ethanporcaro/eric-fulltext-meta huggingface dataset:
Philadelphia's Renaissance Schools: A Report on Start up and Early Implementation
Author: Gold, Eva
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Educational Change,Academic Achievement,Change Strategies,Outcomes of Education,Low Achievement,Achievement Gains,Program Implementation,Program Development,Interviews,Focus Groups,Observation,Teachers,Principals,School Culture,Educational Environment,Enrollment,Neighborhood Schools,Minority Groups,Charter Schools,Attendance,Advisory Committees,Leadership,Teacher Certification,Suspension

In April 2009, Superintendent Arlene Ackerman announced her reform plan for the School District of Philadelphia (the District)--&quot;Imagine 2014&quot;. Among other major initiatives, &quot;Imagine 2014&quot; laid the groundwork for Philadelphia's Renaissance Schools Initiative. The Renaissance Initiative, set to enter its second year in 2011-12, is an effort to dramatically change student outcomes in the District's lowest performing schools. This document summarizes key findings from the research of Research for Action (RFA) conducted between March 2010 and January 2011 on start up and early implementation of the initiative. Individual sections contain figures and footnotes. [This paper was prepared for the Accountability Review Council. For the executive summary, see ED519848.]
Philadelphia's Renaissance Schools: Start up and Early Implementation. Executive Summary
Author: Research for Action
Date: 2011-05-00
Type: Reports - Research
Subjects: Educational Change,Academic Achievement,Change Strategies,Outcomes of Education,Low Achievement,Achievement Gains,Program Implementation,Program Development,Interviews,Focus Groups,Observation,Teachers,Principals,School Culture,Educational Environment,Enrollment,Neighborhood Schools,Minority Groups,Charter Schools,Attendance,Advisory Committees,Leadership,Teacher Certification,Suspension

In April 2009, Superintendent Arlene Ackerman announced her reform plan for the School District of Philadelphia (the District)--"Imagine 2014". Among other major initiatives, "Imagine 2014" laid the groundwork for Philadelphia's Renaissance Schools Initiative. The Renaissance Initiative, set to enter its second year in 2011-12, is an effort to dramatically change student outcomes in the District's lowest performing schools. This document summarizes key findings from the research of Research for Action (RFA) conducted between March 2010 and January 2011 on start up and early implementation of the initiative. Recommendations are presented on school enrollment and school climate, school advisory councils, and school leadership and staffing. (Contains 1 figure.) [For the full report, see ED519847.]
Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. NCEE 2011-4017
Author: Silvia, Suyapa
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Middle Schools,Violence,School Safety,Prevention,Intervention,Program Evaluation,Program Effectiveness,Program Implementation,Validity,Curriculum,Problem Solving,Self Control,Student Behavior,Expectation

This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. After 3 years of implementation, the combined curriculum and whole-school intervention did not show impact effects on any of the student or teacher outcome measures. As the implementation results document, the programs being evaluated as part of the study were not fully implemented with complete fidelity during these 3 years. This has the potential to limit the ability to find statistically significant differences between intervention and control schools. Appendices include: (1) Survey Instruments; (2) Defining the High-Risk Student Subgroup; (3) Construction of Outcome Measures; (4) Structured Protocols for Collecting Implementation Data; (5) Statistical Precision; (6) Sample Characteristics and Baseline Measures for Year Two Participants; (7) Unadjusted Means and Standard Deviations for Impact Variables--Years Two and Three; and (8) Impact Findings From Year Two. (Contains 88 tables, 6 figures and 25 footnotes.) [For &quot;Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. Executive Summary. NCEE 2011-4018,&quot; see ED519881. For related report, &quot;Impacts of a Violence Prevention Program for Middle Schools: Findings from the First Year of Implementation. NCEE 2010-4007,&quot; see ED509196.]
Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. Executive Summary. NCEE 2011-4018
Author: Silvia, Suyapa
Date: 2011-05-00
Type: Reports - Research
Subjects: Middle Schools,Violence,School Safety,Prevention,Intervention,Program Evaluation,Program Effectiveness,Program Implementation,Validity,Curriculum,Problem Solving,Self Control,Student Behavior,Expectation

