ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating Transitions along Continuums. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, Michigan, November 1-4, 2012)
Author: Van Zoest, Laura R., Ed.
Date: 2012-11-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Educational Improvement,Educational Research,Articulation (Education),Mathematics Teachers,Educational Innovation,Mathematics Curriculum,Inservice Teacher Education,Preservice Teacher Education,Knowledge Base for Teaching,Teaching Methods,Technology Uses in Education,Course Content,Theory Practice Relationship,Research Methodology

These Proceedings are a written record of the research presented at the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2012) held in Kalamazoo, Michigan, November 1-4, 2012. The theme of the conference, &quot;Navigating Transitions along Continuums,&quot; focuses on an important set of opportunities for research to be useful in improving mathematics teaching and learning. Plenary speakers consider transitions across four continuum groupings: (1) student learning of mathematics (Jere Confrey); (2) professional learning, ranging from preservice mathematics teachers through teacher leaders (Deborah Ball and Suzanne Wilson); (3) school mathematics articulation, from topic to topic within grade levels as well as across grade bands (Amanda Jansen, Janie Schielack, Cathy Seeley, and Jack Smith); and (4) innovation to support mathematics learning, from the smallest of scale to the largest (Jo Boaler). The Proceedings include papers from 2 plenary talks, 69 research reports, 124 brief research reports, 111 posters, and 10 working groups. The plenary and working group papers are the first and last chapters, respectively. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Each paper is indexed by authors and keywords. Underlined author indicates presenting author. Chapters include the following: (1) Plenary papers; (2) Curriculum and Related Factors; (3) Mathematical Processes; (4) Student Learning and Related Factors; (5) Teacher Education and Knowledge-Inservice; (6) Teacher Education and Knowledge--Preservice; (7) Teaching and Classroom Practice; (8) Teaching and Learning of Specific Content; (9) Technology; (10) Theory and Research Mehods; and (11) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC.]
Early Reading Skill Profiles in Typically Developing and At-Risk First Grade Readers to Inform Targeted Early Reading Instruction
Author: Grimm, Ryan P.
Date: 2018-05-00
Type: Reports - Research
Subjects: Elementary School Students,At Risk Students,Grade 1,Reading Skills,Profiles,Reading Instruction,Phonological Awareness,Decoding (Reading),Reading Comprehension,Reading Fluency,Reading Achievement,Listening Comprehension,Statistical Analysis

This study identified distinct, homogeneous latent profiles of at-risk (n = 141) and not at-risk (n = 149) first grade readers. Separate latent profile analyses were conducted with each subgroup using measures of phonological awareness, decoding, linguistic comprehension, and oral reading fluency. This study also examined which measures best differentiated the latent profiles. Finally, we examined differences on two measures of reading comprehension as a function of profile membership. Results showed two latent profiles of at-risk students and three latent profiles of not at-risk students. Latent profiles were generally rank ordered with regard to achievement across measures. However, the higher performing at-risk profile and the lowest performing not at-risk profile were nearly identical across measures. Phonological awareness and decoding measures were best at differentiating latent profiles, but linguistic comprehension was also important for the lowest performing students. Oral reading fluency was limited to distinguishing the highest achieving students from the other profiles, and did not perform well with the lower achieving profiles. Most of the pairwise comparisons of reading comprehension scores were consistent across measures, but the nearly identical profiles showed a significant difference on only one reading comprehension measure. Implications for identifying at-risk first grade readers and designing targeted early reading interventions for at-risk students are discussed. [This paper was published in &quot;Journal of School Psychology&quot; v69 p111-126 May 2018.]
What Principals Can Do to Transform Teacher Leadership. Untapped: Transforming Teacher Leadership to Help Students Succeed
Author: New Leaders
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Principals,Teacher Leadership,Teacher Administrator Relationship,Academic Achievement,Educational Improvement,Leaders,Teacher Role,Leadership Training,Leadership Responsibility,Teacher Effectiveness,Leadership Effectiveness

