ethanporcaro/eric-fulltext-meta huggingface dataset:
School-Based Responsiveness-to-Intervention (RTI) Practices. Fall 2006
Author: National Research Center on Learning Disabilities
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Learning Disabilities,Reading Instruction,Response to Intervention,Parent Participation,Parent School Relationship,Program Effectiveness,Program Evaluation,Program Implementation,Elementary Schools,Researchers,Progress Monitoring,Data,Decision Making,Screening Tests,Curriculum Based Assessment,Reading Fluency

A major commitment of the National Research Center on Learning Disabilities (NRCLD) has been to work with school sites that are implementing RTI. The work with these schools began in November 2002 after the U.S. Department of Education requested that NRCLD identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. In conjunction with the six Regional Resource Centers, NRCLD staff identified and solicited the participation of schools that had developed responsiveness to intervention models, toward the goal of identifying sites with commendable RTI practices. NRCLD staff reviewed data and information from 41 of the 60 sites initially considered and determined that 19 of those sites were successfully implementing one or more RTI practices. The researchers examined six RTI components: school-wide screening, research-based reading instruction, research-based progress monitoring, data-based decision making, staff involvement, and parent involvement.
The ABCs of RTI: Elementary School Reading--A Guide for Parents
Author: Mellard, Daryl F.
Date: 2007-12-15
Type: Guides - Non-Classroom
Subjects: Disabilities,Teaching Methods,Response to Intervention,Elementary Education,Elementary Schools,Disability Identification,Screening Tests,Reading Instruction,Parents,Progress Monitoring,Cooperation,Fidelity,Reading Fluency

Many schools are beginning to use Response to Intervention (RTI) in the classroom, and educators have found that it has made a difference for many students. The purpose of RTI is to identify those children who are struggling in school and to ensure that each of those children receive just the right instruction or intervention to be successful. This pamphlet has been prepared to help you understand RTI. It can help you to ask the right questions about RTI and to understand how this approach is being used with your child. Screening (testing) all children in a school helps identify students who may need extra help. Teachers choose specific materials or methods (the instruction or intervention) to use with children needing this extra help. Then, teachers and staff carefully keep track of whether or not the children are doing better and making progress when these materials and methods are used. Listed on this report are the important RTI characteristics, or practices, and the page number where more information is located. Throughout this booklet, you also will find sections called "A Brief Visit to Feynman Elementary School" that will give you some examples of what RTI practices might look like in the classroom. Also included are questions you might ask your child's school. These questions are also at the end of the pamphlet, with space added so you can write answers and add your own questions. (Contains 7 resources.) [Contributors include Lou Danielson, Judy Shanley, Lisa Gorove, and Connie K. Hawkins.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 28: Health Work and Physical Education
Author: Brammell, P. Roy
Date: 1933-00-00
Type: Historical Materials
Subjects: Health Programs,Health Services,Physical Education,Human Body,Physical Education Teachers,High Schools,Junior High Schools,National Surveys,School Nurses,Medical Evaluation,Health Education,Secondary Schools,Trend Analysis

This manuscript represents an effort to secure information concerning the progress of health and physical education in the schools. The author used both the inquiry form method and personal visiting in the investigation. The inquiry form on health was sent to 851 schools of which 460 schools returned a report in time for incorporation here. Of these, 162 were regular 4-year schools; 147 were junior high schools; and 151 were other reorganized types of schools. Visits were made to about 20 schools well distributed throughout the Nation. It is to be observed that 50 per cent of the schools launched the health program between 1925 and 1929, and 25 per cent more began it between 1920 and 1924. Therefore it is relatively new. In general, the junior high schools are found to have more highly developed health services than are the other types of schools. In many of them health work apparently came in with reorganization. Health examinations are quite common in the schools studied, especially in the reorganized types. Seven items are included in the examination given by 70 to 87 per cent of the schools. In order of frequency these are: (1) The eyes, (2) throat, (3) teeth, (4) ears, (5) nose, (6) heart, and (7) lungs. The teacher of the health work is very frequently the physical education teacher; this is evidence of a rather close integration between these two fields. In other cases the nurse teaches courses in health. Three-fourths of the schools require physical education; it is most frequently required in grade 9. Classes usually are held twice a week. It is interesting to find that the courses of study which were examined were dated 1929 or later, and that, of 24 announced objectives, the teaching of exercises which would furnish proper and enjoyable recreation for living in later life was most often mentioned. The objectives next in point of frequency were likewise directed toward adult life. Obviously physical education and health are tending toward work which carries over into later life. (Contains 28 tables and 27 footnotes.) [Best copy available has been provided.]
Teaching as a Career. Bulletin, 1947, No. 11
Author: Frazier, Benjamin W.
Date: 1947-00-00
Type: Journal Articles
Subjects: Educational History,Teaching (Occupation),Pamphlets,Teaching Conditions,Teacher Education,Teacher Certification,Teacher Qualifications,Teacher Placement,Occupational Information,Career Awareness,Professional Recognition,Teacher Supply and Demand,Teacher Salaries,Teacher Employment,Teacher Employment Benefits,Teacher Welfare,Males,Females,Bibliographies,Central Office Administrators,School Personnel,College Faculty,Public Education,Elementary Secondary Education,Private Education,Higher Education,Teacher Role,State Schools,War,Educational Environment,State Policy,Educational Policy,Teaching Load,Rural Schools,Urban Schools,National Surveys,School Statistics