This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. These are the main findings regarding intervention impacts after 3 years: (1) There were no statistically significant differences between intervention and control schools on self-reported student violence or victimization; (2) There were no statistically significant program impacts on violence or victimization for students who were at risk for engaging in violence but who had not previously done so; (3) There were no statistically significant program impacts on violence or victimization for high-risk students who had previously engaged in violence; and (4) There were no statistically significant impacts on either secondary or intermediate outcomes. (Contains 1 table, 3 figures and 4 footnotes.) [For the full report, see ED519880.]
Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024
Author: Garet, Michael S.
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Middle School Teachers,Mathematics Teachers,Faculty Development,Inservice Teacher Education,Grade 7,Mathematics Education,Secondary School Mathematics,Numbers,Program Effectiveness,Teacher Characteristics,Mathematics Achievement,Middle School Students,Program Implementation,Program Design

This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current report documents the impact after providing a second year of PD in a subset of the original participating districts and includes supplemental analyses that use data from both years of the study. The study produced the following core second-year results: (1) The study's PD program was implemented as intended, but teacher turnover limited the average dosage received; (2) At the end of the second year of implementation, the PD program did not have a statistically significant impact on teacher knowledge; and (3) At the end of the second year of implementation, the PD program did not have a statistically significant impact on average student achievement in rational numbers. Appended are: (1) Details of the Study Samples; (2) Details of Data Collection and Analytical Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 6 exhibits, 6 figures, 81 tables and 124 footnotes.) [For &quot;Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. Executive Summary. NCEE 2011-4025,&quot; see ED519923. For &quot;Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation. NCEE 2010-4009,&quot; see ED509306.]
Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. Executive Summary. NCEE 2011-4025
Author: Garet, Michael S.
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Middle School Teachers,Mathematics Teachers,Faculty Development,Inservice Teacher Education,Grade 7,Mathematics Education,Secondary School Mathematics,Numbers,Program Effectiveness,Teacher Characteristics,Mathematics Achievement,Middle School Students

This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current report documents the impact after providing a second year of PD in a subset of the original participating districts and includes supplemental analyses that use data from both years of the study. The study produced the following core second-year results: (1) The study's PD program was implemented as intended, but teacher turnover limited the average dosage received; (2) At the end of the second year of implementation, the PD program did not have a statistically significant impact on teacher knowledge; and (3) At the end of the second year of implementation, the PD program did not have a statistically significant impact on average student achievement in rational numbers. (Contains 4 tables, 2 figures and 14 footnotes.) [For &quot;Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024,&quot; see ED519922.]
Applying Adult Learning and Development Theories to Educational Practice
Author: Baskas, Richard S.
Date: 2011-05-22
Type: Reports - Research
Subjects: Learning Theories,Adult Learning,Educational Practices,Developmental Psychology,Nontraditional Education,Doctoral Programs,Literature Reviews,Correlation,Theory Practice Relationship,Online Courses,Educational Research,Relevance (Education)

A study was conducted to determine the degree of correlation that adult learning theories and adult developmental theories have with educational practice. Two adult learning theories, Malcolm Knowles' phase theories and Daniel Levinson's developmental theories, were researched to determine their relevance to three components of a nontraditional Doctor of Education program (lecture/discussions, scholarly papers, and reflections). Research was conducted through Education Resources Information Center (ERIC), and six articles were retrieved. A literature review was conducted to determine their application in the subject material. Research revealed that both adult learning theories were prevalent in correlating the components that were required of the program.
Language (Policy) Matters!
Author: Kozleski, E. B.
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Multilingualism,Second Language Learning,Educational Opportunities,English (Second Language),Public Education,Role of Education,Educational Policy,Best Practices,Educational Strategies

Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn. Language (Policy) Matters! includes information and resources about: school policies and practices that support language access; research on best practices for students who are English language learners; strategies teachers can use to support students who are English language learners. (Lists 5 online resources.) [This brief was produced by The Equity Alliance at ASU, Region IX Equity Assistance Center, Arizona State University.]
Fostering Face to Face Oral Interaction through Webquests:  A Case Study in ESP for Tourism
Author: Laborda, Jesus Garcia
Date: 2010-00-00
Type: Journal Articles
Subjects: Speech Communication,Tourism,Oral Language,Experiential Learning,English for Special Purposes,Internet,Teaching Methods,Foreign Countries,Travel,College Students,Professional Development,Second Language Learning,Second Language Instruction,Case Studies,Computer Literacy

