ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Issue: Improving the Preparation of School and District Leaders
Author: National Comprehensive Center for Teacher Quality
Date: 2007-10-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Principals,Instructional Leadership,Urban Schools,School Restructuring,Administrator Education,Superintendents,Teacher Education,Administrator Role,Teacher Role,Administrator Effectiveness,Academic Achievement,School Districts,Labor Turnover,Low Achievement,School Turnaround,Educational Change,Technology Uses in Education,Curriculum Design,Internship Programs

In many schools and districts, leaders are lacking the necessary skills and preparation for the roles to which they are assigned. Improving the preparation of school and district leaders prior to hiring or promotion can help schools and districts accomplish the following goals: (1) Meet the growing need for highly qualified leaders; (2) Raise student achievement; (3) Improve teacher quality; (4) Shift expectations of the principal's role from building manager to instructional leader; (5) Train superintendents to lead challenging urban school districts; (6) Decrease principal turnover in high-needs urban environments; (7) Establish a leadership pipeline for districts through principal preparation programs aligned with district needs; (8) Improve district and school leadership to turn around low-performing districts and schools; (9) Lead change; and (10) Provide leadership for school reform. This paper provides several strategies for improving leadership preparation.
Key Issue: Increasing Teacher Retention to Facilitate the Equitable Distribution of Effective Teachers
Author: Lasagna, Molly
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,School Personnel,Teacher Competencies,Teacher Persistence,Faculty Mobility,Teacher Recruitment,Beginning Teacher Induction,Mentors,Formative Evaluation,Beginning Teachers,Teaching Conditions,Merit Pay,Teacher Leadership

The term "teacher retention" refers to the ability to keep teachers on the job. In other words, it is the ability to reduce or eliminate teacher turnover. "Turnover" refers to the migration of teachers between schools or districts "and" the attrition of teachers from the profession (Ingersoll & Perda, 2009). From the perspective of a principal, both are problems of equal concern. From the perspective of a policymaker seeking to improve teacher quality systemwide, however, it is a more nuanced concern. One principal's turnover may be another principal's recruitment boon. If the latter principal is leading a hard-to-staff school, such migration may be welcomed as a move toward a more equitable distribution of teachers. Both migration and attrition are costly, with taxpayers losing approximately $2.2 billion per year to teacher migration and $2.7 billion per year to teacher attrition (Alliance for Excellent Education, 2005). Although the retention of ineffective teaches should of course be discouraged, increasing the retention of effective teachers in the profession will serve all principals well. In high-needs districts, where teacher turnover tends to be highest, improving teacher retention is particularly important. Tracking the movement of teachers between schools, districts, and states as well as into and out of the profession is a good first step to help policymakers and school leaders develop effective strategies for improving teacher retention. This Key Issue offers strategies to improve the retention of qualified and effective teachers in hard-to-staff schools.
Key Issue: Identifying Professional Contexts to Support Highly Effective Teachers
Author: Hirsch, Eric
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Effectiveness,Educational Change,Professional Identity,Identification,Needs Assessment,Quality of Working Life,Context Effect,Educational Strategies,Educational Improvement,Program Improvement,Teacher Improvement,Change Strategies,Educational Resources

Policymakers, practitioners, and researchers have long understood that teacher quality is the most important variable for the success of students. The context in which educators work is critical to their success and satisfaction; however, identifying and addressing the conditions that teachers want and need is difficult. Assessing context is not like analyzing other more neutral and quantifiable data points, such as student test scores and class size. The only way to get at issues of culture and collaboration is to ask educators themselves; however, getting honest, authentic input and dialogue can be challenging, especially in schools where the basic building blocks of a positive context--trust, time, and leadership--are not in place. Using information in a positive way toward school improvement is critical. This paper offers important ideas to consider when assessing and discussing professional context. This paper also offers strategies and resources that will help states, districts, and schools assess and take action to improve the professional cultures in which educators work.
Evidence-Based Mathematics Instruction Innovation Configuration
Author: McGraner, Kristin L.
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Mathematics Achievement,Evidence,Mathematics Instruction,Teacher Competencies,Student Evaluation,Instructional Innovation,Educational Indicators,Benchmarking,Alignment (Education),Professional Development,Integrated Activities,Teacher Education,Best Practices,Science Course Improvement Projects

