ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways into Teaching: Q&amp;A with Dr. Pam Grossman. REL Mid-Atlantic Teacher Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2013-11-07
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Online Courses,Teacher Qualifications,Educational Research,Evidence,Program Effectiveness,Teacher Education Programs,State Standards,Program Implementation,Strategic Planning,Labor Needs,Student Needs,Relevance (Education),Elementary Secondary Education

This webinar explored several elements of teacher preparation pathways, including the history, popularity, and quality of various routes to certification, as well as the impact of these various pathways on teacher quality and retention and student achievement. This Q&amp;A addressed the questions participants had for Dr. Grossman following the webinar. The webinar recording and PowerPoint presentation are also available.
Foundations for Young Adult Success: A Developmental Framework. Concept Paper for Research and Practice
Author: Nagaoka, Jenny
Date: 2015-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: Young Adults,Success,Child Development,Adolescent Development,Adult Development,Models,Experience,Interpersonal Relationship,Context Effect,Disadvantaged Youth,Developmental Tasks,Identification,Self Management,Competence,Skills,Empowerment,Values,Beliefs,Attitudes

Amid growing recognition that strong academic skills alone are not enough for young people to become successful adults, this comprehensive report offers wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices. It concludes that rich experiences combining action and reflection help children develop a set of critical skills, attitudes, and behaviors. And it suggests that policies should aim to ensure that all children have consistent, supportive relationships and an abundance of these developmental experiences through activities inside and outside of school. The Wallace Foundation awarded a competitive grant to UChicago CCSR in 2013 to undertake the project, which included a review of relevant literature spanning decades as well as interviews with national experts in research, policy and practice, and young people and the adults who work with them in schools, programs and agencies throughout Chicago. The report offers evidence to show how, where, and when the &quot;key factors&quot; to success develop from early childhood through young adulthood, emphasizing the kinds of experiences and supportive relationships that guide the positive development of these factors. Recognizing that there are no silver bullets to promoting social-emotional learning, the report emphasizes a range of factors that build on one another over time. It also emphasizes factors that are particularly malleable, as well as the age at which each of the key factors comes into prominence, offering adults the most promising window for positive intervention. A key problem the report identifies is that disadvantaged youth often face extra challenges. For example, they often have fewer in-school and out-of-school opportunities for consistent, positive developmental experiences and relationships and face significant opportunity gaps to developing the essential skills to become productive adults. An appendix provides a list of experts who provided input and feedback throughout this project. [This report was written with David W. Johnson, Sarah Dickson, Ashley Cureton Turner, Ashley Mayo, and Kathleen Hayes.]
Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face: Results for Florida High School Courses. REL 2015-095
Author: Hughes, John
Date: 2015-09-00
Type: Reports - Research
Subjects: Success,Online Courses,Conventional Instruction,High Schools,Repetition,Required Courses,High School Students,Probability,Comparative Analysis,Grades (Scholastic),Student Characteristics,Geographic Location,Racial Differences,Ethnic Groups,Gender Differences,Regression (Statistics),Socioeconomic Status,Age Differences,English Language Learners

This report describes the results of a REL Southeast study comparing student success in online credit recovery and general courses taken online compared to traditional face-to-face courses. Credit recovery occurs when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the high use of online learning in the Southeast, particularly as a method to help students engage in credit recovery. The data for this study covered all high school courses taken between 2007/08 and 2010/11 in Florida (excluding Driver's and Physical Education). The study compares the likelihood of a student earning a C or better in an online course as compared to a face-to-face course. Comparisons for both general and online courses include those courses taken for the first time and credit recovery courses. The results show that the likelihood of a student earning a grade of C or better was higher when a course was taken online than when taken face-to-face, both for general courses and credit recovery courses. Most subgroups of students also had higher likelihood of success in online courses compared to face-to-face courses, except that English language learners showed no difference in outcomes when taking credit recovery courses online. However, it is not possible to determine whether these consistent differences in course outcomes are attributable to greater student learning, other factors such as differences in student characteristics, or differences in grading standards. The following are appended: (1) Data and methodology; and (2) Detailed results.
The Achievement Progress of English Learner Students in Arizona. REL 2015-098
Author: Haas, Eric
Date: 2015-09-00
Type: Reports - Research
Subjects: Academic Achievement,English Language Learners,English (Second Language),Second Language Learning,Scores,Language Tests,Language Proficiency,Classification,Language Arts,Mathematics Tests,Achievement Tests,Teaching Methods,Lunch Programs,Special Education,Eligibility,Males,Gender Differences,Program Descriptions,Student Characteristics,Elementary School Students,Kindergarten,Grade 3,Grade 6

