ethanporcaro/eric-fulltext-meta huggingface dataset:
Educator Excellence Innovation Program: Four Year Summative Report. Executive Summary. Publication 17.50c
Author: DeBaylo, Paige H.
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: School Districts,Grants,Educational Innovation,Teacher Competencies,Teacher Persistence,Academic Achievement,Knowledge Base for Teaching,Teaching Skills,Teacher Attitudes,Elementary Schools,Elementary School Teachers,Mentors,Beginning Teachers,Experienced Teachers,Communities of Practice,Teacher Collaboration,Program Evaluation,Beginning Teacher Induction,Teacher Effectiveness,Program Implementation,Program Effectiveness,Teacher Recruitment

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This executive summary provides information on the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate summative report and technical report also were published. [For the summative report, see ED629567. For the technical report, see EED629565.]
Teacher Supply in California, 2021-22. A Report to the Legislature (Submitted Pursuant to AB471 Chap 381, Stats. 1999)
Author: California Commission on Teacher Credentialing
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Certification,Alternative Teacher Certification,Internship Programs,Vocational Education,Teacher Education Programs,Educational Indicators,Teacher Qualifications,Credentials

AB 471 requires that the California Commission on Teacher Credentialing report to the Governor and the Legislature each year on the number of teachers who received credentials, certificates, permits and waivers. This report provides data collected by the California Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. [For the 2020-21 report, see ED622353.]
Professional Pathways for Teachers: Summary of Evaluation Findings from 2017-2018. Publication 17.60RB
Author: Hutchins, Shaun D.
Date: 2019-04-00
Type: Reports - Research
Subjects: School Districts,Career Pathways,Faculty Development,Human Capital,Teacher Evaluation,Compensation (Remuneration),Teacher Salaries,Elementary School Teachers,Secondary School Teachers,Program Implementation,Program Effectiveness,Teacher Persistence,Language Arts,Achievement Tests,Mathematics Achievement

Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. This report presents descriptive analyses of the 2017-2018 PPfT appraisal and compensation data. A separate executive summary also was published. [For the executive summary, see ED629571.]
Professional Pathways for Teachers: Executive Summary of Evaluation Findings from 2017-2018. Publication 17.60ES
Author: Hutchins, Shaun D.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: School Districts,Career Pathways,Human Capital,Capacity Building,Teacher Evaluation,Faculty Development,Compensation (Remuneration),Teacher Salaries,Teacher Persistence,Program Effectiveness

Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. This executive summary highlights key findings from the full report (published separately), presenting descriptive analyses of the 2017-2018 PPfT appraisal and compensation data. [For the full report, see ED629570.]
2017-2018 Creative Learning Initiative: Creative Campus Distribution. Publication 17.55
Author: Andrews, Melissa
Date: 2019-01-00
Type: Reports - Research
Subjects: School Districts,Art Education,Student Motivation,Academic Achievement,Creative Teaching,Disadvantaged Schools,Elementary Secondary Education,Scoring Rubrics,Campuses,Standards,Trend Analysis,Educational Trends,Creative Activities,Faculty Development,Music Education,Dance Education,Theater Arts,School Community Relationship,Strategic Planning,Instructional Leadership,Educational Facilities,After School Programs,Organizational Communication,Partnerships in Education,Educational Legislation,Federal Legislation,Program Evaluation

National research shows that students attending arts-rich schools have higher levels of motivation and better academic and social success. This report, the first in a series of three on the Creative Learning Initiative, is used to track the progress of our district's investment in the whole child through the arts and creative teaching at each campus during 2017-2018. A separate two-page research brief also was published. [For the research brief, see ED629575.]
Creative Campus Distribution. Publication 17.55rb
Author: Andrews, Melissa
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Creative Teaching,School Districts,Art Education,Campuses,Instructional Leadership,Educational Facilities,Creative Activities,Faculty Development,After School Programs,School Community Relationship,Partnerships in Education,Organizational Communication,Institutional Characteristics,Educational Legislation,Elementary Secondary Education,Federal Legislation,Disadvantaged Schools,Comparative Analysis,Strategic Planning

National research shows that students attending arts-rich schools have higher levels of motivation and better academic and social success. This two-page research brief summarizes key points from the full report (published separately), the first in a series of three on the Creative Learning Initiative, is used to track the progress of our district's investment in the whole child through the arts and creative teaching at each campus during 2017-2018. [For the full report, see ED629574.]
2017-2018 Creative Learning Initiative: Creative Teaching Implementation and Outcomes. Publication 17.56
Author: Andrews, Melissa
Date: 2019-01-00
Type: Reports - Research
Subjects: Art Education,Creative Activities,Creative Teaching,School Districts,Outcomes of Education,Faculty Development,Teacher Attitudes,Partnerships in Education,Campuses,Teaching Methods,Correlation,Learner Engagement,Elementary School Students,Limited English Speaking,Attendance,Secondary School Students,Achievement Tests,Academic Achievement,Reading Achievement,Social Emotional Learning,Student Characteristics,Program Descriptions,Scoring Rubrics,Pedagogical Content Knowledge

