ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Keyword-Based Instruction in Enhancing English Vocabulary Achievement and Retention of Intermediate Stage Pupils with Different Working Memory Capacities
Author: Al-Zahrani, Mona Abdullah Bakheet
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Instructional Effectiveness,Second Language Instruction,English (Second Language),Vocabulary,Academic Achievement,Retention (Psychology),Short Term Memory,Mnemonics,Junior High School Students,Foreign Countries

The current study aimed at investigating the effectiveness of keyword-based instruction in enhancing English vocabulary achievement and retention of intermediate stage pupils with different working memory capacities. The study adopted a quasi experimental design employing two groups (experimental and control). The design included an independent variable (keyword method), two dependent variables (vocabulary achievement and vocabulary retention ) which were measured by the achievement vocabulary test and a classification variable (working memory capacity) which was measured by working memory tasks. The sample of the study consisted of 3rd intermediate grade pupils from two intermediate schools in Taif (N=96). The pupils were divided into two groups experimental and control. The experimental group (N=47) was taught the vocabulary of the first term of English language book of 3rd intermediate grade through keyword method. The control group (N=49) was taught the same vocabulary through traditional method. The two group's scores were analyzed using Two-way ANOVA. Results revealed that keyword method had a positive effect on the learners' vocabulary achievement and retention. Also, results showed that pupils with high WMC were better than pupils with medium and low WMC in both vocabulary achievement and retention. Finally, the results revealed that the interaction between keyword method and WMC had a main effect on both dependent variables (Vocabulary achievement and retention). Ten appendixes present: (1) Subjects' Mean Age; (2) Vocabulary Achievement Test (VAT); (3) Jury Members; (4) Formal Letters for Permission; (5) Items Analysis of VAT; (6) Working Memory Tasks; (7) Teacher's Guide; (8) Pupil's Worksheets; (9) Validation Checklist of Teacher's Guide and Pupil's Worksheets; and (10) Examples of Some Pupils' Drawings. An Arabic summary is also included. (Contains 21 tables and 14 figures.)
Standards of Practice for California Community College Library Faculty and Programs
Author: Academic Senate for California Community Colleges
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Information Needs,Community Colleges,Library Role,College Libraries,Guidelines,Library Services,Ethics,Professional Development,Human Resources,Library Administration,Library Policy,Library Development,Library Facilities,Needs,State Standards,Librarian Teacher Cooperation

Libraries and library faculty play a significant role in supporting college curriculum and helping students succeed academically. In particular, libraries are the primary location both physically and remotely for supporting faculty and students in their research and information needs. Over the years, this role of libraries and library faculty has remained consistent, yet funding, institutional support, and resources have been in decline. In addition, specific standards for library services have appeared piecemeal in various regulations and guidelines, but nowhere have these standards been collected, reviewed, and presented systematically with specific application to the roles of library faculty in the California community colleges. In response to this concern, the Academic Senate for California Community Colleges (Academic Senate) passed a resolution calling for the development of a paper addressing standards of practice for California community college (CCC) libraries, including the role of library faculty, resources, services, instruction, and other aspects of library service to faculty and students. Unlike the adopted 1996 Academic Senate paper titled Library Faculty in California Community College Libraries: Qualifications, Roles, and Responsibilities, which describes the range of activities of library faculty, this paper suggests specific standards for how those activities would be performed. In addition to outlining the importance of library faculty in facilitating student success and to providing information on the core roles of library faculty and organization of libraries in the CCC system, these standards can assist in the dialog between faculty and administration regarding the role, services, design, and development of libraries and library faculty. They are designed to be specific enough to be meaningful, yet general enough to allow flexibility in meeting local needs, constraints, and cultures. These standards can also be used to inform the development of and changes to local and external policies, regulations, and guidelines that pertain to the operation and performance of CCC libraries. This paper was developed by the Counseling and Library Faculty Issues Committee of the Academic Senate in response to Academic Senate resolution 16.01 S09 (See Appendix) and asserts that a set of universal standards for all community college libraries should exist, regardless of institution or department size or fiscal constraints. Compliance with these standards requires both adequate staffing and support. 16:01: Develop Standards of Practice Paper for Library Services is appended.
Guiding Principles for SLO Assessment
Author: Academic Senate for California Community Colleges
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: Evidence,Undergraduate Study,Student Evaluation,Data Analysis,Accreditation (Institutions),Educational Practices,Evaluation Methods,Educational Principles,Performance Factors,Technical Assistance,Partnerships in Education,Collegiality,Alignment (Education),Administrator Guides,Student Rights,Educational Objectives,Outcomes of Education,Change Strategies,Educational Change

