ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal Directed Collaborative Planning in the Elementary School
Author: Hay, Sydney Martin
Date: 2011-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Principals,Planning,Instructional Development,Educational Cooperation,Elementary Schools,Instructional Leadership,Grounded Theory,Teacher Administrator Relationship,Teacher Collaboration,Elementary School Teachers,Observation,Interviews,Departments,Familiarity,Teamwork,Lesson Plans,Pacing,Special Education Teachers,Leadership Effectiveness,Teacher Attitudes,Administrator Attitudes

This study explores the principal driven collaborative planning (PDCP) phenomenon  occurring at SUN Elementary School. SUN Elementary is located near the border of  Washington, DC. Exploring this new phenomenon requires a close look at the  relationships among teachers, and the relationship between the teachers and the principal. This study demands a close look into instructional leadership at SUN, the impact of PDCP on lesson planning, and an evaluation of the effectiveness of the PDCP process. The study is qualitative in nature and uses many aspects of grounded theory by Glaser and Strauss (1967). Observations of teachers in their collaborative planning (CP) sessions, and observations of teachers and the principal in their PDCP sessions were made. Teacher and principal interviews were conducted. Data were collected from these observations and interviews. The data were analyzed and findings emerged. The following are some of the findings that emerged from this study. Departmentalization prevents collaboration on curriculum, sometimes. Working together in the CP sessions creates familiarity and teamwork among teachers, and CP makes a difference in lesson planning for most teachers. The function of the pacing sheet is ambiguous to teachers, and the pacing sheet is the agenda for the PDCP sessions. The principal helps teachers with their lessons and provides student support. The vice principal (VP) ensures that PDCP session meetings are held regularly. The principal creates collaborative planning sessions because she wants instructional conversations with her staff, and she creates a master schedule that allows for PDCP and CP meeting times. The principal has staff approval to start PDCP, and she thinks CP and PDCP are successful. Based on this study I predict that principals who implement the PDCP process will effectively monitor teacher planning and provide assistance to teachers and students in a timely manner. Four appendixes present: (1) Observation and Teacher Interview Schedules; (2) Sun Master Schedule 2010-2011; (3) Sun Elementary Pacing Sheet; and (4) Teacher and Principal Questionnaire Instrument.
Outlook. Number 372
Author: Council for American Private Education
Date: 2012-02-00
Type: Collected Works - Serial
Subjects: Private Schools,Elementary Secondary Education,Court Litigation,Religious Education,Federal Government,Advocacy,Educational Change,Parochial Schools,World History,Government Role,Federal Legislation,Equal Opportunities (Jobs),Catholic Schools

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Supreme Court Issues 9-0 Ruling in Religious School Case; (2) White House Honors Champions of Change; and (3) CAPE Notes.
Have a Heart: Challenges for Lead Vocational Teachers in the Changing VET Landscape. Occasional Paper
Author: Davids, Jennifer
Date: 2012-00-00
Type: Reports - Research
Subjects: Vocational Education Teachers,Teacher Leadership,Foreign Countries,Teacher Role,Expectation,Teacher Attitudes,Trust (Psychology),Leadership Effectiveness,Values,Mentors,Career Development,Focus Groups,Teacher Persistence,Professional Identity,Religious Factors