The purpose of this study was to understand the learning trajectories of the growing numbers of English learner students in Arizona, especially those who struggle to pass state English language arts and math content tests. This study followed three cohorts of English learner students in Arizona (kindergarten, grade 3, and grade 6) over six school years, 2006/07 through 2011/12, to assess their progress in English proficiency and their academic progress in English language arts and math content knowledge. More than 90 percent of Arizona's English learner students scored at or above the required level for reclassification as fluent English proficient students. Their cumulative passing rate was highest for the English language proficiency test, followed by academic tests in English language arts and math. English learner students who were eligible for special education services had the lowest passing rates on all three tests. In general, English learner students in higher grades had lower cumulative passing rates on all three tests than students in lower grades. Educators might consider devoting additional attention to improving teaching practices and support services to help the English learner student subgroups with the poorest performance (i.e., students in higher grades, students eligible for special education services, students eligible for school lunch programs, and/or and male students). The following are appended: (1) Arizona programs that provide context for the study; (2) Data and methodology; and (3) Additional findings.
Evaluate Whether Uri Treisman's Model of Collaborative Learning Is Consistent and/or Supportive of Robert Gagne's Learning Hierarchy
Author: Singleton, Cynthia M.
Date: 2015-09-10
Type: Reports - Evaluative
Subjects: Cooperative Learning,Mathematics Instruction,Expectation,College Faculty,Models,Instructional Design,College Mathematics,African American Students,College Students

Uri Treisman's model of Collaborative Learning is consistent and supportive of Robert Gagne's learning hierarchy. In order to examine this relationship we must analyze each model individually.
Stress among Academic Staff and Students' Satisfaction of Their Performances in Payame Noor University of Miandoab
Author: Jabari, Kamran
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Stress Variables,College Students,Statistical Analysis,Questionnaires,Reliability,Student Attitudes,Satisfaction,Correlation,Teacher Effectiveness

Present study examined the relationship between stress among academic staff and students' satisfaction of their performances in Payame Noor University (PNU) of Miandoab City, Iran in 2014. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes all staff of PNU of Miandoab and referrals were selected. Sample of the by Morgan's table that includes 15 individuals academic staff of PNU of Miandoab and 150 individuals of their referrals were which have been randomly selected. The method of sample is random sampling. Data collected recent study via assessment Steinmetz &quot;occupational stress questionnaire&quot; and the questionnaire of measuring academic staff performance's that made by the researcher. Cronbach's alpha was used to determine the reliability of the questioners. The results of this study indicate that between two variables of stress among academic staff and establish of their effective communication with students is equivalent figure to R = 0.937 and the validity of the result is equal to P = 0.000 and between two variables of stress among academic staff and establish of their appropriate behaviors with students is equivalent figure to R = -0.237 and the validity of the result is equal to P = 0.325 as well as between the two variables of stress among academic staff and their responsibilities is equivalent figure to R = 0.941 and the validity of the result is equal to P = 0.000 On the basis of this finding, it is recommended that workshops, seminars and conferences on techniques of stress management for all academic staff by unit management to promote mental health of academic staff.
The Effects of Activities Based on the Multiple Intelligence Theory of Students' Conceptual Learning and Their Retention: A Case of Circle and Cylinder
Author: Gurbuz, Ramazan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Multiple Intelligences,Concept Formation,Retention (Psychology),Learning Theories,Geometric Concepts,Mathematics Instruction,Quasiexperimental Design,Control Groups,Experimental Groups,Pretests Posttests,Statistical Analysis,Mathematics Tests,Scores,Learning Processes,Teaching Methods,Comparative Analysis