A recent survey found that while 86 percent of urban school districts have teacher leader roles, only 32 percent offered specialized training for teachers stepping into those roles. Developing strong and effective teacher leaders who can guide their colleagues to success should be central to any school improvement strategy, but it requires far more planning and support than it currently receives. This one page brief describes six steps principals can take right away to unleash the untapped potential of teacher leadership at their schools. [For &quot;Untapped: Transforming Teacher Leadership to Help Students Succeed,&quot; see ED584852.]
What District and Charter Leaders Can Do to Transform Teacher Leadership. Untapped: Transforming Teacher Leadership to Help Students Succeed
Author: New Leaders
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Districts,Teacher Leadership,Leaders,Teacher Role,Leadership Training,Principals,Academic Achievement,Faculty Development,Leadership Responsibility,Teacher Administrator Relationship,Teacher Collaboration

Across the education field, there is unusual consensus that strong teacher leaders are key to improving our nation's schools. Unfortunately, clear expectations for what teacher leaders should do, and strategies to prepare them to do it, are few and far between. A recent survey found that while 86 percent of urban school districts have teacher leader roles, only 32 percent offered specialized training for teachers stepping into those roles. Developing strong and effective teacher leaders who can guide their colleagues to success should be central to any school improvement strategy, but it requires far more planning and support than it currently receives. This one-page guide offers five steps district and charter leaders can take today to unleash the untapped potential of teacher leadership. [For &quot;Untapped: Transforming Teacher Leadership to Help Students Succeed,&quot; see ED584852.]
What Policymakers Can Do to Transform Teacher Leadership. Untapped: Transforming Teacher Leadership to Help Students Succeed
Author: New Leaders
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: School Districts,Leadership Training,Teacher Leadership,Leaders,Leadership Responsibility,Teacher Role,Academic Achievement,Principals,Teacher Administrator Relationship,Educational Policy,Policy Formation,Teacher Effectiveness

Across the education field, there is unusual consensus that strong teacher leaders are key to improving our nation's schools. Unfortunately, clear expectations for what teacher leaders should do, and strategies to prepare them to do it, are few and far between. A recent survey found that while 86 percent of urban school districts have teacher leader roles, only 32 percent offered specialized training for teachers stepping into those roles. Developing strong and effective teacher leaders who can guide their colleagues to success should be central to any school improvement strategy, but it requires far more planning and support than it currently receives. This one-page brief offers six ways policymakers can help to unleash the untapped potential of teacher leadership. [For &quot;Untapped: Transforming Teacher Leadership to Help Students Succeed,&quot; see ED584852.]
Teacher Leadership Training That Works. Untapped: Transforming Teacher Leadership to Help Students Succeed
Author: New Leaders
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Leadership Training,Instructional Leadership,Feedback (Response),Academic Achievement,Educational Improvement,Leaders,Teacher Effectiveness,Leadership Effectiveness,Teacher Role,Teacher Student Relationship,Leadership Responsibility,Coaching (Performance),Principals,Teacher Administrator Relationship

Across the education field, there is unusual consensus that strong teacher leaders are key to improving our nation's schools. Unfortunately, clear expectations for what teacher leaders should do, and strategies to prepare them to do it, are few and far between. A recent survey found that while 86 percent of urban school districts have teacher leader roles, only 32 percent offered specialized training for teachers stepping into those roles. Data from the first two years of New Leaders' Emerging Leaders Program (ELP)--a program that provides job-embedded training and coaching to teacher leaders--indicate that even while still in training, almost three quarters of participants were able to increase student learning across the classrooms they supervised. Strong and effective teacher leaders who can guide their colleagues to success should be central to any school improvement strategy, but to fulfill their potential, they must receive purposeful training in skills that directly contribute to meaningful academic gains for students. This one-page brief offers six design elements that should inform the structure and delivery of teacher leadership training program. [For &quot;Untapped: Transforming Teacher Leadership to Help Students Succeed,&quot; see ED584852.]
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Minnesota
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

