ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading though Language Learning and Teaching: The Case of Gandhi
Author: Eaton, Sarah Elaine
Date: 2010-02-26
Type: Reports - Evaluative
Subjects: Foreign Countries,Relationship,Leadership,Second Language Learning,English (Second Language),Constructivism (Learning),Role Models,Communication (Thought Transfer),Learner Controlled Instruction

Purpose: The purpose of this paper is to link the notions of language learning and leadership, using Gandhi as a case study. Theoretical Framework: This work is studied through a constructivist lens, and is further influenced by Educational Leadership thinkers such as Michael Fullan (2006). Methodology: Choosing a broad general theme of interest (e.g. Leadership). Choosing a role model with that field. Conduct a case study of the role model, focussing on his or her language learning. Presenting the findings. Reflecting on the process. Conclusions: Gandhi provides an excellent case study for those interested in language learning and leadership. This example may be extrapolated for classroom use. Additional data: Classroom activity included. A bibliography is also provided.
Leading Leadership Preparation: 21st Century Designs
Author: Farmer, Tod Allen
Date: 2010-03-05
Type: Information Analyses
Subjects: Electronic Learning,Delivery Systems,Administrator Education,Online Courses,Educational Change,Leadership Training,Technology Integration,Faculty Development,Instructional Design,Instructional Development,Literature Reviews,Educational Quality

As political accountability and economic reality increasingly influence higher education, many leadership preparation programs are seeking cost effective instructional delivery systems that yield highly effective results.  Simultaneously, large numbers of graduate students are seeking quality leadership preparation programs that provide both learning flexibility and convenience at a reasonable price.  Asynchronous online courses provide students with schedule flexibility, decreased travel expenses and decreased travel time commitments.  These online courses are particularly attractive to working professionals, students with parental responsibilities and students residing in remote geographic areas.  In response to market demand, many leadership preparation programs have turned to hybrid courses, online courses or fully online programs.  Coupled with these phenomena are seasoned leadership faculty members who can be thoroughly entrenched in traditional instructional methodologies.  The development of a critical mass of faculty with the capacity to overcome the organizational barriers to change is fundamental to the successful integration of online components into leadership preparation programs is.  How can leadership preparation programs most effectively integrate online learning activities and enhance program vitality without sacrificing program quality?  This paper attempts to provide a partial answer to that question through a synopsis of the research regarding online learning and leadership preparation programs.
Training Guide: Study Circle Facilitators
Author: National Center for the Study of Adult Learning and Literacy
Date: 2006-07-00
Type: Guides - Classroom - Teacher
Subjects: Adult Learning,Professional Development,Literacy Education,Evaluation Methods,Program Effectiveness,Study Habits,Cooperative Learning,Teacher Collaboration,English (Second Language),Guides,Learning Activities

The purpose of this guide is to help experienced professional developers and others organize and conduct professional development that trains facilitators of National Center for the Study of Adult Learning and Literacy (NCSALL) study circles. Promoters of the study circle facilitators training should be experienced trainers. This guide includes the information and materials necessary to conduct the training. There are two main sections in this guide: (1) The introduction "About Study Circle Facilitators Training" and "About the Study Circle Facilitators Training Guide"; and (2) "Steps for Facilitating the Study Circle Facilitators Training." The training includes an evaluation activity to conduct at the end to get feedback from the participants about what was useful and what could be improved.
Study Circle Guide: Adult Student Persistence
Author: National Center for the Study of Adult Learning and Literacy
Date: 2006-05-00
Type: Guides - Classroom - Teacher
Subjects: Adult Students,Study,Group Activities,Academic Persistence,Discussion Groups,Adult Basic Education,Coaching (Performance),Program Development,Educational Research,Research Reports,Theory Practice Relationship,Professional Development