The purpose of this study was to investigate the effect of activities based on the Multiple Intelligence Theory (MIT) of seventh grade students' conceptual learning and their retention in two consecutive subjects, namely &quot;The Circumference and the Area of a Circle&quot; and &quot;The Surface Area of the Vertical Cylinder&quot;. The quasi-experimental research was conducted using 48 seventh grade students (24 for each group-control and experimental). The experimental groups were exposed to instruction based on the MIT activities whereas the control groups were exposed to traditional instruction. A Conceptual Learning Test (CLT) consisted of 10 open-ended questions which were administered to both groups as a pre-test, post-test and retained test. A 2x3 (group x time) repeated measures ANOVA was performed to determine the significant differences in the test scores. Results showed that instruction based on the MIT had a more significant effect on 7th grade students' conceptual learning and their retention than traditional mathematics instruction.
Chartering Turnaround: Leveraging Public Charter School Autonomy to Address Failure
Author: Corbett, Julie
Date: 2015-08-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,School District Autonomy,School Turnaround,Academic Failure,Case Studies,Educational Improvement,Low Achievement,Models,Personnel Selection,Teacher Selection,Teacher Persistence,Rewards,School Schedules,Curriculum Development,Educational Finance,Accountability,School Closing,Governance,School Administration,Educational Change,Transitional Programs,Human Capital,Sustainability,Educational Facilities Improvement,Educational Quality,School Restructuring

Persistently low-achieving public schools around the country have received $5.8 billion from the federal School Improvement Grant (SIG) program, in addition to districts and state funds, and other supplementary federal funds. Despite all of these sources of funding, most of the schools receiving them have failed to make a dramatic difference in improving student achievement. However, according to a new report jointly released by the National Alliance for Public Charter Schools and the Center on School Turnaround, autonomy provided by state charter laws can be better leveraged to improve school turnaround efforts. The report, &quot;Chartering Turnaround: Leveraging Public Charter School Autonomy to Address Failure,&quot; provides case studies of three charter management organizations (CMOs) that have successfully restarted low-achieving public schools, adding a valuable component to the limited body of research that exists about turnaround models. The report highlights the freedoms that benefit poor-performing schools most significantly, including: the autonomy to hire, retain and reward staff; the ability to adjust the length of school year, academic program and curriculum; and, the option to develop tailored approaches for finances and facilities. [This paper was written with support from Lauren Morando Rhim, Christy Wolfe, and Sarah Emmons.]
Recommended Resources for Planning to Evaluate Program Improvement Efforts (Including the SSIP)
Author: National Center for Systemic Improvement at WestEd
Date: 2015-07-00
Type: Reference Materials - General
Subjects: Program Evaluation,Program Improvement,Planning,Technical Assistance,Early Intervention,Preschool Education,Special Education,Federal Legislation,Educational Legislation,Disabilities,Equal Education,Resources,Guides

This document provides a list of recommended existing resources for state Part C and Part B 619 staff and technical assistance (TA) providers to utilize to support evaluation planning for program improvement efforts (including the State Systemic Improvement Plan, SSIP). There are many resources available related to evaluation and evaluation planning, but these were selected as the ones more relevant to and useful for early intervention and preschool special education. Additional resources can be found at the GRADS360 Phase II Evaluation Resource Library. As program improvement and the SSIP work is ongoing and evolving, this list will be updated as new and relevant resources become available. [This paper was written with the contributions of Abby Winer, Robin Nelson, Lynne Kahn, Taletha Derrington, Elizabeth Davies-Mercier, Missy Cochenhour, and Nancy Copa.]
A Predictive Model of Student Loan Default at a Two-Year Community College
Author: Brown, Chanda Denea
Date: 2015-04-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Models,Loan Default,Community Colleges,Undergraduate Students,Student Financial Aid,Statistical Analysis,Baby Boomers,Generational Differences,Predictor Variables,Loan Repayment,Tables (Data),Multivariate Analysis,Regression (Statistics),Paying for College

This study explored whether a predictive model of student loan default could be developed with data from an institution's three-year cohort default rate report. The study used borrower data provided by a large two-year community college. Independent variables under investigation included total undergraduate Stafford student loan debt, total number of Stafford loan servicers, year of birth, gender, and last reported enrollment status at that institution. Two logistic regression analyses were conducted on stratified random samples to test and validate the resulting model. Descriptive statistics were calculated for the population overall, as well as generation-specific groups--millennial, generation X, and baby boomer. Results failed to develop a predictive model of student loan default. Additional research to identify other predictors of student loan repayment status would be beneficial for predicting student loan default and the development of default resolution plans. The following are appended: (1) 2011 Three-Year CDR Report Variables Defined; (2) Population Demographics and Relevant Statistics; (3) Millennial Generation Demographics and Relevant Statistics; (4) Generation X Demographics and Relevant Statistics; (5) Baby Boomer Demographics and Relevant Statistics; (6) Sample One Outputs and Data Tables; and (7) Sample Two Outputs and Data Tables.
Selected Statistics from the Public Elementary and Secondary Education Universe: School Year 2013-14. First Look. NCES 2015-151
Author: Glander, Mark
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Public Schools,Elementary Schools,Secondary Schools,School Districts,School Closing,Elementary School Students,Secondary School Students,Elementary School Teachers,Secondary School Teachers,Teacher Student Ratio,Charter Schools,Magnet Schools,Suburban Schools,Urban Schools,Rural Schools,Special Education,Vocational Education,Nontraditional Education