Following the setbacks of wartime, teaching is once more on the march toward a professional status that is in keeping with its great importance to the Nation and to the world. Numerous agencies have expressed the need for an authoritative statement setting forth the facts on which a young person might base a decision to enter upon teaching as a career. To meet this need, Pamphlet 95, entitled "Teaching as a Profession," was first published by the U.S. Office of Education in 1944. This bulletin constitutes a complete revision of Pamphlet 95. The data have been brought up to date and most of the test has been completely rewritten. An earnest attempt has been made to present the facts about teaching as objectively as possible. Following a Foreword, the contents are as follows: (1) General nature of the profession; (2) Specializing in the teaching profession; (3) Teacher supply, demand, and placement; (4) Nature of the teacher's work; (5) Working and living conditions; (6) Requirements for becoming a teacher; and (7) Opportunities for preparation. (Contains 3 charts and 3 tables.)  [Best copy available has been provided.]
Education of Negro Leaders: Influences Affecting Graduate and Professional Studies. Bulletin, 1948, No. 3
Author: Caliver, Ambrose
Date: 1948-00-00
Type: Historical Materials
Subjects: Professional Education,Teaching Methods,Campuses,College Presidents,Foundations of Education,Biochemistry,Higher Education,African Americans,African American Education,Graduate Study,Interviews,Administrator Attitudes,College Faculty,Teacher Attitudes,Research,Geographic Regions,Leadership Training,Elementary Secondary Education,War,Veterans,Social Mobility,Educational Attainment,Economic Factors,Social Influences

Since its establishment, the Office of Education has shown special interest in the education of Negroes. In addition to the many sections of reports, articles, circulars and bulletins devoted to the various phases of the education of Negroes, seven comprehensive studies and one conference report have been published presenting certain aspects of their higher education. The present study is a natural outgrowth and continuation of the interest shown by the Office of Education in the graduate and professional education of Negroes over the years. It has brought together in an organized way a mass of material on the subject from numerous sources, and has presented it in such a manner as to show graduate and professional instruction of Negroes to be the climax of a long, difficult, and expensive process, the various phases of which have intimate and broad interrelationships. The author of this bulletin gathered the data from many sources: Through numerous interviews with college presidents, faculty members, and Government officials; through bibliographic research; from special memoranda and other unpublished materials; and through visits to college campuses. This bulletin contains the following: (1) Conditions Largely Racial in Origin; (2) Regional Influences; (3) Factors That Are National in Character; and (4) Suggested Programs of Action. Individual parts contain footnotes. (Contains 7 figures and 17 tables.) [Best copy available has been provided.]
Teaching Elementary Science: Suggestions for Classroom Teachers. Bulletin, 1948, No. 4
Author: Blough, Glenn O.
Date: 1948-00-00
Type: Guides - Classroom - Teacher
Subjects: Educational History,Science Instruction,Elementary School Science,Teaching Methods,Elementary School Teachers,Class Activities,Bibliographies,Educational Resources,Instructional Materials,Science Education,Physical Environment,Science Teachers