The assessment of student learning outcomes (SLOs) is a curricular activity that can be both beneficial and productive. Faculty who engage in SLO development and assessment can acquire concrete evidence upon which to base the collegial review of their programs and the improvement and enhancement of student learning both in individual classes and across a program. If SLO processes are integrated into the culture of the college, the use of assessment data as a basis for decision making can empower the faculty voice in planning and budgeting discussions. Despite these potential benefits from SLO activities, many California community colleges have struggled to develop and implement effective assessment processes. Pressure from the Accrediting Commission for Community and Junior Colleges and its 2012 deadline for SLO proficiency has further complicated this issue, causing many colleges and faculty to think of SLO assessment only as a quantitative task to complete for accreditation purposes rather than focusing on the quality of their assessment activities. In Spring 2008, Academic Senate Resolution 2.03 called for providing guidance regarding best practices in SLO assessment that could be applied at the local college level. This paper is a response to that resolution. The goal of this paper is to suggest principles that will help faculty to develop efficient and effective SLO assessment practices as appropriate for their own local colleges. These principles address various aspects of SLO assessment and factors that influence assessment processes, including institutional support, cooperative relationships with other faculty, researchers, and administrations, and alignment of outcomes throughout the different levels of the college curriculum. Above all, the paper promotes and emphasizes the primary role of faculty in all SLO development and assessment activities and the importance of faculty participation and involvement in the development and implementation of assessment processes. Appendices include: (1) ACCJC Letter and Rubric; (2) AAHE Principle of Good Practice for Assessing Student Learning; and (3) Seven Principles for Good Practice in Undergraduate Education.
District of Columbia Public Schools: Defining Instructional Expectations and Aligning Accountability and Support
Author: Curtis, Rachel
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,School Districts,School Administration,Instructional Improvement,Teacher Effectiveness,Accountability,Compensation (Remuneration),Job Performance,Management Systems,Academic Achievement,Alignment (Education),Profiles

After spending decades introducing curriculum and instructional programs with little to show in the way of student achievement results, the District of Columbia Public Schools (DCPS), under the leadership of Chancellor Michelle Rhee, decided to shift its focus. Emphasizing what to teach had yielded few results. Dogged by its standing as perhaps the poorest performing urban school system in the country, DCPS decided to address head-on the issue of how to teach. The goal was straightforward: to ensure instructional excellence in every classroom. The system set out to achieve this goal by defining the elements of effective instruction, creating a common understanding of those elements system-wide, and developing an accountability and support system aligned to these elements. This work represented a profound shift for a system whose hallmarks had been teacher autonomy and isolation and the use of instructional materials as the default curriculum. This profile tells the story of DCPS's development and implementation of teaching standards, an aligned evaluation system, and a new pay-for-performance compensation system. The five critical lessons learned from DCPS's work that are explored in detail in the profile are: (1) Tap the potential of teaching standards to create common expectations and language about instruction and to focus everyone in the system on thinking about &quot;how&quot; teachers teach and &quot;why&quot;; (2) Anticipate that the hardest and most important part of a teacher performance management system is helping teachers improve their practice; (3) Consider the trade-offs associated with introducing teaching standards and an aligned evaluation system simultaneously, as compared to sequentially; (4) Understand that building a robust teacher performance management system is going to require the continuous development of organization capacity; and (5) Think strategically about organizing the system to drive the design and implementation of teaching standards, the associated evaluation system, and the related supports. While DCPS is in many ways unique, these learnings can apply to any district that is making an effort to establish standards and aligned evaluation and compensation systems. They provide important guidance, particularly for well-established bureaucratic systems, about how to approach this work in a way that drives both instructional excellence and a retooling of the central office to support instructional improvement, and ultimately student learning. Appendices include: (1) DCPS Teaching and Learning Framework 2.0; and (2) TLF Rubric (Excerpts).
Forging a New Partnership: The Story of Teacher Union and School District Collaboration in Pittsburgh
Author: Hamill, Sean D.
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Unions,School Districts,School Administration,Cooperation,Teacher Effectiveness,Grants,Problem Solving,Needs Assessment,Urban Education,Educational Change,Organizational Culture,Superintendents,Change Agents,Participative Decision Making,Collective Bargaining,Organizational Communication