This study circle was created by the National Center for the Study of Adult Learning and Literacy (NCSALL). The study circle is part of NCSALL's efforts to help connect research and practice in the field of adult basic education and adult literacy. The Adult Student Persistence Study Circle is one of a series of study circles that NCSALL has developed to help staff developers and practitioners organize and conduct professional development that helps practitioners read, discuss, and use research to improve their practice. This study circle is designed for 10 1/2 hours, divided into three sessions of 3 1/2 hours each. There are four main sections in this guide: (1) The introduction "About Study Circles" and "About the Adult Student Persistence Study Circle Guide"; (2) "Steps for Facilitating the Adult Student Persistence Study Circle"; (3) "Note to Facilitator: Suggestions for Organizing a Follow-up Session; and (4) "Tips for Facilitating a Study Circle."
NCSALL Study Circle Guide: Teaching and Learning in Authentic Contexts
Author: National Center for the Study of Adult Learning and Literacy
Date: 2003-11-00
Type: Guides - Classroom - Teacher
Subjects: Literacy Education,Theory Practice Relationship,Teaching Methods,Critical Thinking,Thinking Skills,Problem Solving,Relevance (Education),Inquiry,Teacher Student Relationship,Research Methodology,Context Effect,Feedback (Response),Literacy

This Study Circle is based on research conducted by a team led by Victoria Purcell-Gates. Their research examines the relationships between two dimensions of literacy instruction (the degree of authenticity of activities and texts and the degree of student/teacher collaboration) and changes in the literacy practices of students outside the classroom. In Session One, the Study Circle group will examine teaching and learning in an authentic context and how the research was conducted. Session Two includes discussion of the theory of contextualized instruction and how it looks in practice. In the final session, Session Three, the group will examine ways that they might implement contextualized teaching in their classes, including ways to better know students' contexts. Each session includes discussion of the readings and how ideas generated from the readings can be applied to the program contexts of group members. The Facilitator needs to be flexible and may need to modify some activities to fit the needs and learning styles of Study Circle participants. This Study Circle Guide should be used as a guide, not a rigid script. Six appendices are included: (1) Study Circle Flyer; (2) Pre-Meeting Packet of Readings and Handouts; (3) Session One Materials; (4) Session Two Materials; (5) Resources for the Facilitator; and (6) Feedback Form for NCSALL.
Can I Get a Little Advice Here? How an Overstretched High School Guidance System Is Undermining Students' College Aspirations
Author: Johnson, Jean
Date: 2010-03-02
Type: Reports - Research
Subjects: Young Adults,Surveys,Opinions,Focus Groups,School Guidance,School Counselors,Work Environment,Counseling,Counseling Effectiveness,Failure,Criticism,Academic Aspiration

Recent studies of the guidance system as it operates in public schools today indicate that counselors are often overworked and underprepared when it comes to helping students make the best decisions about their lives after high school. This survey of young adults aged 22 through 30 conducted by Public agenda for the Bill & Melinda Gates Foundation offers disturbing confirmation that, at least in the eyes of students themselves, the system is failing. Interviews were conducted from May 7 to June 24, 2009, using both landline and cellular telephones, and respondents had the choice of completing the interview in English or Spanish. The margin of error for the report is plus or minus 4.8 percentage points. However, it is higher when comparing subgroups or question items that weren't asked of all respondents. The survey was preceded by five focus groups conducted in sites across the country. (Contains 17 footnotes.) [This paper was written with Amber N. Ott and Samantha DuPont. It is the second in a series. For the first, "With Their Whole Lives Ahead of Them: Myths and Realities about Why So Many Students Fail to Finish College," see ED507432.)
Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report
Author: EdSource
Date: 2010-02-00
Type: Reports - Research
Subjects: Academic Achievement,Goal Orientation,Cooperative Planning,Mathematics Teachers,Mathematics Instruction,Middle Schools,Language Arts,English Teachers,Superintendents,Principals,Surveys,Research Methodology,Educational Quality,Grade 6,Grade 7,Grade 8,Educational Practices,School Districts,Scores,Standardized Tests,Educational Improvement,Curriculum Development,State Standards,At Risk Students,Predictor Variables,Regression (Statistics),Educational Methods,Intervention,Teacher Competencies,Teacher Evaluation,Leadership Responsibility,Administrator Role,Educational Environment,Teaching Methods,Transitional Programs,Student Needs,Teacher Expectations of Students,Parent Responsibility,Accountability,Institutional Mission,Socioeconomic Influences,School Policy,Educational Policy,Research Utilization,English (Second Language),Language Proficiency,Charter Schools,Public Schools,Instructional Program Divisions,Algebra