This is intended to be a how-to-do guide for the elementary classroom teacher whose principal has recently said, &quot;We usually teach more science. You know our children are living in a scientific age.&quot; It's for teachers who want to learn some down-to-earth things about how to begin to teach science if they don't know much subject matter, haven't had much experience with doing experiments, and are perhaps a little awed by the prospects of science teaching. Just reading this bulletin won't make anybody a better science teacher. It is hoped that trying out some of the ideas and adapting them to fit specific needs, will. Just reading it won't give anyone enthusiasm for teaching science either, but using some of the suggestions in working with children may help to keep children's natural enthusiasm alive, and my expand somewhat. No suggested outline of subject matter is included since selection and organization of content material differs with various schools and is best done by the individuals with first-hand knowledge of the needs, aptitudes, abilities, and interests of the pupil groups and of the local resources available. A selected bibliography is included. [Best copy available has been provided.]
Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1947. Bulletin, 1948, No. 8
Author: Farr, Maude
Date: 1948-00-00
Type: Historical Materials
Subjects: Educational History,Veterans,Public Colleges,Private Colleges,Summer Schools,Land Grant Universities,Federal Legislation,National Surveys,School Surveys,School Statistics,Comparative Education,Enrollment,On Campus Students,Males,Females,College Students,Academic Degrees,College Graduates,College Faculty,School Personnel,Expenditures,Income,White Students,Federal Government,Federal Programs,Government School Relationship,Federal State Relationship,State Policy,Federal Aid,Racial Segregation,School Segregation,Black Colleges,African American Students,African American Education,Adult Education,Educational Legislation,Educational Policy,Educational Finance,Grants,Agricultural Colleges,Agricultural Education,Correspondence Study,Liberal Arts,Vocational Education,Engineering Education,Professional Education,Home Economics Education,Teacher Education,Extension Education,Research and Development,Majors (Students),State Aid,Educational Facilities,Minicourses

This is the complete report of 69 land-grant institutions for the year which ended June 30th, 1947. Too few of the institutions had sent reports by October 15th to make it possible, as has been the practice in previous years, to prepare a preliminary report for distribution at the November meeting of the Association of Land-Grant Colleges and Universities. (Contains 17 tables and 2 footnotes.) [This bulletin was prepared under the direction of Emery M. Foster and in consultation with Lloyd E. Blauch. Best copy available has been provided.]
Broadening the Services of Small High Schools. Bulletin, 1948, No. 9
Author: Gaumnitz, Walter H.
Date: 1948-00-00
Type: Historical Materials
Subjects: Teacher Selection,Rural Areas,Out of School Youth,Community Centers,High Schools,Rural Youth,Small Schools,Guidance,Counseling Services,Rural Development,Student Evaluation,Student Needs,Educational Experience,Work Experience,Services,Homemakers,Agricultural Occupations,Curriculum

More than 7 out of 10 public high schools of all types in the United States today are located in rural centers of less than 2,500 population. The problems of providing education for all rural youth through the small high schools in these areas are manifold. Significant progress is being made, but there is much ahead that needs to be done. This bulletin describes how selected high schools are becoming community centers for a wide variety of educational services. Its objective is to contribute further toward rural life progress. This report suggests the ways and means through which some small high schools are broadening their services in their physical outreach, but more particularly in their impacts upon the lives of boys and girls. Following a Foreword and Introduction, the following contents are included: (1) Major factors limiting the services of small high schools; (2) Relating the school's program to the needs of rural youth; (3) Guidance, counseling, and evaluation services; (4) School services to out-of-school youth and adults; (5) Securing and developing community-minded teaching staffs; and (6) Summary. (Contains 10 footnotes.) [Best copy available has been provided.]
Making Democracy Work and Grow: Practical Suggestions for Students, Teachers, Administrators, and Other Community Leaders. Bulletin, 1948, No. 10
Author: Boie, Mildred Louise, Comp.
Date: 1948-00-00
Type: Historical Materials
Subjects: Democracy,Democratic Values,Newspapers,Radio,Films,Citizenship Education,Teaching Methods,Creativity,Service Learning,Extracurricular Activities,School Community Relationship,Family School Relationship

Democracy is more than a creed or a doctrine. It must be a continuing force in the daily thinking, working, and living of all our citizens. American schools and colleges can strengthen democracy by practicing it--by showing concretely the basic advantages it offers to human beings. It is in the homes and in the schools, in home towns and local organizations, that Americans learn the values and working habits of democracy. This bulletin is a collection of practical ways in which wide-awake schools and alert communities are helping to make democracy effective. It provides practical suggestions on this topic for administrators, faculty committees, teachers, community leaders, and organizations; and discusses the ways that newspapers, radio, and movies can be utilized in this effort. It is offered to other schools and other groups of citizens to assist them in their efforts to share with children, youth, and adults diverse and creative democratic experiences. (Contains 4 footnotes.) [Prepared under the direction of a Special Committee of Office of Education Staff Members. Best copy available has been provided.]
Vitalizing Secondary Education. Report of the First Commission on Life Adjustment Education for Youth. Bulletin, 1951, No. 3
Author: Anderson, Howard R.
Date: 1951-00-00
Type: Historical Materials
Subjects: School Holding Power,Secondary Education,State Programs,State Departments of Education,Educational History,Social Adjustment,Adjustment (to Environment),Program Descriptions,Advisory Committees,Emotional Adjustment,Teaching Methods