This innovation configuration offers a set of quantifiable indicators of instructional excellence in mathematics. These indicators are related to improved achievement in mathematics and can be used to improve teacher competencies. The innovation configuration is offered as a means of evaluating and aligning teacher preparation and professional development activities to promote stronger learning in mathematics in accordance with recent recommendations of the National Mathematics Advisory Panel.
Innovation Configurations: Guidelines for Use in Institutions of Higher Education and Professional Development Evaluation
Author: National Comprehensive Center for Teacher Quality
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Evidence,Guidelines,Innovation,Teaching Methods,Preservice Teacher Education,Colleges,Teacher Education Programs,Professional Development,Feedback (Response),Academic Achievement,Educational Legislation,Federal Legislation,Teacher Distribution,Program Evaluation,Course Descriptions,Curriculum Evaluation

Teacher effectiveness, equitable distribution, and teacher preparation are inextricably linked. Recognizing that evidence-based practices account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the TQ Center (National Comprehensive Center for Teacher Quality) offers innovation configurations to promote the implementation of evidence-based instructional practices in teacher preparation activities, which is an allowable funding expenditure within ARRA (American Recovery and Reinvestment Act). Innovation configurations are designed to evaluate current teacher preparation and professional development by determining the extent to which evidence-based practices are taught, observed, and applied within teacher preparation and professional development programs. Use of innovation configurations advances collaborative practices and encourages an examination of the similarities, differences, and gaps among programs by answering two questions: (1) What types of instruction and experiences do teachers receive throughout their preparation and/or professional development that promote the use of evidence-based instructional practices?; and (2) To what extent are teachers and teacher candidates provided an opportunity to apply these strategies with explicit feedback and sustained implementation and support to ensure fidelity? Innovation configurations are designed to improve teacher education, which, in turn, can lead to improved student achievement. Use of innovation configurations to evaluate teacher education programs and professional development activities provides an overview of the competencies taught and practiced within general and special education teacher preparation programs. Innovation configuration results provide credible information about current practices and can be used as the basis or rationale for policy and program changes in teacher preparation and professional development programs at the district, state, and university levels. This document describes the content and purpose of innovation configurations, outlines their intended use as syllabus evaluation tools, and provides scoring guidelines and examples for clarification. (Contains 2 tables.)
Inclusive Services Innovation Configuration
Author: Holdheide, Lynn R.
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Disabilities,Special Education Teachers,Access to Education,Educational Innovation,Accessibility (for Disabled),Integrated Services,Inservice Teacher Education,Preservice Teacher Education,Program Descriptions,Regular and Special Education Relationship,Teacher Effectiveness,Benchmarking

Teacher preparation to deliver inclusive services to students with disabilities is increasingly important because of changes in law and policy emphasizing student access to, and achievement in, the general education curriculum. This innovation configuration identifies the components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels. These components can be used to evaluate general and special education teacher preparation and professional development programs. Preparation in these components will establish the foundation for increased participation of students with disabilities in the general education curriculum and improved results on high-stakes tests. This resource describes the content and purpose of innovation configurations, outlines their intended use as syllabus evaluation tools, and provides scoring guidelines and examples for clarification. (Contains 3 footnotes.)
Key Issue: Preparing Teachers Effectively for At-Risk Schools
Author: Lasagna, Molly
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Educational Change,School Effectiveness,Educational Improvement,Program Improvement,Teacher Education,Teacher Education Programs,Change Strategies,Educational Strategies,Educational Resources,Underachievement,Beginning Teachers,Disadvantaged Schools,Performance Factors

Improving teacher preparation for successful teaching in at-risk schools will help at-risk schools and districts by doing the following: (1) Create stability and growth by retaining teachers; (2) Address the equitable distribution of highly qualified teachers; (3) Break the cycle of outdated teaching methods and low expectations; and (4) Raise student achievement. This paper presents strategies in the preparation of beginning teachers for at-risk schools. A list of resources that provides helpful information about implementing the strategies is included. Some resources highlight the rationale for a strategy or the research base that supports it; others provide examples of how the strategy has been implemented elsewhere or practical toolkits that can assist school leaders in adopting these strategies.
100 Evening Schools. Bulletin, 1949, No. 4
Author: Kempfer, Homer
Date: 1949-00-00
Type: Historical Materials
Subjects: Adult Education,Evening Programs,Advisory Committees,Vocational Schools,Community Responsibility,Public Schools,Educational Administration,Curriculum Development,Attendance,Extracurricular Activities,Homework,School Libraries,School Schedules,Governance,Administrator Responsibility,School Personnel,Teachers,Teacher Supply and Demand,Teacher Persistence,Faculty Workload,Teacher Salaries,Supervision,Housing,Educational Finance,Financial Support,State Aid,Fees,Mass Media,Publicity,Information Dissemination,Dropouts,Credits