This study contributes to the field by identifying a broad range of traditional and newer middle grade policies and practices, and determining in California which of these differentiate higher- from lower-performing schools serving similar student populations, with performance measured by the state's standards-based tests. Based on a sample of 303 middle grade schools located across California, the research team conducted three large-scale surveys: of middle grade principals; of English language arts and mathematics teachers; and of many of these schools' district superintendents. This study shows that, although the socioeconomic backgrounds of students are one strong predictor of school-level academic achievement, the practices and policies enacted by middle grade educators also have a significant relationship with these outcomes. Their focus on their middle grade mission, and the resources they have available to pursue their goals, can make a difference. The interrelated practices identified in this study may help middle grade schools and districts--in California and nationally--continue their efforts to improve students' academic outcomes at a critical time in their academic careers. (Contains 6 figures and 1 footnote.) [For this report's narrative summary, see ED508674. For its appendices, see ED508675 (Appendix A), ED508678 (Appendix B), ED508677 (Appendix C), and ED508676 (Appendix D).]
Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades. Practices and Student Outcomes. Narrative Summary of Findings
Author: EdSource
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Goal Orientation,Cooperative Planning,Mathematics Teachers,Mathematics Instruction,Middle Schools,Language Arts,English Teachers,Superintendents,Principals,Surveys,Research Methodology,Educational Quality,Grade 6,Grade 7,Grade 8,Educational Practices,School Districts,Scores,Standardized Tests,Educational Improvement,Curriculum Development,State Standards,At Risk Students,Predictor Variables,Regression (Statistics),Educational Methods,Intervention,Teacher Competencies,Teacher Evaluation,Leadership Responsibility,Administrator Role,Educational Environment,Teaching Methods,Transitional Programs,Student Needs,Teacher Expectations of Students,Parent Responsibility,Accountability,Institutional Mission,Socioeconomic Influences,School Policy,Educational Policy,Research Utilization,English (Second Language),Language Proficiency,Charter Schools,Public Schools,Instructional Program Divisions,Algebra

In the 2008-09 school year researchers from EdSource and Stanford University conducted a large-scale study of 303 middle grades schools in California. The team surveyed 303 principals, 3,752 English Language Arts (ELA) and math teachers in grades 6-8, and 157 superintendents of  the districts and charter management organizations that oversee the schools. The major contribution of this study is the set of specific actionable practices that middle grades educators and leaders can implement now by making smart, strategic choices. This Narrative Summary provides the reader with a broad overview of the study's methodology, limitations, and findings. The researchers conclude with implications of their findings. [This summary accompanies &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report.&quot; For the main report, see ED508673.]
Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Technnical Appendix A
Author: EdSource
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Measures (Individuals),Longitudinal Studies,Research Methodology,Research Design,Middle Schools,Grade 6,Grade 7,Grade 8,Test Construction,Surveys,Predictor Variables,Statistical Analysis,Educational Practices,Mathematics Achievement,Language Arts,Educational Environment,Educational Improvement,Teaching Methods,Time Factors (Learning),Curriculum Development,Research Utilization,Intervention,English (Second Language),Transitional Programs,Teacher Competencies,Principals,Middle School Teachers,Administrator Role,Leadership Responsibility,Superintendents,School Districts,Public Schools,Student Characteristics,Racial Differences,African American Students,White Students,Hispanic American Students,Filipino Americans,Asian American Students,Parent Influence,Educational Attainment

This paper presents the research and methodology and analyses used for the &quot;Gaining Ground in the Middle Grades&quot; research. This appendix contains the following sections: (1) Overview; (2) Constructing the Survey Data File; (3) Constructing Composite Independent Variables (Subdomains); (4) Constructing Longitudinal Outcome Variables; (5) Constructing Data Files for Analysis; (6) Specifying Predictor Pools; (7) Regression Analyses; and (8) Statistical Comparisons across Study Domains. (Contains 4 figures and 6 footnotes.) [This report accompanies &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report.&quot; For the main report, see ED508673.]
Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Technical Appendix D
Author: EdSource
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Bibliographies,Educational Policy,Research Design,Surveys,Academic Standards,State Standards,Middle Schools,Educational Practices,Mathematics Achievement,Language Arts,Educational Environment,Educational Improvement,Teaching Methods,Time Factors (Learning),Curriculum Development,Research Utilization,Intervention,English (Second Language),Transitional Programs,Teacher Competencies,Principals,Middle School Teachers,Administrator Role,Leadership Responsibility,Superintendents,School Districts,Public Schools