This paper investigates the personal and career development needs of TAFE (Technical And Further Education) Queensland's lead vocational teachers through the conceptual framework of Spirituality at Work (SAW), which is a framework for looking at workplace relations. This research was conducted through four focus group meetings held in November 2009, each lasting approximately 90 minutes. A Queensland TAFE-wide notice attracted the lead vocational teachers who volunteered to participate in the focus group discussions. The focus groups reviewed the way in which the lead vocational teacher role is currently being deployed within various TAFE Queensland institutes. The research is limited by the small number of participants. In all, while 80 people responded to the invitation to participate, only 24 were able to take part. This was due mainly to time constraints, work pressures and other commitments. The sample may not be representative of the true demographic of lead vocational teachers in TAFE Queensland. The research is also limited in that the sole method of data-gathering was through the use of focus groups. The paper argues that the Spirituality at Work framework already exists in the teaching profession as a set of humanist values, which, while acknowledged as fluid, changeable and multiple, informs the basis of much teaching work. In particular, the role of teacher leadership in TAFE Queensland resembles a form of servant leadership (Greenleaf 1977), with a strongly affective component. This model of ethics-based behaviour is challenged by the business-based model of education and the proliferation of performance measures. It is argued that this conflict of interest creates an incongruence that is a discouraging factor in staff retention and a source of dissatisfaction among lead vocational teachers. It is revealed that lead vocational teachers view their profession as a &quot;calling&quot; and see serving their students as a priority. With greater emphasis being placed on financial decisions within VET workplaces and the introduction of increased reporting requirements, these teachers feel that they are operating in environments with low levels of trust. Overall, lead vocational teachers consider that their teaching practices were undervalued. Focus group questions are appended.
Reviving Magnet Schools: Strengthening a Successful Choice Option. A Research Brief
Author: Siegel-Hawley, Genevieve
Date: 2012-02-00
Type: Reports - Research
Subjects: Magnet Schools,Charter Schools,Public Schools,School Choice,School Effectiveness,Financial Support,Federal Aid,Enrollment,School Segregation,Low Income Groups,School Surveys,Educational Demand,Academic Achievement,Open Enrollment,Student Diversity,Admission Criteria,Equal Education,Sustainability

Magnet schools make up the largest system of choice in the U.S. They were originally conceived to accomplish the twin goals of innovation and integration. Over the years, however, the integrative mission of magnet programs has somewhat receded, particularly during the second Bush Administration. Meanwhile, political and financial support has focused on the rapidly expanding charter school sector, even as research has suggested that charters are not, on average, performing better than regular public schools. This policy brief refocuses the attention on the more longstanding magnet sector. It is issued during a time of complex political and legal circumstances and seeks to understand how a variety of factors--including the "Parents Involved" ruling and the transition to a U.S. Department of Education led by the Obama Administration--have influenced federally-funded magnet programs. Data from a 2011 survey of magnet school leaders indicates that magnet schools are continuing to evolve. Significant differences emerged between the two most recent magnet-funding cycles, the first overseen by the Bush Administration (in the midst of the "Parents Involved" decision) and the second by Obama's Department of Education. Respondents connected to the 2010-2013 funding cycle indicated that their magnet programs were associated with more inclusive admissions processes, a resurgence of interest in pursuing racially diverse enrollments and an increased willingness to allow out-of-district students to attend magnet programs. Respondents from all federal funding cycles reported that their magnet schools were linked to evidence of heightened academic achievement, very high levels of demand and self-sustaining programs (i.e. the magnet school or program continued to flourish after the funding cycle ended). While the respondent pool was not large, and though federally funded magnets are simply a subset of all magnet programs, the data highlight early signs of what may be an important shift towards the original goals of the magnet concept. Survey participants also underscored the ongoing popularity and success of their magnet programs. More research is, of course, needed, but all of these trends indicate that it is important to continue to provide support for the magnet school sector, and to include equalizing federal funding for magnet and charter school programs as part of a federal policy agenda focused on innovation "and" equity. A bibliography is included. (Contains 19 tables and 13 footnotes.)
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. Working Paper 65
Author: Goldhaber, Dan
Date: 2012-01-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Teacher Education Programs,Program Evaluation,Program Effectiveness,Teacher Effectiveness,Academic Achievement,Reading Tests,Mathematics Tests,Specialization,Change,Elementary School Teachers,Elementary School Students,Teacher Characteristics,Student Characteristics

