ethanporcaro/eric-fulltext-meta huggingface dataset:
Strengthening the Teacher-Student Link to Inform Teacher Quality Efforts
Author: Data Quality Campaign
Date: 2010-04-29
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Effectiveness,Program Effectiveness,Stakeholders,Instructional Leadership,Best Practices,Team Teaching,Expertise,Teacher Student Relationship,Educational Change,Educational Improvement,Program Implementation,Data,School Districts

Current state and federal reform initiatives rely heavily on the ability of multiple stakeholders to access and use information from statewide longitudinal data systems (SLDS) to improve student achievement. Policymakers believe that states are best positioned to achieve this by developing and implementing various policies impacting the educator workforce. They will also, for the first time on a larger and more visible scale, use student achievement as one of the primary indicators of both educator and program effectiveness. In this environment, it is critical for state policymakers, educators, and data managers alike to understand the importance of implementing a teacher-student data link in a valid and reliable way. While 24 states report having this link on the Data Quality Campaign (DQC) survey, it is clear that these linkages were not implemented for high stakes use. As a result, state and local data systems lack critical functions including the abilities to: (1) Account for the contributions of multiple educators in a single course; (2) Enable a teacher to review their roster for accuracy; (3) Incorporate common practices found in schools including virtual classes, labs, and team teaching; and (4) Link a student's attendance records with their teachers to track the actual number of days of instruction by a particular teacher. To address this emerging state need, the Bill & Melinda Gates Foundation tapped into the expertise at the Center for Educational Leadership and Technology (CELT) and funded them to lead the Teacher-Student Data Link Project (TSDL). This project is a cross-state, collaborative effort focused on developing a common, best practice definition of "Teacher of Record" and business processes for collecting and validating linked teacher and student data. This important initiative brings five states together to leverage their collective experiences, knowledge, and resources to determine a common definition and approach to one of the most critical components of their data systems and a key step in using data to increase student learning and improve teacher quality.
Higher Education Exchange, 2012
Author: Brown, David W., Ed.
Date: 2012-00-00
Type: Collected Works - General
Subjects: Higher Education,Citizenship Education,Democracy,Graduate Students,Partnerships in Education,Scholarship,Interviews,Democratic Values,Doctoral Programs,College Faculty,Citizen Participation,Colleges,School Community Relationship,College Curriculum,Curriculum Design,Institutional Mission,Educational Objectives,Outcomes of Education,Scientists,Sciences,Teacher Student Relationship,Student Attitudes,Journalism Education,College Students,Educational Change,Land Grant Universities,Problem Solving,Extension Education

&quot;Higher Education Exchange&quot; publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the &quot;Higher Education Exchange&quot; examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) Higher Education and the American Commonwealth Partnership: An Interview (Harry Boyte); (3) Tales from Anti-Civic U (Claire Snyder-Hall); (4) Educating Democratically: An Interview (Elizabeth Minnich); (5) Living Democracy: A Project for Students and Citizens (Mark Wilson and Nan Fairley); (6) Civic Engagement and Doctoral Education (Ellen M. Knutson and Dan A. Lewis); (7) Public Scholarship at the Graduate Student Level (Robin Hoecker); (8) Wicked Bedfellows: Can Science and Democracy Coexist in the Land Grant? (Wynne Wright); (9) &quot;What Is College For? The Public Purpose of Higher Education&quot; Edited by Ellen Condliffe Lagemann and Harry Lewis (Elizabeth Hudson); and (10) Higher Education and Har Megiddo (David Mathews). Individual articles contain references. [For &quot;Higher Education Exchange, 2011,&quot; see ED539343.]
Using Linked Data to Drive Education and Training Improvement
Author: Data Quality Campaign
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Stakeholders,State Programs,Program Descriptions,Education Work Relationship,Training,Educational Improvement,Privacy,Longitudinal Studies,State Agencies,Student Records,Information Security,Confidentiality,Agency Cooperation,Educational Cooperation,Statewide Planning,Labor Force Development,Disclosure,Information Policy,Federal Regulation,State Regulation,Educational Policy,Data,Data Analysis,State Policy,Program Development,Program Implementation,College Readiness,Career Readiness,Educational Indicators,Postsecondary Education,Alignment (Education)