Education is an open-end process. It can, and should be, lifelong, and schools should leave the door open to all who are eager to learn--adults as well as children and young people. Our public schools are meeting this community responsibility in more and more ways--among them the evening school, which pioneered in adult education and continues to be one of the most effective ways of extending over. A recent survey by the U. S. Office of Education reveals that approximately half of all public school districts in communities with populations of 2,500 or more have evening or adult schools. These evening schools function as elementary schools, high schools, vocational schools, junior colleges, and institutions of several other types. Their number is growing. No general report of the status of evening schools has been made since the National Survey of Secondary Education monograph on &quot;Part Time Secondary Schools&quot; was issued by the Office of Education in 1933. While there is still a need for an intensive evaluation study of the administrative, supervisory, instructional, and promotional practices in evening programs, this study of 100 representative evening schools in 36 States should help to reveal their progress and prospects, and provide some milestones for further development in meeting the Nation-wide opportunities and obligations of adult education. This bulletin addresses: (1) Scope and method of this study; (2) Programs of evening schools; (3) Schedule; (4) Administrative and instructional staffs; (5) Supervision; (6) Lay advisory committees; (7) Housing; (8) Finance; (9) Promotion methods; and (10) Conclusions. Appended are a list of schools studied, alphabetical by State, and a list of selected references with brief descriptions. (Contains 10 footnotes.) [Best copy available has been provided.]
Science Teaching in Rural and Small Town Schools. Bulletin, 1949, No. 5
Author: Blough, Glenn O.
Date: 1949-00-00
Type: Guides - Classroom - Teacher
Subjects: Science Instruction,Teaching Methods,Science Activities,Interdisciplinary Approach,Rural Schools,Science Programs,Access to Education,Student Interests,Elementary Schools,Outdoor Education,Elementary School Science,Relevance (Education),Weather,Equipment,Soil Science,Natural Resources,Health Promotion,Science Experiments,Field Trips

Every child today is in contact with the results of scientific discovery and should have at least some understanding of the principles of modern science. The increasing complexities of the age in which we live make this imperative. For this reason, the study of science has become an essential part of the curriculum of every elementary rural and small-town school. There can be little question that an approach which enables the child to link up the basic principles of science with his own familiar experiences at home or on the farm gives the subject a greater immediate reality than if taught by more conventional methods. The weather, machines, plant and animal growth, and seasonal changes--these and many other phases of science are very real to children in rural schools. There is a need to help our children to learn about the science around them, to think more scientifically, to solve problems more successfully, and to grow in interest and appreciation of their wonderful environment. We believe that this booklet will afford a great deal of practical help to teachers of this subject by pointing out how the resources in the immediate environment may be helpful to teachers who want to improve their science teaching, how simple experiments may be used, how day-to-day science teaching may function as a part of the total school program, and how the interests and needs of children may be taken into account in planning the science program in elementary rural schools. An annotated, classified bibliography listing teacher resources and books for children is provided. [Best copy available has been provided.]
Accredited Higher Institutions, 1948. Bulletin, 1949, No. 6
Author: Wilkins, Theresa Birch
Date: 1949-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),State Agencies,Technical Institutes,Universities,Federal Government,Technical Education,Higher Education,Church Related Colleges,Professional Education,Chemistry,Engineering Education,Dental Schools,Forestry,Journalism,Law Related Education,Nursing Education,Social Work,Public Health,Teacher Education,Theological Education,Veterinary Medical Education,Medicine,Pharmaceutical Education,Library Science,Optometry,Music Education,Business Administration Education