This paper documents Pittsburgh's transformation from a typical, adversarial district-union dynamic to one of deep, substantive collaboration over the course of several years. This work has catapulted Pittsburgh to the vanguard of efforts to improve teacher effectiveness, and helped secure more than $80 million in philanthropic and federal grants. Through the voices of the principal participants, this paper tells the story of Pittsburgh's breakthrough collaboration and highlights important principles that can be applied in other contexts.
Building Teacher Evaluation Systems: Learning from Leading Efforts
Author: Aspen Institute
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Job Performance,Accountability,Feedback (Response),Compensation (Remuneration),Career Development,Holistic Approach,Management Systems,Standards,School Districts,Goal Orientation,Teacher Improvement

School systems across the country are working hard to fix broken teacher evaluation systems. This work offers the promise of regular, meaningful assessment of teacher performance. While this represents a significant advance, it is one part of a bigger picture: a teacher performance management system that links accountability, support, ongoing feedback, compensation, and career advancement. As school systems develop better evaluations, they will be best served if they approach this work with the other components of performance management in mind. Better systems--and better results--will be realized if these questions are considered and addressed prior to design and implementation of new teacher evaluation systems: (1) What level of specificity and conformity are teachers trying to create through their teaching standards?; (2) How do teachers balance high-stakes accountability with ongoing support and feedback that are essential for improvement?; (3) How will teachers be engaged to build ownership of teacher evaluation and performance management?; (4) How will the system's teaching and learning infrastructure need to evolve to support implementation of the teaching standards?; and (5) How will the system need to function differently to implement a robust performance management system and how will the district build this capacity? (Contains 4 footnotes.)
Achievement First: Developing a Teacher Performance Management System That Recognizes Excellence
Author: Curtis, Rachel
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Job Performance,Teacher Effectiveness,Reliability,Teacher Competencies,Charter Schools,Networks,Management Systems,Standards,Teacher Evaluation,Accountability,Systems Approach,Goal Orientation,Academic Achievement

Teachers are the single most important school-related factor in students' learning, and improving student learning is the single most important goal at Achievement First (AF), a fast-growing public charter school network in the Northeast. To achieve this goal, the AF team has worked to establish a common understanding of effective instructional practices across the network, which they believe is vital to ensuring consistent teaching quality and student results across all network schools. These Essentials anchor AF's emerging performance management system, guiding teacher support, accountability, compensation, and advancement. This profile tells the story of AF's development of teaching standards, how it organized teacher support and accountability to accompany them, and how it used that early work to develop a comprehensive teacher performance management system. The four critical lessons learned from AF's work that are explored in detail in this profile are: (1) Create standards for effective instruction as the foundation of a performance management system and develop them in a way that taps the system's internal capacity, builds teacher and administrator engagement, and draws from the growing body of research in this area; (2) Ensure that teacher evaluation, professional development, and support are all aligned to standards for effective instruction; (3) Communicate clearly from the start that instructional standards are one element of assessing teacher effectiveness and are a means to the end of student achievement; and (4) Anticipate and use learning from early efforts in developing a performance management system and refining the system based on the learning (think software 1.0 and 2.0). Appended are: (1) The Cycle of Highly Effective Teaching; (2) The Essentials of Effective Instruction; (3) Achievement First Professional Growth Plan; (4) Teaching Excellence Framework; and (5) Achievement First Teacher Career Pathway.
Designing and Implementing Teacher Performance Management Systems: Pitfalls and Possibilities
Author: Wiener, Ross
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Job Performance,Teacher Evaluation,School Administration,Public Schools,Workshops,Program Implementation,Performance Based Assessment,Management Systems,Teacher Effectiveness,Systems Approach,Cooperation,Goal Orientation,Teacher Improvement