To address key policy and programmatic questions and help improve student and system performance, states must work to link data across the early childhood, postsecondary and workforce (P-20/workforce) spectrum and share this information with appropriate stakeholders. This issue brief highlights current efforts in California, Florida, Indiana, and Texas to inform decisions, policies and practices by using data that are linked across multiple sectors. The lessons and experiences highlighted below are intended to help inform states' efforts to build interoperable data systems able to provide more robust, timely and actionable information to all stakeholders. There is no single way to use linked data; states are finding myriad ways to use these data to best meet their needs. As states continue to innovate around sharing and using linked data, this issue brief will be updated to reflect new developments. (Contains 2 footnotes and 10 resources.)
From Goal to Reality 40-40-20: A Report on Strategies to Meet Oregon's 40-40-20 Education Goals
Author: Oregon University System (OUS)
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Community Colleges,Community Leaders,College Presidents,Specialists,Elementary Secondary Education,Conferences (Gatherings),State Legislation,High Schools,Graduation Rate,Higher Education,Educational Policy,Educational Objectives,Legislators,State Boards of Education,Superintendents

Oregon's Legislature in 2011 affirmed a clear and ambitious goal for the State, known as the &quot;40-40-20&quot; goal, which states that by 2025 all adult Oregonians will hold a high school diploma or equivalent, 40% of them will have an associate's degree or a meaningful postsecondary certificate, and 40% will hold a bachelor's degree or advanced degree. Leaders across the state have been working to advance Oregon's educational attainment rates, but the passage of the goal into law through Oregon Senate Bill 253 has prompted a new drive for action and change. On November 1, 2011, approximately 300 education leaders from across the state and the nation convened in Corvallis, Oregon for a day-long symposium, &quot;From Goal to Reality: Achieving 40-40-20 in Oregon,&quot; hosted by the Oregon University System (OUS) Chancellor and the Oregon State Board of Higher Education. The symposium brought together Oregon and national policy experts, Governor John Kitzhaber, legislators and policymakers, college and university presidents, K-12 superintendents and practitioners, business and community leaders, and students to look at ways to achieve the 40-40-20 goals. This report highlights just some of the innovative thinking, initiatives, and challenges which were articulated at this event, and which can help guide Oregon's next decisions and conversations about improving educational attainment levels in the state.
Higher Education Exchange, 2011
Author: Brown, David W., Ed.
Date: 2011-00-00
Type: Collected Works - General
Subjects: Higher Education,Citizenship Education,Democracy,Humanities,Colleges,Citizen Participation,College Faculty,Interviews,Teacher Role,Community Colleges,School Community Relationship,College Students,Graduate Study,Interpersonal Communication,Scholarship,Values

&quot;Higher Education Exchange&quot; publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the &quot;Higher Education Exchange&quot; examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) What Is the Real College of Education? (David Mathews); (3) Forging Ties That Bind: The Engagement Challenge in Higher Education (Frank Fear); (4) Engaged Faculty: An Interview (KerryAnn O'Meara); (5) Student-Led Civic Education: A Different Way of Knowing (Harold H. Saunders, David Tukey, Amy Lazarus, and Rhonda Fitzgerald); (6) Community Colleges and Civic Learning: An Interview (Bernie Ronan); and (7) &quot;Not For Profit: Why Democracy Needs the Humanities&quot; by Martha C. Nussbaum (Sara A. Mehltretter Drury). [For &quot;Higher Education Exchange, 2010,&quot; see ED539323.]
The Civic Spectrum: How Students become Engaged Citizens
Author: Ronan, Bernie
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Democracy,Democratic Values,Social Values,Values Education,Higher Education,Articulation (Education),Role of Education,Political Socialization,Citizen Participation,Communication Skills,Interpersonal Communication,Interpersonal Competence,Empowerment,Power Structure,Political Science

Bernie Ronan's "The Civic Spectrum: How Students Become Engaged Citizens" comes at a critical time in the effort to strengthen the role of higher education in a democracy. In the last 20 years, higher education institutions have begun to pay a great deal of attention to the civic engagement of college students. By now, nearly every campus around the country has an office or program devoted to service learning, community partnerships, and related activities. A key issue in the sense of impasse in higher education is the lack of consensus over whether and how civic engagement efforts should be directed toward outcomes that can be considered "political." Higher education institutions are hesitant to understand their work as political, for fear of compromising the strict neutrality that many believe is required by their academic mission. Furthermore, even though students may want to work through and improve the political system, they are often more inclined to make a difference at an individual level due to their frustration with a system that they see as distant or inflexible. Ronan's "spectrum" approach to civic learning offers an ingenious conceptual (and strategic) solution to this problem. To address the challenge, Ronan develops a framework with three distinct dimensions of civic learning--"head," the faculties of judgment and deliberation; "heart," the ability to identify with others; and "hands," the capacity for action. In large-scale and complex societies, Ronan argues, these skills cannot be developed "ex nihilo." Rather, each of these dimensions must be conceived as a continuum, allowing students to gradually develop the skills they need to flourish as citizens of political communities. This framework provides a meaningful place for all forms of civic engagement, including those that begin from apolitical perspectives and motivations. Ronan genuinely values these forms of civic engagement as developmentally necessary for students who have not yet had to confront the difficulties of political communities. (Contains 3 figures and 103 notes.)
U.S. Department of Education's Proposed FERPA Regulations: Overview and Initial Analysis
Author: Data Quality Campaign
Date: 2011-04-12
Type: Reports - Descriptive
Subjects: Federal Legislation,Revision (Written Composition),Federal Regulation,Data Collection,Access to Information,Information Utilization,Elementary Secondary Education,Privacy,Outcomes of Education,Educational Objectives,Educational Change,State Programs,Academic Achievement,Longitudinal Studies,Student Records