Webquests have been used for some time to research a variety of topics. According to Lacina (2007), a webquest is an inquiry-based technology activity designed by Bernie Dodge and Tom March in which information is usually drawn from the Internet, and is a powerful instructional exercise both for teachers and students.Webquests enhance personal and experiential learning (WOODS et al., 2004). This case study intends to illustrate the process and benefits of using webquests as a way to promote professional oral communication in training contexts. This paper reports on a study done at the Polytechnic University of Valencia during the 2006-2007 academic year of the use of webquests with sophomore students of Travel and Tourism. Three observations were carried out during November, February and May. The findings suggest the benefits of using webquests in the classroom for professional development and language achievement. Two appendixes present: (1) Summary of Observations; and (2) A Wequest Sample. (Contains 1 diagram.)
Descriptions of a Quality Gifted School and Recommendations to Parents Today
Author: Costley, Kevin C.
Date: 2011-05-25
Type: Reports - Descriptive
Subjects: Qualitative Research,Academically Gifted,Educational Research,Gifted,Educational Quality,Change Strategies,Educational Change,Educational Strategies,Meta Analysis,Research Reports,Parent Education,Program Descriptions

In her 1970s research at Hunter College Elementary School, Gertrude Hildreth discovered that the best way to explore gifted children was by observing these children in the educational setting. Many researchers usually expound on what should be done for gifted students, yet Hildreth found that much can be learned by formally observing gifted students.  Hildreth's observational, qualitative research provided educators of the decade with practical suggestions that could be applied in classrooms of the gifted. The researcher believed the best way to implement a new gifted program was by seeking out apparent successful programs to observe their strengths and weaknesses. Hunter College Elementary School was a center of experimentation in the education of gifted children. It served as a center of information about gifted individuals, a training ground for teachers of gifted individuals, and consultant to other like-institutions. The school made great strides in educating elementary age children. Hildreth investigated the following areas: curricular goals, basic skills, atmosphere of the classroom, integration of subject matter, democratic setting, cooperation of community, adjustment of students, and adjustment of teachers. Hildreth advocated there needed to be more continuing research in this area. What Hildreth recommended for gifted programs, she also made the same recommendations for regular education programs. Based on Hildreth's research findings, the writer of this article discusses the following: the gifted child needs a special environment (in and/or out of the regular classroom), as would any special needs student with an I.E.P would require.  Hildreth's checklist used in her research for locating a quality gifted education program is still today a timely and helpful instrument for choosing a solid and worthwhile gifted program for gifted youngsters who may very well become America's leaders of tomorrow!
International School Feeding: USDA's Oversight of the McGovern-Dole Food for Education Program Needs Improvement. Report to Congressional Requesters. GAO-11-544
Author: Melito, Thomas
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Public Agencies,Federal Programs,Nutrition,Food,Agriculture,Foreign Countries,Developing Nations,International Programs,Program Administration,Program Effectiveness,Grants