&quot;Vitalizing Secondary Education&quot; is a report of the first Commission on Life Adjustment Education for Youth prepared in accordance with the recommendations of the 1947 National Conference in Chicago. It is a summary of some of the Commission's activities in democratizing American secondary education through efforts designed to retain in school all youth of high-school age and to provide appropriate educational programs for them. Because the Commission's work represents but one of many such efforts, the first chapter presents the historical setting for life adjustment education. A tentative edition of this report was prepared for discussion and criticism by 184 representatives of 41 States and the District of Columbia at a conference in Chicago in October 1950. This publication is a revised edition of that report. The Commission believes that its activities have been timely, and that life adjustment education is a manifestation of the growing interest in education through real life situations. It is hoped that this publication will serve that interest. The bulletin is presented in five chapters, as follows: (1) Linking Life Adjustment Education with Developments and Problems of Secondary Education, 1890-1945; (2) Activities of the National Commission on Life Adjustment Education for Youth; (3) State Programs of Life Adjustment Education; (4) Some Highlights in Local School Programs; and (5) The Challenge in the Look Ahead. Appended are documents indicating the: (1) State departments of education and/or committees submitting materials related to life adjustment education activities; and (2) Schools submitting materials related. (Contains 3 tables and 31 footnotes.) [Best copy available has been provided.]
State Provisions for Financing Public-School Capital Outlay Programs. Bulletin, 1951, No. 6
Author: Lindman, Erick L.
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational History,Public Schools,School Construction,Educational Facilities Planning,School Buildings,State Policy,State School District Relationship,State Aid,Expenditures,Financial Support,Program Development,Program Effectiveness,Program Descriptions,State Programs,State Agencies,Government Role,Enrollment,Educational Finance,Income,School Funds,School Districts,State Legislation,Federal Aid,Taxes,Elementary Secondary Education,National Surveys,Bond Issues,State Regulation

This study of State Provisions for Financing Public School Capital Outlay Programs has been conducted in accordance with a resolution requesting the study.  It constitutes the first comprehensive effort to analyze existing policies and practices of States which participate in the financing of local schoolhouse construction.  It also develops and discusses criteria for planning such programs. An index is provided.  (Contains 22 tables, and 31 footnotes.) [This is a cooperative study by the Office of Education, Federal Security Agency and the University of California, Berkley under the sponsorship of the National Council of Chief State School Officers.  Best copy available has been provided.]
Key Issue: Enhancing Teacher Leadership
Author: National Comprehensive Center for Teacher Quality
Date: 2007-10-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Environment,Stakeholders,Educational Improvement,Educational Change,Teacher Leadership,Academic Achievement,Student Improvement,Teacher Improvement,Teacher Recruitment,Teacher Persistence,Teacher Motivation,Faculty Development,Principals,Interprofessional Relationship

"Teachers are leaders when they function in professional communities to affect student learning; contribute to school improvement; inspire excellence in practice; and empower stakeholders to participate in educational improvement" (Childs-Bowen, Moller, & Scrivner, 2000, p. 28). Enhancing teacher leadership can help schools and districts reach the following goals: (1) Improve teacher quality; (2) Improve student learning; (3) Ensure that education reform efforts work; (4) Recruit, retain, motivate, and reward accomplished teachers; (5) Provide opportunities for professional growth; (6) Extend principal capacity; and (7) Create a more democratic school environment. This paper presents strategies for encouraging teacher leadership. A list of resources is also included.
Key Issue: Identifying How Highly Effective Leaders Support Teachers
Author: National Comprehensive Center for Teacher Quality
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Leadership Effectiveness,Principals,Instructional Leadership,Effective Schools Research,Change Strategies,Educational Strategies,Leadership Qualities,Administrative Policy,Personnel Management,School Culture,Ability Identification

The effectiveness of teachers is shaped, at least in part, by the effectiveness of the school principal. Leithwood, Seashore Louis, Anderson, and Wahlstrom (2004) find that the total direct and indirect effects of school leadership on student learning account for one quarter of total school effects, claiming, "Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school" (Leithwood, et al., 2004, p. 5). Moreover, they find that the effect of leadership is largest in the schools where it is needed the most. Although research has yet to determine the exact dynamics of the relationship between leadership quality and teacher quality, they are inextricably intertwined. Given the important role teachers have in improving student achievement, securing an adequate teacher supply in terms of numbers, quality, motivation, and morale is among the most important responsibilities of effective school leaders. Fortunately, there is much that an effective school leader can do to improve the effectiveness and retention rates of teaching staff. This paper presents strategies for supporting highly effective teachers. A list of resources that provide helpful information about implementing these strategies is presented.