On April 8, 2011, the U.S. Department of Education (USED) published in the Federal Register new proposed amendments to regulations implementing the Family Educational Rights and Privacy Act (FERPA). The notice invites public comments on the proposed regulations, which are due no later than May 23, 2011. The proposed regulations are designed to facilitate fuller access for research and evaluation purposes to student data contained in state longitudinal data systems (SLDSs) in order to increase accountability and transparency for educational outcomes and to contribute to a culture of innovation and continuous improvement in education, while at the same time enhancing privacy protections through expanded requirements for written agreements as the basis for disclosures of data and USED enforcement mechanisms. They would authorize fuller, more cost effective use of state-level student data for research, evaluation, and accountability, subject to clear privacy protections, as well as effective use of data across all levels of education to evaluate and improve education programs. As stated in the notice, the proposed regulations reflect a review by USED of the possible impact of current FERPA regulations on the level of state-level student data sharing contemplated under the ARRA and other federal legislation. Key areas for proposed change include: (1) State and Local Data Systems; (2) New Privacy Safeguards; and (3) Other Proposed Provisions. (Contains 2 footnotes.)
High School Capstone Courses: A Review of the Literature
Author: Kannapel, Patricia J.
Date: 2012-04-00
Type: Information Analyses
Subjects: Program Effectiveness,Curriculum,High Schools,Career Readiness,College Readiness,College Preparation,Mathematics Education,High School Students,Higher Education,Literature Reviews

This literature review on high school capstone courses found that, while the idea of such courses has been around since the 1990s, such courses have not been widely implemented and virtually no research exists on their effectiveness. Nevertheless, several high schools around the country have implemented senior culminating projects in which high school seniors, under the direction of an advisor or mentor, undertake an in-depth project on a topic of interest, utilizing the knowledge gained throughout high school, and presenting their work to a panel of judges near the end of the senior year. Descriptions of these experiences can be found on district and school websites. At the same time, a relatively new concept of capstone courses developed in the last five years, fueled in part by the work of the American Diploma Project (ADP), which supports state efforts to ensure that all students are college and career ready. Two types of capstone course fall under this umbrella: (1) senior-year transitional courses designed to prepare students who are not quite college-ready to succeed in entry-level college courses; and (2) fourth-year mathematics capstone courses for students who have met college-ready benchmarks by the end of junior year. These types of capstone courses, unlike the culminating project, focus on a specific content area and are likely to be classroom-based. The three types of capstone experiences described in this review are similar in that they are designed to build on what students have learned in high school while also preparing them for the challenges they will confront beyond high school, whether in college or the workforce. With the current national focus on college and career readiness, it is likely that capstone projects and courses will become increasingly common across the nation. As this occurs, research such as that being conducted in Virginia is strongly needed to document the implementation and impact of these courses. (Contains 11 footnotes.)
Integrating Reading, Science, and Social Studies: Using the Bogan Differentiated Instruction Model
Author: Bogan, Barry L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Curriculum Development,Social Studies,Educational Change,Integrated Curriculum,Interdisciplinary Approach,Science Curriculum,Reading Instruction,Unified Studies Curriculum,Teaching Models,Models,Elementary Education,Curriculum Implementation,Instructional Innovation,Instructional Development,Instructional Design