Creative instruction across the curriculum is a critical pillar of the Creative Learning Initiative (CLI). This report, the second in a series of three on CLI, shares teacher's reactions to training in Creative Teaching, how and why they use it in the classroom, and how that usage relates to student outcomes. A separate research brief also was published. [For the research brief, see ED629578. For the first report of the series, &quot;2017-2018 Creative Learning Initiative: Creative Campus Distribution. Publication 17.55,&quot; see ED629574.]
Creative Teaching in the Classroom. Publication 17.56rb
Author: Andrews, Melissa
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Creative Teaching,Creative Activities,Art Education,School Districts,Curriculum Design,Partnerships in Education,Teacher Attitudes,Elementary Secondary Education,Faculty Development,Outcomes of Education,Socioeconomic Status,Student Characteristics,Achievement Tests,Academic Achievement,Learner Engagement,Elementary School Students

Creative instruction across the curriculum is a critical pillar of the Creative Learning Initiative (CLI). This research brief summarizes key results from the full report (published separately), the second in a series of three on CLI, shares teacher's reactions to training in Creative Teaching, how and why they use it in the classroom, and how that usage relates to student outcomes. [For the full report, see ED629576.]
Career and Technical Education Program Analysis Scorecard Report 2017-2018. Publication 17.61
Author: Coco, Marlena
Date: 2019-11-00
Type: Reports - Research
Subjects: Vocational Education,Program Evaluation,Program Implementation,Educational Quality,Vocational Education Teachers,Teacher Attitudes,Alignment (Education),Dual Enrollment,Access to Education,Equal Education,Economically Disadvantaged,Nontraditional Students,Gender Differences,Nontraditional Occupations

This report summarizes Career and Technical Education (CTE) Program Analysis Scorecard results from the 2017-2018 school year. To better understand and measure conditions in the program prior to implementation of the CTE 5-Year Plan. To establish a baseline data, indicators related to quality of instruction, program alignment, and access and equity are described.
2017-2018 Creative Learning Initiative: Sequential Fine Arts. Publication 17.57
Author: Andrews, Melissa
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: School Districts,Fine Arts,Music Education,Art Education,Dance Education,Drama,Visual Arts,Enrollment,Academic Achievement,Correlation,Reading Achievement,Mathematics Achievement,High School Students,Middle School Students,Racial Differences,Ethnicity,Attendance,Course Selection (Students),Creativity

AISD promotes access to sustained learning for all students in music, visual art, drama, and dance. This report discusses the relationship between sequential fine arts participation and student outcomes for the school year 2017-2018 and how the relationships differ based on student characteristics (i.e., race, ethnicity, special education status and limited English-speaking status). A separate research brief was published. [For the research brief, see ED629584.]
Sequential Fine Arts. Publication 17.57rb
Author: Andrews, Melissa
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: School Districts,Fine Arts,Music Education,Art Education,Dance Education,Drama,Visual Arts,Enrollment,Academic Achievement,Correlation,Reading Achievement,Mathematics Achievement,High School Students,Middle School Students,Racial Differences,Ethnicity,Attendance,Course Selection (Students),Creativity

AISD promotes access to sustained learning for all students in music, visual art, drama, and dance. This research brief summarizes key points from the full report (published separately) which discusses the relationship between sequential fine arts participation and student outcomes for the school year 2017-2018 and how the relationships differ based on student characteristics (i.e., race, ethnicity, special education status and limited English-speaking status). [For the full report, see ED629582.]
Measurement Validity and Reliability of Professional Pathways for Teachers: Technical Report. Publication 18.17
Author: Hutchins, Shaun D.
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Test Validity,Test Reliability,School Districts,Teacher Evaluation,Teacher Responsibility,Academic Achievement,Value Added Models,Teacher Attitudes,Teacher Effectiveness,Feedback (Response),Observation,Student Characteristics,Gender Differences,Limited English Speaking,Socioeconomic Status,Racial Differences,Ethnicity,Academically Gifted,Students with Disabilities