With teacher quality repeatedly cited as the most important &quot;schooling&quot; factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents research examining the variation between and impact that individual teacher training institutions in Washington state have on the effectiveness of teachers they train. Using administrative data linking teachers' initial endorsements to student achievement on state reading and math tests, we find the majority of teacher training programs produce teachers who are no more or less effective than teachers who trained out-of-state. However, we do find a number of cases where there are statistically significant differences between estimates of training program effects for teachers who were credentialed at various in-state programs. These findings are robust to a variety of different model specifications. Appended are: (1) Mean Teacher Characteristics of Teachers from Different Training Institutions; (2) Mean Student Characteristics of Teachers from Different Training Institutions; (3) Student-to-Teacher Matching by Subject, Grade and Year; and (4) Number of Teachers with WEST-B Scores by Initial Certificate Granting Program. (Contains 10 tables, 2 figures and 71 footnotes.)
The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative. Working Paper 69
Author: Clotfelter, Charles T.
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Evidence,Teacher Effectiveness,State Programs,Grade 8,Algebra,Educational Assessment,Educational Indicators,Achievement Gains,Mathematics Achievement,Acceleration (Education),Educational Policy,Policy Analysis,Program Effectiveness,Performance Based Assessment,Performance Factors,Mathematics Skills,Developmental Studies Programs,Academic Records,Comparative Analysis,Comparative Testing,Longitudinal Studies

In 2002/03, the Charlotte-Mecklenburg Schools initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking 8th grade algebra increased from less than half to nearly 90%, then reverted to baseline levels, in the span of just six age cohorts. We use this policy-induced variation to infer the impact of accelerated entry into algebra on student performance in math courses as students progress through high school. Students affected by the acceleration initiative scored significantly lower on end-of-course tests in Algebra I, and were either no more likely or significantly less likely to pass standard follow-up courses, Geometry and Algebra II, on a college-preparatory timetable. We also find that the district assigned teachers with weaker qualifications to Algebra I classes in the first year of the acceleration, but this reduction in teacher quality accounts for only a small portion of the overall effect. (Contains 12 tables, 4 figures and 35 footnotes.)
Assessing the &quot;Rothstein Test&quot;: Does It Really Show Teacher Value-Added Models Are Biased? Working Paper 71
Author: Goldhaber, Dan
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Academic Achievement,Models,Statistical Bias,Computation,Simulation

In a provocative and influential paper, Jesse Rothstein (2010) finds that standard value-added models (VAMs) suggest implausible future teacher effects on past student achievement, a finding that obviously cannot be viewed as causal. This is the basis of a falsification test (the Rothstein falsification test) that appears to indicate bias in VAM estimates of current teacher contributions to student learning. More precisely, the falsification test is designed to identify whether or not students are effectively randomly assigned conditional on the covariates included in the model. Rothstein's finding is significant because there is considerable interest in using VAM teacher effect estimates for high-stakes teacher personnel policies, and the results of the Rothstein test cast considerable doubt on the notion that VAMs can be used fairly for this purpose. However, in this paper, we illustrate--theoretically and through simulations--plausible conditions under which the Rothstein falsification test rejects VAMs even when students are randomly assigned, conditional on the covariates in the model, and even when there is no bias in estimated teacher effects. Appended are: (1) When Falsification Tests Fail; and (2) Negatively Correlated Errors Need Not Cause Bias. (Contains 1 table and 53 footnotes.)
Simply Gifted: Their Attributes through the Eyes of College Students
Author: Gentry, Ruben
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Multiple Intelligences,Undergraduate Study,College Students,Black Colleges,Disproportionate Representation,Academically Gifted,Minority Groups,African American Students,White Students,Talent Identification,Preservice Teacher Education,Preservice Teachers,Cognitive Style,Individual Characteristics,Gifted