Minnesota's vision for its Race to the Top -- Early Learning Challenge (RTT-ELC) work was based in years of research showing the impact of high quality early childhood programs on children's school readiness and success in life. Minnesota's State plan was to increase access to high quality early learning development programs for children across the state and in four specific high needs areas of the state. The first strategy was to improve the quality of programs through a tiered quality improvement rating system, revision of early learning standards, and supports for the workforce. The second strategy was to increase children's access to high quality early childhood programs through early learning scholarships to families and grants to incentivize the expansion of high quality programs. The final strategy sought to enhance assessment and data systems in order to improve the ability to measure progress and support children's learning and development throughout all early childhood experiences. The state plan focused on statewide improvement of quality, access to quality and the ability to make evidence-based policy decisions. Strategies included investing in communities where children with high needs live, improving the quality of where they learn, empowering their families to make choices, focusing on evidence-based professional development for the adults who care for them and providing meaningful data to inform decision-making for local programs and state policymakers.
Race to the Top - Early Learning Challenge: 2016 Annual Performance Report. Vermont
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Vermont's accomplishments, lessons learned, challenges, and strategies Vermont will implement to address those challenges. 2016 marked a year of substantial progress for Vermont's Early Learning Challenge (ELC) grant, particularly at the systems level. Project implementation is also moving along well.
Accelerating the Pace: The Future of Education in the American South
Author: Richard, Alan
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Trends,Trend Analysis,Geographic Regions,Educational Improvement,College Readiness,Career Readiness,College Entrance Examinations,Low Income Students,Disproportionate Representation,Minority Group Students,Parent Background,Incidence,High School Students,Public Opinion,Equal Education,Surveys,State Aid,Educational Finance,Public Schools,Achievement Gap

In 2017, the U.S. Department of Labor reported a record-high 6.2 million job openings. Yet many employers report they cannot find the well-prepared candidates they need in the South and across the country. The problem is students' lack of preparation for college and career training. Also in 2017, the ACT college admissions test examined the college readiness of &quot;underserved learners&quot; -- those from low-income families, traditionally underserved minority groups, and students whose parents did not go to college. ACT found that only 9 percent of these students in the 2017 high school graduating class were prepared for college-level work. In response, the first Education Poll of the South was commissioned. Registered voters across 10 Southern states and portions of Florida and Virginia were asked for their views on improving education. The results show broad recognition among voters across the South of the serious inequities children face, and strong support for addressing these issues. Among the poll's findings in this report: (1) 74 percent of voters polled in the South saw differences in the quality of education for students across each of their states. Only 13 percent said the quality of education is consistent for all students across their states. Another 13 percent said they did not know; (2) 64 percent of voters in the South said differences exist in how schools are funded across their state. Only 12 percent said schools were funded evenly, but 24 percent said they did not know; and (3) 85 percent of voters in the South supported &quot;improving public schools by addressing differences in the quality of education across all schools in the state.&quot; Only 6 percent--about one in 17 voters--opposed this idea, and 7 percent did not know. [The report was produced by the Columbia Group, of which Public School Forum of North Carolina is a member.]
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Massachusetts
Author: State of Massachusetts, Office of the Governor
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

Funding from the Race to the Top-Early Learning Challenge (RTT-ELC) grant has allowed Massachusetts an unprecedented opportunity to accelerate early childhood education so that the states' children have access to high quality early education that will put them on an early path to school success and productive citizenship. The Massachusetts Department of Early Education and Care (EEC), the lead agency for the RTT-ELC grant, set an ambitious agenda to improve early learning through the following goals: (1) improving the quality of early learning programs through increased participation in the state's Quality Rating and Improvement System (QRIS); (2) establishing a seamless system of developmentally appropriate learning and development standards for children from birth to third grade; (3) implementing comprehensive assessment practices through developmental screenings and formative assessment to measure children's growth; (4) engaging families and local communities to support children's school readiness, in particular early literacy, STEM education and social-emotional learning; (5) supporting early educators to increase their knowledge, skills and competencies in order to provide high quality learning experiences for children; and (6) building infrastructure to systematically support early learning through enhanced IT capabilities and cross-sector collaborations. This report provides a summary of the accomplishments and successes achieved by Massachusetts from 2012 to 2016 as part of the RTT-ELC grant period, including the one year no-cost extension period.
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. North Carolina
Author: US Department of Health and Human Services
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This report details the story of North Carolina's Race to the Top--Early Learning Challenge (RTT-ELC) Grant for the period of 2012-2016. It provides detailed reflections on the state's accomplishments over the grant period and shares the enhanced vision for the RTT-ELC in North Carolina. Specific details are provided about what has changed in the state and in early learning programs as a result of RTT-ELC. The report also provides lessons learned in implementing a comprehensive reform and reporting agenda and shares specific planned next steps for this work as the state moves forward.
Untapped: Transforming Teacher Leadership to Help Students Succeed. Executive Summary
Author: New Leaders
Date: 2015-07-00
Type: Reports - Research
Subjects: Teacher Leadership,Academic Achievement,Instructional Leadership,Teacher Role,Leadership Training,School Districts,Leaders,Teacher Student Relationship,Principals,Teacher Administrator Relationship,Educational Improvement,Leadership Effectiveness,Teacher Effectiveness,Leadership Responsibility