The McGovern-Dole International Food for Education and Child Nutrition Program (MGD Program) provides donations of U.S. agricultural products and financial and technical assistance for school feeding programs in the developing world. According to the U.S. Department of Agriculture (USDA), with about $200 million in funding in fiscal year 2010, the MGD Program served about 5 million beneficiaries in 28 countries. In 2006 and 2007, USDA's Office of the Inspector General (OIG) audited the department's food aid programs and identified significant weaknesses. This report examines (1) USDA's oversight of the MGD Program and (2) the extent to which USDA has addressed the program's internal control weaknesses. GAO conducted field work in Cambodia, Guatemala, and Kenya; reviewed USDA and implementing partners' documents and studies on school feeding; and interviewed officials from U.S. agencies and various organizations. GAO recommends that the Secretary of Agriculture improve oversight of the MGD Program, including issuing monitoring and evaluation guidance for implementing partners, and formalize policies and procedures for closing out grant agreements and establishing guidance to determine when agreements should be closed. USDA agreed with GAO's recommendations and said that it will take steps to address them. Appendices include: (1) Objective, Scope, and Methodology; (2) GAO Analysis of Selected Studies on School Feeding Programs; (3) Operation of the MGD Program; (4) MGD Program Funding by Year, Country, and Region; (5) Methods NGOs Planned to Use to Select MGD Program Beneficiaries; (6) MGD Program's Planned Complementary Activities in Agreements with Implementing Partners; (7) MGD Program's Performance Indicators in NGOs Agreements and WFP Proposals; (8) Comments from the U.S. Department of Agriculture; and (9) GAO Contact and Staff Acknowledgments. (Contains 11 tables, 9 figures and 48 footnotes.)
CCRC Currents. April 2011
Author: Columbia University, Community College Research Center
Date: 2011-04-00
Type: Collected Works - Serial
Subjects: Work Study Programs,Community Colleges,Academic Achievement,Online Courses,Program Effectiveness,Information Technology,Newsletters,Success,Developmental Programs,Student Placement,Remedial Mathematics,Teaching Methods,Skill Development,Computer Uses in Education,Student Personnel Services,Program Development,Educational Improvement,Educational Research,Low Income Groups,College Preparation,College Graduates,Graduation,Educational Finance,Financial Support,Federal Programs,Employer Attitudes

This annual newsletter contains updates on the latest Community College Research Center (CCRC) research, new publications and details of upcoming presentations at major conferences. The feature article in this issue, "Strategies for Increasing Student Success," by Thomas Bailey, summarizes the discussion found in the CCRC Assessment of Evidence Series, a set of working papers that use the most valuable research findings available to draw conclusions and provide evidence-based recommendations in eight major topic areas: (1) developmental assessment and placement, (2) developmental acceleration, (3) developmental mathematics pedagogy, (4) contextualization of basic skills instruction, (5) online learning, (6) non-academic support, (7) institutional and program structure, and (8) organizational improvement. Bailey also discusses the four broad recommendations built from this series of papers. Other sections of this newsletter include: (1) National Center for Postsecondary Research; (2) Transforming Community Colleges to Accelerate Success for Low-Income Young Adults; (3) Student Achievement Initiative; (4) Concurrent Courses Initiative: Pathways to College and Careers; (5) Completion by Design; (6) Developmental Education Initiative; (7) Higher Education Performance Funding in Eight States; (8) Federal Work-Study Program; (9) Employer Perceptions of Two-Year Degrees in Information Technology; (10) Announcements; (11) Upcoming Conference Presentations; and (12) Selected Publications.
Paying for Scale: Results of a Symposium on CMO Finance
Author: Lake, Robin
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Research and Development,Educational Finance,Public Policy,Public Education,Researchers,Comparative Analysis,Innovation,Charter Schools,School Districts,Finance Occupations,Educational Technology,Academic Achievement

In April 2010, the Center on Reinventing Public Education (CRPE) and the Bill & Melinda Gates Foundation convened a group of researchers and financial analysts to discuss how to better understand the financing and sustainability of Charter Management Organizations (CMOs). The goals of the meeting were twofold: (1) to suggest a set of common ways of assessing CMO financial viability, and (2) to outline a research agenda for settling the most urgent CMO finance questions relevant to policy and practice. The following themes emerged from the meeting: (1) For most CMOs financial self-sustainability is an aspiration, not yet a reality; (2) Public funding levels clearly limit, but may not fully explain, CMO scale-up difficulties; (3) CMOs are experimenting with different cost and service delivery models, but there is little evidence yet about which ones are most cost effective; (4) Politically and financially, CMOs need to figure out how to do more school turnarounds; (5) Technology and innovation are critical paths to sustainability; (6) Spending comparisons between CMOs and school districts are hard to do and not likely to yield much payoff; and (7) There is at least as much speculation about CMO finance as there is fact: a rigorous research and development agenda is needed. The report that came out of the meeting offers this conclusion: While public policy plays an important role in the future of CMOs, they cannot wait for legislative solutions. CMOs need to find new ways to help schools operate more efficiently, save money, innovate with new technologies, and adapt to leaner times. (Contains 7 footnotes.)