For years, scores on IQ tests and standardized achievement tests were the principal means for determining whether or not persons were gifted.  Early literature often referred to them as fluent, flexible, original, and elaborate thinkers; as persons who were extremely curious, sensitive, attracted to aesthetic values; and as individuals who could readily see relationships.  More recently, Howard Gardner introduced the concept of multiple intelligences.  The literature on multiple intelligences views giftedness as spanning more than one area of human development and achievement.  However, neither earlier nor more recent identification procedures sufficiently identify minorities for gifted programs.  Underrepresentation, and in some cases decreasing enrollment, of African American students in gifted and talented programs/classes contributes to the achievement gap between African American students and their White counterparts.  Perhaps a supplementary means for identifying gifted individuals would be through the eyes of the beholder, especially teacher education candidates as they are in a pretty good position to judge exceptional ability.  In support of this contention, one college calls its student newspaper the "Eagle Eye" which could connote that college students have sharp vision and maintain a keen watchfulness.  Further along this line, at one historically Black college a basic course in special education is required for undergraduate education candidates across majors.  In the course, the candidates were requested to "think of a person in school or society that they considered gifted" and write a brief synopsis on the individual.  They listed many persons that had not been formally identified as gifted.  The list included the no-study test passer, multi-talented who stutters, excellent memory kid, four year old road sign reader, know-all with autism, and hands-on expert.  This manuscript examines some key issues in gifted education.  It also informs the education profession that perhaps a closer look is needed at who might be considered gifted and that the eyes of college students may help in the identification process. (Contains 2 tables.)
Business Fundamentals. Program CIP: Business Fundamentals: 52.0101
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Human Relations,Business Skills,Ethics,Business Education,Vocational Education,Secondary School Curriculum,Educational Policy,State Regulation,State Legislation,Federal Legislation,Standards,College Readiness,Educational Strategies,Educational Technology,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets

Secondary career-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Business Fundamentals serves as the foundation for all Business Pathways. Courses in Business Fundamentals provide instruction in basic business skills and knowledge related to economic fundamentals, management, communications, finance, human relations, career development, ethics, and business etiquette. This document was developed according to national standards for business education, as prepared by the National Educational Technology Standards for Students (NETS), 2000-02, developed by the International Society for Technology in Education (ISTE); and the SCANS Competencies published by the U.S. Department of Labor, 1992. Appended are: (1) Suggested Rubrics and Checklist; (2) 21st Century Skills Standards; (3) Mississippi Academic Standards; (4) ACT College Readiness Standards; (5) National Industry Standards; and (6) National Educational Technology Standards for Students. A list of references is provided for each unit. (Contains 3 footnotes.)
Simulation and Animation Design. Program CIP: 50.0411
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Video Technology,Animation,Student Organizations,Educational Technology,Technological Literacy,Ethics,Computer Simulation,STEM Education,Games,Design,Active Learning,Computer Graphics,Performance Based Assessment,Case Studies,Community Colleges,Computer Science Education,Proprietary Schools,Vocational Education,Secondary School Curriculum,Educational Policy,State Legislation,Federal Legislation,Standards,College Readiness,Educational Strategies,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets,Equipment,Graphic Arts,Technical Institutes

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Simulation and Animation Design is a pathway in the Science, Technology, Engineering, and Mathematics (STEM) career cluster. This program is designed for students who wish to develop, design, and implement projects in the ever-expanding field of game design and development. The program emphasizes the techniques and tools used in game design and the creative design or content of such media. Both theoretical learning and activity-based learning are provided for students who wish to develop and enhance their competencies and skills. The program focuses on the basic areas of ethics, character development, audio and video production, and design using visualization software. The program finishes with a performance-based unit that requires students to develop their own gaming environment. This comprehensive project component provides practical experience toward developing a portfolio of work. Membership is encouraged in the student organization, Technology Student Association (TSA), which promotes technological literacy, leadership, and problem solving, resulting in personal growth and opportunity. Appended are: (1) International Game Developers Association (IGDA) Standards; (2) 21st Century Skills Standards; (3) ACT College Readiness Standards; and (4) National Educational Technology Standards for Students. A list of references is provided for each unit.