In 1917 the Office of Education first published a compilation of the lists of institutions accredited by national, regional, and State accrediting agencies, and has issued a revision of this publication at approximately 4-year intervals. This edition is the eighth in the series, the last previous edition having been issued in 1944. The purpose for which this bulletin is issued is to provide information to college and university officers, State department of education officials, and college and high school students about accredited higher institutions. Increasingly Federal Government agencies are using the bulletin to aid in various phases of their work. Periodic revisions are necessary to record changes that occur in the lists of accredited institutions, in the standards or criteria by which the agencies evaluate institutions, and in the agencies responsible for accrediting. Since the publication of the 1944 edition, recognized accrediting agencies have extended their activities into the fields of the technical institutes, Bible colleges, and schools and departments of public health. The lists reproduced in this bulletin were those furnished by the accrediting agencies as of October 1948. This bulletin is divided into two parts. Part I contains a compilation of universities, colleges, junior colleges, and teacher-training institutions accredited by the Association of American Universities, by the regional associations and by State agencies. Part II contains lists of professional and technical schools, some or all of the units of which are accredited by or hold membership in the appropriate organization. Accreditation of undergraduate engineering curricula is given in tabular form. Accreditation of the technical institute type of program by the Engineers' Council for Professional Development is presented as a list with accredited curricula indicated. An index of institutions and associations is also included. Individual sections contain footnotes. [Best copy available has been provided.]
Petersburg Builds a Health Program. Bulletin, 1949, No. 9
Author: Bathurst, Effie G.
Date: 1949-00-00
Type: Historical Materials
Subjects: Health Programs,Health Education,Public Health,Adolescents,Grants,Municipalities,Demonstration Centers,Principals,Letters (Correspondence),Student Research,Program Descriptions,Health Promotion,School Health Services,School Community Relationship

This bulletin is about an invasion that was welcomed. It tells how boys and girls of Petersburg, West Virginia, invaded their town to learn and to serve. Hotels, school lunchroom, alleys, creeks and swamps, unused park area, and other resources were utilized. The young invaders were welcomed by the adult citizens of the town because the principal of the school had sent those who might be interested a letter asking them to receive the boys and girls and help them with a school health project. &quot;How healthful is Petersburg?&quot;--that's what the children wanted to know; and &quot;How can we help to make it more healthful?&quot; This bulletin tells how the boys and girls organized their campaign to get information. It explains why information was not enough, and how the campaign to get information was followed by cooperative plans for improvements when these were needed. The work described here was done by children, school staff, and patrons cooperatively. The Petersburg community was enabled to develop this health program partly through a grant from the W. K. Kellogg Foundation of Michigan to the West Virginia State Department of Education. The object of the grant was to establish 3-year demonstration centers in certain schools of the State, one of which was the Petersburg Elementary School, for experimenting with ways of improving school and community health. Among the goals of the demonstration center program were the following: (1) to discover means of making health education as functional as possible; and (2) to learn ways of using the community as a laboratory and a field of civic service in health improvement. It is the purpose of this bulletin to show how the Petersburg Elementary School and community achieved these goals and thus took several steps toward a way of life not only for today's citizens, but for tomorrow and the day after, and the day after that. (Contains 4 footnotes.) [Best copy available has been provided.]
Selected Bibliography on School Finance, 1933-1948. Bulletin, 1949, No. 14
Author: Covert, Timon
Date: 1949-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Finance,Bibliographies,School Support,Adult Education,Educational Policy,State Policy,Higher Education,Public Education,African American Education,Educational Legislation,Insurance,Elementary Secondary Education,Libraries,Taxes,Salaries,Secondary Schools,Income,Special Schools,School Statistics,Outcomes of Education,Educational Facilities,Transportation,Economic Climate,State Aid,Costs,Private Schools,School Funds,Federal Government,School Accounting,School Administration,Budgeting,Debt (Financial),Retirement Benefits,Economics,Efficiency,Equalization Aid

In 1932 the Office of Education published a bibliography on educational finance as one of the reports of the National Survey of School Finance (Bibliography on Educational Finance, 1923-31, U. S. Office of Education Bulletin 1932, No. 15). This bulletin contains a classified and annotated list of reports and studies published since that time, to be helpful to all persons concerned with providing educational facilities and the costs of providing them. The listing includes contents organized in these categories: (1) Ability to support schools; (2) Accounting and budgeting; (3) Administration costs; (4) Adult education; (5) Apportionment; (6) Bibliographies; (7) Bonds; (8) Building costs; (9) Business affairs; (10) Costs, general; (11) Costs vs. Efficiency; (12) Economies and good management; (13) Emergency funds; (14) Equalization of costs; (15) Federal government and school finance; (16) Foreign; (17) General; (18) Higher education costs; (19) Indebtedness; (20) Industrial depression and education; (21) Insurance; (22) Legislation; (23) Library costs; (24) Limitations on taxation; (25) Negro school costs; (26) Pensions and retirement pay; (27) Permanent funds; (28) Private school costs; (29) Safeguarding school funds; (30) Salaries; (31) Secondary school costs; (32) Sources of school revenue; (33) Special school costs; (34) State support; (35) Statistical; (36) State control; (37) Tax delinquencies; (38) Taxation; (39) Taxation exemptions; (40) Transportation costs; (41) Underlying financial implications; and (42) Value of education economically. [Best copy available has been provided.]