This appendix accompanies &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report.&quot; This appendix contains the full bibliography of all research and policy documents consulted during the development of the ten research domains and three survey instruments for this study, and during the subsequent conduct of the study. [For the main report, see ED508673. For Appendix C, see ED508677.]
Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Technical Appendix C
Author: EdSource
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Surveys,Middle Schools,Grade 6,Grade 7,Grade 8,Statistical Analysis,Secondary School Teachers,Principals,Superintendents,Longitudinal Studies,Research Methodology,Case Studies,Predictor Variables,Educational Improvement,Teacher Competencies,Academic Standards,Teaching Methods,Research Utilization,Intervention,Leadership Responsibility,Educational Environment,Time Factors (Learning),Transitional Programs,Racial Differences,At Risk Students,Goal Orientation,Teacher Expectations of Students,Standardized Tests,Language Arts,Mathematics Instruction,Evaluation Methods,Curriculum Development,Cooperative Planning,Teacher Role,Administrator Role,English (Second Language),School Policy,Student Behavior,School Districts,Mathematics Teachers,English Teachers,Parent Responsibility,Scores,Elementary School Teachers,Public Schools

This appendix accompanies &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report.&quot; This appendix focuses on the findings and domain comparisons of the study. This appendix contains the following: (1) Decision Rules; (2) Full Set of Subdomain Findings with Survey Items Reported in Initial Research Report; and (3) Statistical Comparisons across Study Domains. (Contains 4 figures.) [For the main report, see ED508673. For Appendix B, see ED508678.]
Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Technical Appendix B
Author: EdSource
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Middle Schools,Grade 6,Grade 7,Grade 8,Academic Achievement,Educational Quality,Educational Practices,Student Characteristics,Language Arts,Mathematics Instruction,School Districts,Geographic Location,Instructional Program Divisions,Standardized Tests,Comparative Analysis,Racial Differences,African American Students,White Students,Asian American Students,Hispanic American Students,Pacific Islanders,English (Second Language),Language Proficiency,Parent Influence,Educational Attainment,Enrollment Trends,Scores,Algebra,Mathematics Achievement,Filipino Americans,Public Schools

This appendix focuses on the descriptive statistics of the middle study schools that participated in the &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research.&quot; This appendix contains the following figures: (1) Student demographics/background; (2) English language arts CSTs; (3) Mathematics CSTs; (4) Cohort size; (5) Grade configuration; (6) District types; (7) California regions; and (8) Map-California regions. (Contains 8 figures.) [This report accompanies &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report.&quot; For the main report, see ED508673. For Appendix A, see ED508675.]
NCSALL Study Circle Guide: Performance Accountability in Adult Basic Education
Author: National Center for the Study of Adult Learning and Literacy
Date: 2000-01-00
Type: Guides - Non-Classroom
Subjects: Feedback (Response),Educational Research,Adult Basic Education,Program Effectiveness,Accountability,Federal Legislation,Literacy,Adult Education,Adult Literacy

This guide provides step-by-step instructions to facilitate a multi-session study circle for practitioners on the topic of accountability. Practitioners will read and analyze research and discuss how to apply it in their classrooms and programs. In the first session, the Study Circle group will examine the concept of performance accountability in the context of their own adult basic education programs and look more closely at the meanings of accountability and performance accountability in the Workforce Investment Act. The second session includes discussion of literacy performances in terms of New Literacy Studies and then reviews the capacity of adult basic education programs to measure their performance. In the final session, the group will look at the recommendations in Contested Ground and consider the relevance of Merrifield's recommendations for their own work. The group will develop a final &quot;product,&quot; perhaps a recommendation for their local or state system on accountability. Five appendices are included: (1) Study Circle Flyer; (2) Pre-meeting Packet of Readings and Handouts; (3) Day One Materials; (4) Study Circle Resource Center Materials; and (5) Feedback Form for NCSALL. [This document was funded by the Educational Research and Development Centers Program.]