Across the education field, there is unusual consensus that strong teacher leaders are key to improving our nation's schools. Unfortunately, clear expectations for what teacher leaders should do, and strategies to prepare them to do it, are few and far between. One recent survey found that while 86 percent of schools have teacher leader roles, just 32 percent offered specialized leadership training for teachers stepping into those roles. New Leaders' Emerging Leaders Program (ELP) is a job-embedded teacher leadership development program that has trained over 1,000 participants in 13 high-need school districts since it was launched in 2011. ELP works with schools to strategically empower their best teachers to lead colleagues toward similar success. It helps principals carefully select candidates with the right foundational skills to deliver on that promise, then it helps participants master a focused set of high-impact instructional and adult leadership skills through targeted, on-the-job practice, expert coaching, and actionable feedback. Early insights after two years of data collection include: (1) Teacher leaders can immediately boost student learning in their schools; (2) Teacher leaders can quickly develop and apply critical leadership skills; and (3) Teacher leaders can fill gaps in the leadership pipeline. This report describes ELP and summarizes these findings. The report offers several recommendations for principals, policymakers, and district and charter leaders based on ELP's experience. [For the full report, &quot;Untapped: Transforming Teacher Leadership to Help Students Succeed,&quot; see ED584852.]
Untapped: Transforming Teacher Leadership to Help Students Succeed
Author: Valdez, Marianna
Date: 2015-07-00
Type: Reports - Research
Subjects: Teacher Leadership,Academic Achievement,Leaders,Leadership Training,Teacher Role,School Districts,Instructional Leadership,Principals,Program Evaluation,Teacher Student Relationship,Teacher Administrator Relationship,Leadership Effectiveness,Teacher Effectiveness,Faculty Development,Leadership Responsibility,Coaching (Performance),Feedback (Response),Educational Improvement,Administrator Effectiveness,Surveys

Across the education field, there is unusual consensus that strong teacher leaders are key to improving our nation's schools. Unfortunately, clear expectations for what teacher leaders should do, and strategies to prepare them to do it, are few and far between. One recent survey found that while 86 percent of schools have teacher leader roles, just 32 percent offered specialized leadership training for teachers stepping into those roles. New Leaders' Emerging Leaders Program (ELP) is a job-embedded teacher leadership development program that has trained over 1,000 participants in 13 high-need school districts since it was launched in 2011. ELP works with schools to strategically empower their best teachers to lead colleagues toward similar success. It helps principals carefully select candidates with the right foundational skills to deliver on that promise, then it helps participants master a focused set of high-impact instructional and adult leadership skills through targeted, on-the-job practice, expert coaching, and actionable feedback. Early insights after two years of data collection include: (1) Teacher leaders can immediately boost student learning in their schools; (2) Teacher leaders can quickly develop and apply critical leadership skills; and (3) Teacher leaders can fill gaps in the leadership pipeline. This paper describes ELP and these findings in greater detail and offers several recommendations for principals, policymakers, and district and charter leaders based on ELP's experience. [This report was written with the assistance of Kathleen Carroll. For the executive summary to this report, &quot;Untapped: Transforming Teacher Leadership to Help Students Succeed. Executive Summary,&quot; see ED584851.]