The purpose of this Professional Pathways for Teachers (PPfT) evaluation was to examine the measurement validity and reliability of PPfT appraisal data from the 2017-2018 school year in the Austin Independent School District. The PPfT appraisal is a multi-measure system that covers three areas: instructional practices (IP), professional growth and responsibilities (PGR), and two student growth measures: a teacher-level student learning objective (SLO) measure and a campus-level school-wide value-added (SWVA) measure. A separate research brief report also was published. [For the research brief, see ED629586.]
Measurement Validity and Reliability of Professional Pathways for Teachers: Research Brief. Publication 18.17 RB
Author: Hutchins, Shaun D.
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Test Validity,Test Reliability,School Districts,Teacher Evaluation,Teacher Responsibility,Academic Achievement,Value Added Models,Teacher Attitudes,Teacher Effectiveness,Feedback (Response),Observation,Student Characteristics,Gender Differences,Limited English Speaking,Socioeconomic Status,Racial Differences,Ethnicity,Academically Gifted,Students with Disabilities

The purpose of this Professional Pathways for Teachers (PPfT) evaluation was to examine the measurement validity and reliability of PPfT appraisal data from the 2017-2018 school year in the Austin Independent School District. The PPfT appraisal is a multi-measure system that covers three areas: instructional practices (IP), professional growth and responsibilities (PGR), and two student growth measures: a teacher-level student learning objective (SLO) measure and a campus-level school-wide value-added (SWVA) measure. A separate technical report also was published. [For the technical report, see ED629585.]
Social and Emotional Learning: Best Practices and Barriers to Successful Implementation. Publication 18.08
Author: Fayles, Cason
Date: 2019-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Best Practices,Barriers,Program Implementation,Elementary Schools,Middle Schools,High Schools,Leadership Responsibility,Cooperation,Capacity Building,School Culture,Educational Environment,Teacher Attitudes,Student Attitudes,Educational Resources

This report discusses best practices and barriers to successful implementation of social and emotional learning (SEL) at six case study schools in AISD. Researchers from the AISD Department of Research and Evaluation conducted focus groups and interviews with students and staff at two elementary schools, two middle schools, and two high schools to learn about what helps schools integrate SEL into the pedagogy and culture, and what hinders these efforts. A theoretical framework of AISD SEL implementation is proposed, as well as recommendations for campus and program improvement. A separate executive summary report also was published. [For the executive summary, see ED629588.]
Social and Emotional Learning: Best Practices and Barriers to Successful Implementation. Executive Summary. Publication 18.08ES
Author: Fayles, Cason
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Best Practices,Barriers,Program Implementation,Elementary Schools,Middle Schools,High Schools,Leadership Responsibility,Cooperation,Capacity Building,School Culture,Educational Environment,Teacher Attitudes,Student Attitudes,Educational Resources

This executive summary report discusses best practices and barriers to successful implementation of social and emotional learning (SEL) at six case study schools in AISD. Researchers from the AISD Department of Research and Evaluation conducted focus groups and interviews with students and staff at two elementary schools, two middle schools, and two high schools to learn about what helps schools integrate SEL into the pedagogy and culture, and what hinders these efforts. A theoretical framework of AISD SEL implementation is proposed, as well as recommendations for campus and program improvement. A separate full report also was published. [For the full report, see ED629587.]
VET in Schools 2022. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,School Statistics,Certification,Enrollment Trends,Graduation Rate,Secondary Education

This publication presents information on the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education (SSCE). Students can undertake VET through a school-based apprenticeship or traineeship pathway, or other pathway. Highlights include: (1) In 2022, in Australia there were 242 945 VET in Schools students, consisting of: (a) 8.5% (or 20 765) school-based apprentices and trainees; and (b) 91.5% (or 222 180) students undertaking other VET in Schools programs; (2) An estimated 26.8% of the Australian population who were at school and aged 15 to 19 years participated in VET in Schools in 2022; and (3) In 2022, compared with 2021, the number of VET in Schools students in Australia decreased by 3.3%. Across a five year period, 2018 to 2022, the number of VET in Schools students in Australia increased by 5.3%.
Choice in a Time of COVID: Immediate Enrollment Decisions in New York City and Detroit. Policy Brief
Author: Cordes, Sarah A.
Date: 2023-07-27
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Enrollment Trends,Student Mobility,School Choice,Parents,Decision Making,Change,Public Schools,Charter Schools,Elementary School Students,Emergency Programs,Urban Schools,Data,Educational Policy,English Language Learners,Blacks,African American Students,Disadvantaged Youth,Research Needs

The COVID-19 crisis caused the educational system's sudden and drastic upheaval as parents were forced to decide where their children would attend school and how they would get there. These decisions were complicated by the uncertainty surrounding what type of online or hybrid schooling districts would offer, the health risks of different transportation options, and the vaccine timeline. Families had to weigh the quality of their children's education, the health risks, and the logistics of various schooling options, which could have long-term implications for educational equity and access. The report examines the enrollment trends and student mobility patterns during the 2020-21 school year in New York City and Detroit--two major urban districts with school choice programs. The findings challenge some common assumptions about the pandemic's impact on education and shed light on its long-term implications for access and equity in schooling. [This policy brief was written in collaboration with the Detroit Partnership for Education Equity &amp; Research (Detroit PEER). For the technical report, see ED629591.]
Choice in a Time of COVID: Immediate Enrollment Decisions in New York City and Detroit. Technical Report
Author: Cordes, Sarah A.
Date: 2023-07-27
Type: Reports - Research
Subjects: COVID-19,Pandemics,Enrollment Trends,Student Mobility,School Choice,Parents,Decision Making,Change,Public Schools,Charter Schools,Elementary School Students,Emergency Programs,Urban Schools

