparts, regardless of the percentage of teachers holding the proper credentials. Parents, policymakers, educators, and researchers need to question the scope and purpose of high stakes tests if the tests, by design, cannot account for circumstances beyond the control of students, parents, and schools. (Contains 5 graphs.)