In the age of standardized testing, science and social studies are not given the same priority as mathematics and reading in the curriculum of United States schools. High stakes testing is viewed as having heavily biased schools toward teaching tested subjects and away from less frequently tested subjects. This paper is premised on the notion that all subjects are important and none should be neglected; and the general education classroom can be best described as a place for learning with inclusion as the focus. Essential is a model for integrating reading, science, and social studies to enhance inquiry, problem-solving, interest, critical thinking skills, and learning. To meet the standards of inclusion teachers need a model that helps to integrate the content standards, incorporates backward design philosophy, gives a standard format for lesson framework, and allows for differentiated instruction and flexible grouping to teach via inclusion of using taxonomies for adapted learning. Thus, the authors present and discuss the BDIM (Bogan Differentiated Instruction Model) which combines major teaching concepts to develop interdisciplinary teaching. This model addresses the concept of adding differentiated instruction to curriculum integration. In conclusion, a framework that ensures that the lesson objectives and essential questions are interrelated is presented. (Contains 1 figure.)
Mathematics Remediation for Indigenous Students with Learning Difficulties: Does It Work?
Author: Yong, Poon Cheng
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Problems,Teaching Methods,Mathematics Education,Mathematics Instruction,Remedial Instruction,Indigenous Populations,Indigenous Knowledge,Learning Processes,Culturally Relevant Education,Classroom Observation Techniques,Interviews,Portfolio Assessment,Teaching Models,Instructional Effectiveness,Elementary Education,Freehand Drawing,Foreign Countries

Over-reliance on prescriptive pedagogies, such as explicit instruction, could hamper students with learning difficulties from sense-making and thus limit their acquisition of conceptual understanding. To help them in constructing mathematical knowledge, manipulative and drawing could be used to solve problems in a meaningful context. Using a case study design, teaching and learning process of a native teacher and her six indigenous students in a mathematics remediation classroom at an elementary school located in the interior area was investigated. Qualitative data were collected using observation, interview, and students' work. Research findings showed that participating teacher tended to use manipulative through explicit instruction to explain meaning of number operations. Students were taught drawing to get answers for computational problems. Problem-solving process was teacher-directed but students were capable to perform simple reasoning. However, students were weak in communicating mathematical ideas. Teachers should provide hands-on activities involving manipulative or drawing that stimulate sense-making among students with learning difficulties. They should be engaged in mathematical processes rather than merely involved in re-enacting procedures that were demonstrated by their teacher. (Contains 3 figures.)
Examining the Differences of the 8th-Graders' Estimation Performance between Contextual and Numerical Problems
Author: Yang, Der-Ching
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Word Problems (Mathematics),Problem Solving,Mathematics Achievement,Numbers,Computation,Test Results,Differences,Content Analysis

Two 12-question estimation instruments were designed to compare the differences of estimating strategies used by the 8th-graders when solving contextual and numerical problems. Both instruments are parallel, meaning that the numbers used in both instruments are the same; however, they were presented differently. One hundred and ninety-eight 8th-graders in southern Taiwan were selected to participate in this study. The correct percentage for the numerical problems and contextual problems were 45% and 33%, respectively. The t-test result shows a significant difference for the estimation performance between contextual and numerical problems at alpha = 0.05. This implies that these 8th-graders perform significantly better on numerical problems than that of contextual problems. In addition, the t-test results show that there is a significant difference in the performance of reformulation, transformation, and compensation dimensions for numerical and contextual problems at alpha = 0.05, respectively. The results show that students performed better on numerical problems than on contextual problems for each dimension. In addition, data show that students tended to use the written method to solve numerical and contextual problems instead of estimation. Implications are discussed. (Contains 3 tables.)
A Study of the Role of Rote Learning in Vocabulary Learning Strategies of Burmese Students
Author: Sinhaneti, Kantatip
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Measures (Individuals),Learning Strategies,English (Second Language),Foreign Countries,Vocabulary,Rote Learning,Vocabulary Development,Questionnaires,Interviews,Cognitive Style,Memorization,English Language Learners,Instructional Effectiveness,Role Perception

This study was conducted to investigate the role of RL (rote learning) in VLSs (vocabulary learning strategies) of Burmese EFL (English as a foreign language) students. The research addresses the need of the concrete understanding of the role of RL strategy in vocabulary learning as well as Burmese EFL learners' perspectives on RL strategy among other vocabulary memorizing strategies. Through two research instruments: a questionnaire for students and an interview for teachers, the data of this study were collected from 100 Burmese EFL learners who were from Yangon Institute of Education in Myanmar. The results of this study indicate that RL strategies are used more than other MSs (memory strategies) by Burmese students whose opinions mostly indicate that RL strategy is effective not only in initial stages, but also in higher stages of English vocabulary learning. In addition, CML (creating mental linkage) strategy is also used as a main collaborative strategy of RL in their vocabulary learning process. Considerably, the findings of this research suggest that RL strategies will continue to be applied in vocabulary learning by Burmese learners because of the five possible factors of the content analysis: Burmese cultural/educational background, EFL environment, traditional habit, national situation/examination demand, and failure to try out &quot;the best&quot; ways. The following are appended: (1) Student Questionnaire; (2) Teacher Interview Section; and (3) Interview Scripts. (Contains 6 tables and 1 figure.)