This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2013-14. Specifically, this report includes statistics that describe: (1) the numbers and types of public elementary and secondary schools and local education agencies (LEAs); (2) the operational status of schools and districts, including those that opened as new in SY 2013-14 or have closed since the prior school year; (3) student membership counts; (4) teacher counts and; (5) pupil/teacher ratios. The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The following are appended: (1) Methodology and Technical Notes; and (2) Glossary.
Common Core and America's High-Achieving Students
Author: Plucker, Jonathan A.
Date: 2015-02-22
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Alignment (Education),Gifted,High Achievement,Academic Ability,Educational Policy,Barriers,Individual Instruction,Instructional Materials,Educational Quality,Educational Benefits,Student Needs,Professional Development

While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America's high-ability students? This brief addresses that question and provides guidance for CCSS-implementing districts and schools as they seek to help these youngsters to reach their learning potential. Four key points emerge: (1) Common Core is no excuse to ditch gifted services; (2) State and local officials should get rid of policies that hurt gifted students and strengthen those that help them; (3) Schools should work hard to make differentiation &quot;real&quot;; and (4) Schools should make use of existing high-quality materials that help teachers adapt the Common Core for gifted students.
Expanding the Education Universe: A Fifty-State Strategy for Course Choice
Author: Brickman, Michael
Date: 2014-05-14
Type: Reports - Descriptive
Subjects: Course Selection (Students),Educational Policy,Eligibility,Financial Support,Quality Control,Accountability,Elementary Secondary Education,Access to Education,Parent School Relationship,Communication Strategies,Student Participation,Educational Finance,Age Differences,Student Characteristics,Public Schools,Private Schools,Colleges,Two Year Colleges,Nonprofit Organizations,School Districts,Resource Allocation,Models,Student Evaluation,Evaluation Methods,Performance,Accreditation (Institutions)

After twenty years of expanding school-choice options, state leaders, educators, and families have a new tool: course choice, a strategy for students to learn from unconventional providers that might range from top-tier universities or innovative community colleges to local employers, labs, or hospitals. In &quot;Expanding the Education Universe: A Fifty-State Strategy for Course Choice,&quot; Fordham's Michael Brickman outlines policy questions and options to weigh when designing course-choice programs, including issues of student eligibility, course providers, funding, quality control, and accountability. Course Choice in Louisiana is appended.
Developing School Leaders: What the U.S. Can Learn from England's Model
Author: Toner, Mark
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Instructional Leadership,Administrator Education,Educational Policy,Public Officials,Teachers

The myriad challenges facing school principals in the United States have been well documented, including limited opportunities for distributed leadership, inadequate training, and a lackluster pipeline for new leaders. Recently, the Fordham Institute teamed up with the London-based Education Foundation to seek a better understanding of England's recent efforts to revamp school leadership. This joint effort led to a white paper, &quot;Building a Lattice for School Leadership&quot;; the short film, &quot;Leadership Evolving: New Models of Preparing School Heads&quot;; a fall 2014 conference that brought together nearly forty experts on school leadership from both countries; and a new report, Developing School Leaders: What the U.S. Can Learn from England's Model, that reflects the discussions at the fall conference. This paper: (1) Summarizes the key elements of the English system, as well as systems for training and credentialing leaders at several levels; (2) Describes how changes in leadership development reflect broader education-policy shifts and how the English system currently benefits from a combination of top-down and decentralized models; and (3) Examines potential implications for American public education and poses questions for policymakers and educators to consider. There are obvious and significant differences between the two systems. With about twenty thousand schools, England has roughly the same number as California and Texas combined--all within a nation the size of Wisconsin. England's central government in Whitehall makes most of the big education-policy decisions. Given the much larger and markedly more decentralized U.S. system, direct policy transfusions are unlikely. Yet England's view of school leadership, combined with local models of support and development, may nonetheless provide a useful roadmap away from the present U.S. system. &quot;School Leadership: Lessons from England&quot; is appended.