As new performance-management-related policies go from idea to implementation, policy makers and education leaders will be called upon to flesh-out what are still broad principles in many areas. This represents a significant inflection point for the teaching profession and the management of public school systems. Early decisions will determine whether the new evaluations form the basis of a new, more productive way of working in public education, or yet another policy pronouncement with little impact on outcomes. In July 2010, a diverse group of stakeholders--senior leaders from districts, states, and the federal government; union leaders from both the American Federation of Teachers (AFT) and the National Education Association (NEA); technical assistance providers, social entrepreneurs, and scholars--gathered in Aspen, Colorado to work on these issues. The workshop focused on designing and implementing teacher performance management systems. The premise of the workshop was that evaluation systems are a means, not an end. To reinvent teacher evaluation in service of increasing teacher effectiveness, public school systems need to address an inter-dependent set of responsibilities. Responsibilities include: setting clear expectations and measures of performance; establishing structures and processes for conducting meaningful evaluations and acting on the information that is produced; developing a continuous-improvement process that gives developmental guidance to teachers and assesses the efficacy of that assistance; and implementing systemic reforms that refashion other aspects of the organization to support this work (e.g., data/IT, HR, curriculum and instruction). This paper provides a discussion of key themes and takeaways from the workshop. This primer is intended as a resource for state and district leaders who are tackling the teacher effectiveness agenda. Summer Workshop Participants are appended. (Contains 11 endnotes.)
Power Struggles. The Montessori Observer. Volume 31, Number 1
Author: International Montessori Society
Date: 2010-03-00
Type: Collected Works - Serial
Subjects: Foreign Countries,Montessori Method,Newsletters,Power Structure,Workshops,Seminars,Encyclopedias,Web Sites,Values Education,Aggression,Teacher Student Relationship

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Power Struggles,&quot; by Lee Havis. Other articles included in this issue are: (1) IMS Workshops and Seminars in Malaysia; (2) Wikipedia Revises Montessori Articles; (3) Character Teaching Gets Government Support in Ecuador; (4) Moment of Peril: Hostile Aggression (Lee Havis); and (5) Reflections: Out of Body (Wendy Lieberman).
Distraction. The Montessori Observer. Volume 31, Number 2
Author: International Montessori Society
Date: 2010-05-00
Type: Collected Works - Serial
Subjects: Montessori Schools,Foreign Countries,Montessori Method,Newsletters,Self Control,Values Education,Success,Classroom Techniques,Teaching Methods

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Distraction,&quot; by Lee Havis. Other articles included in this issue are: (1) Montessori School in Brunei; (2) Character Teaching Project in Ecuador, India, and Nepal; (3) Reflections: Success (Wendy Lieberman); and (4) Moment of Peril: Self-Control (Lee Havis).
Nomenclature. The Montessori Observer. Volume 31, Number 3
Author: International Montessori Society
Date: 2010-09-00
Type: Collected Works - Serial
Subjects: Montessori Method,Newsletters,Politics of Education,Values Education,Workshops,Concept Formation,Language Acquisition,Foreign Countries,Interaction,Language Usage

"The Montessori Observer" is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, "Nomenclature," by Lee Havis. Other articles included in this issue are: (1) IMAC News; (2) Patriot Politics: Liberty and Limited Government; (3) Character Teaching: Recent Progress; (4) Montessori Workshops; and (5) Moment of Peril: Helping Others (Lee Havis).
Perceptual Mistakes. The Montessori Observer. Volume 31, Number 4
Author: International Montessori Society
Date: 2010-11-00
Type: Collected Works - Serial
Subjects: Montessori Schools,Foreign Countries,Montessori Method,Newsletters,Preservice Teacher Education,Power Structure,Educational Philosophy,Attitudes,Personality Traits

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Perceptual Mistakes,&quot; by Lee Havis. Other articles included in this issue are: (1) Montessori in Nepal; (2) Buzan Montessori School in Chongqing, China; (3) Reflections: Training New Teachers (Esther Rupert); and (4) Moment of Peril: Confronting Authority (Lee Havis).
Personality Projections. The Montessori Observer. Volume 32, Number 1
Author: International Montessori Society
Date: 2011-03-00
Type: Collected Works - Serial
Subjects: Montessori Schools,Personality,Workshops,Foreign Countries,Montessori Method,Newsletters,Bullying,Conflict,Victims of Crime,Educational Technology,Personality Traits

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Personality Projections,&quot; by Lee Havis. Other articles included in this issue are: (1) IMS New Education workshops in Asia; (2) Technology field-testing complete: New Way Montessori School Closed; (3) Montessori Workshops; and (4) Moment of Peril: Bully-Victim Conflict (Lee Havis).