The COVID-19 crisis caused the educational system's sudden and drastic upheaval as parents were forced to decide where their children would attend school and how they would get there. These decisions were complicated by the uncertainty surrounding what type of online or hybrid schooling districts would offer, the health risks of different transportation options, and the vaccine timeline. Families had to weigh the quality of their children's education, the health risks, and the logistics of various schooling options, which could have long-term implications for educational equity and access. The report examines the enrollment trends and student mobility patterns during the 2020-21 school year in New York City and Detroit--two major urban districts with school choice programs. The findings challenge some common assumptions about the pandemic's impact on education and shed light on its long-term implications for access and equity in schooling. [For the policy brief, see ED629590.]
Improving Environmental Sensitivity through Problem-Based Hybrid Learning (PBHL): An Experimental Study
Author: Amin, S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Blended Learning,Teaching Methods,Environmental Education,Student Attitudes,Knowledge Level,Social Sciences,Comparative Analysis,Behavior Change,Islam,Religious Colleges,Foreign Countries,Likert Scales,Outcomes of Education,Conservation (Environment),Geography,Troubleshooting,Decision Making,Undergraduate Students

Students need to possess sensitivity to the environment in order to behave positively when they notice a problem and find the right solution. This study intends to investigate whether the PBHL model affects the environmental sensitivity of Social Science Education students on environmental issues and conservation materials. The quasi-experimental design of the pretest-posttest controlled group was used in this study. Students of the Social Science Education Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, were selected as research subjects using a purposive sampling technique. The research subjects were determined to consist of class D as the experimental class (29 students) and class B as the control class (29 students). Questionnaires with a Likert scale of 1 (strongly disagree) -- 4 (strongly agree) were used in taking student environmental sensitivity data on environmental issues and conservation materials, totaling 28 items with indicators: knowledge, attitudes, and skills. Subsequently, the data were tested for normality and homogeneity and analyzed using an independent sample t-test. The results showed that the PBHL model had a significant effect on the environmental sensitivity of Social Science Education students on environmental issues and conservation materials ((p (0.009) &lt; [alpha] (0.05)). The average results of the sensitivity of the experimental class environment (N-Gain = 13.29) were higher than the control class (N-Gain = 8.75). This goal can be achieved through the syntax in the PBHL model. The suggestion for further research is that it is necessary to develop further by combining the PBHL model and interactive mobile learning media as a means for students to investigate and actualize problem-solving.
2018 ACT Test Results Summary. Austin Independent School District. 2017-2018. Publication 18.02 RB
Author: Orr, Aline
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: High School Seniors,Scores,College Entrance Examinations,Data,College Readiness

This report describes ACT test results for AISD's graduating seniors, Class of 2018, who took the ACT any time during high school.
2018 SAT Test Results Summary. Austin Independent School District. 2017-2018. Publication 18.03 RB
Author: Orr, Aline
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: High School Seniors,Scores,College Entrance Examinations,Data,College Readiness

This report describes SAT test results for AISD's graduating seniors, Class of 2018, who took the SAT any time during high school.
University&apos;s Involvement in Bridging Language and Cultural Gaps among Immigrants
Author: ChanLin, Lih-Juan
Date: 2023-07-31
Type: Reports - Research
Subjects: Foreign Countries,Immigrants,College Role,Language Skills,Cultural Differences,Social Responsibility,School Responsibility,Student Empowerment,Learning Processes,Attitudes,Responses,Social Support Groups

Language and cultural support for immigrant workers is needed in Taiwan due to the increasing foreign employment in recent years. Adopting the concept of university social responsibility, educating immigrants in language and cultural learning encourages university members to solve societal problems, and to help the community meet the needs of the changing society. In this study, activities for empowering immigrants' learning abilities were implemented as a Corporate Social Responsibility (CSR) approach by a university in northern Taiwan. To analyze the implementation process and participants' responses to the approach, observations and teaching records were analyzed. Several themes were summarized, including &quot;Volunteer training,&quot; &quot;Managing activities,&quot; &quot;Integration of pedagogy,&quot; and &quot;Inter-institutional relationships.&quot; Immigrant participants also reacted positively toward the learning opportunity based on CRS criteria and teaching evaluation.