ethanporcaro/eric-fulltext-meta huggingface dataset:
Personal Competencies as Propellants of All Learning. Connect: Making Learning Personal
Author: Layng, Joe
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Minimum Competencies,Minimum Competency Testing,Measurement Techniques,Academic Standards,Skills,Study Habits,Learning Readiness,Personality Traits,Individualized Instruction,Lesson Plans,Teaching Methods,Educational Practices,Educational Innovation

This field report is the seventh in a series produced by the Center on Innovations in Learning's League of Innovators. The series describes, discusses, and analyzes policies and practices that enable personalization in education. This report introduces sessions from the &quot;Conversations with Innovators&quot; event held at Temple University, June 22-23, 2016. In each of three sessions, pairs of experts (each of whom had written a chapter in the &quot;Handbook on Personalized Learning for States, Districts, and Schools&quot;) made brief 5-7 minute presentations on the designated topic, after which the floor was then opened for participants' questions and discussion. This issue of &quot;Connect&quot;, presents Session 1 of the forum: &quot;Personal Competencies as Propellants of All Learning&quot;. Sam Redding and T. V. &quot;Joe&quot; Layng were the presenters and respondents. The eighth and ninth &quot;Connect&quot; issues will present, respectively, questions arising from Session 2, &quot;Personalizing Instruction: Student Voice and Choice&quot; with Melinda S. Sota and Karen Mahon and Session 3, &quot;Information Technologies to Advance Teaching and Learning&quot; with Janet S. Twyman and Ryan Baker. [For the &quot;Handbook on Personalized Learning for States, Districts, and Schools,&quot; see ED568173; for the eighth issue of &quot;Connect,&quot; see ED568180; and for the ninth issue of &quot;Connect,&quot; see ED568181.]
Personalizing Instruction: Student Voice and Choice. Connect: Making Learning Personal
Author: Sota, Melinda S.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Student Attitudes,Student Empowerment,School Choice,Institutional Role,Program Implementation,Educational Technology,Usability,Educational Change,Change Strategies

This field report is the eighth in a series produced by the Center on Innovations in Learning's League of Innovators. The series describes, discusses, and analyzes policies and practices that enable personalization in education. This report introduces sessions from the &quot;Conversations with Innovators&quot; event held at Temple University, June 22-23, 2016. In each of three sessions, pairs of experts (each of whom had written a chapter in the &quot;Handbook on Personalized Learning for States, Districts, and Schools&quot;) made brief 5-7 minute presentations on the designated topic, after which the floor was then opened for participants' questions and discussion. This issue of &quot;Connect&quot; presents Session 2, which addressed the topic: &quot;Personalizing Instruction: Student Voice and Choice.&quot; Melinda S. Sota and Karen Mahon were presenters' and respondents. The ninth &quot;Connect&quot; issue will present Session 3, and address: &quot;Information Technologies to Advance Teaching and Learning&quot; with Janet S. Twyman and Ryan Baker. [For the &quot;Handbook on Personalized Learning for States, Districts, and Schools,&quot; see ED568173; for the seventh issue of &quot;Connect,&quot; see ED568179; and for the ninth issue of &quot;Connect,&quot; see ED568181.]
Information Technologies to Advance Teaching and Learning. Connect: Making Learning Personal
Author: Baker, Ryan
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Technology Uses in Education,Technology Integration,Educational Improvement,Educational Innovation,Individualized Instruction,Evidence Based Practice,Outcome Measures,Cheating,Measurement Objectives,Data,Information Utilization,Data Collection,Access to Information,Student Records,Information Policy

This field report is the ninth in a series produced by the Center on Innovations in Learning's League of Innovators. The series describes, discusses, and analyzes policies and practices that enable personalization in education. This report introduces sessions from the &quot;Conversations with Innovators&quot; event held at Temple University, June 22-23, 2016. In each of three sessions, pairs of experts (each of whom had written a chapter in the &quot;Handbook on Personalized Learning for States, Districts, and Schools&quot;) made brief 5-7 minute presentations on the designated topic, after which the floor was then opened for participants' questions and discussion. This issue of &quot;Connect&quot; presents Session 3, which addressed &quot;Information Technologies to Advance Teaching and Learning&quot; with Janet S. Twyman and Ryan Baker as presenters' respondents. [For the &quot;Handbook on Personalized Learning for States, Districts, and Schools,&quot; see ED568173; for the seventh issue of &quot;Connect,&quot; see ED568179; and for the eighth issue of &quot;Connect,&quot; see ED568180.]
Linking the ACT ASPIRE Assessments to NWEA MAP Assessments
Author: Northwest Evaluation Association
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Tables (Data),Benchmarking,Scoring Formulas,Scores,Equated Scores,Reading Tests,Mathematics Tests,Cutting Scores,Classification,Accuracy,Probability,Performance Based Assessment,Reliability,Predictive Validity,Summative Evaluation

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after the test is redesigned or changed. Concordance tables provide a useful tool for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Recently, NWEA completed a concordance study to connect the scales of ACT® Aspire™ reading and math with those of the MAP Reading and MAP for Mathematics assessments. This report presents the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the Aspire reading and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that estimate the probability of receiving a Level 3 (i.e., &quot;Ready&quot;) or higher performance designation on the Aspire assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used this study is provided in the Appendix.
The Public and Public Education: A Cousins Research Group Report on Public Education in Democracy
Author: Mathews, David
Date: 2016-00-00
Type: Collected Works - General
Subjects: Public Education,Public Schools,Democracy,Democratic Values,Citizenship Education,School Community Relationship,Role of Education,Accountability,Social Influences

This Cousins Research Group report includes two articles by Kettering Foundation president David Mathews that were published previously. &quot;The Public for Public Schools Is Slipping&quot; was first published in &quot;Education Week&quot; in 1995. The second piece, &quot;Putting the Public Back into Public Education: An Old-Fashioned Remedy for a Troubled Relationship,&quot; appeared in the Summer 2015 issue of the &quot;National Civic Review.&quot; Both pieces look at the growing disconnect between the schools and the public they serve. They suggest that the usual institutional responses to repair the troubled relationship (e.g., standardized tests or better public relations) have failed to remedy the problem. The key to bridging the divide between the schools and the public may actually be found on the citizens' side. Mathews observes, &quot;Citizens themselves and their organizations have to be actors who bring educational resources in the community to complement what the schools do.&quot;
NWEA FAQ: RIT Scale Norms
Author: Northwest Evaluation Association
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Benchmarking,Value Added Models,Academic Standards,Student Improvement,Academic Achievement,Statistical Data,Research Methodology,Achievement Rating,Achievement Gains,Differences,Educational Change

Northwest Evaluation Association™ (NWEA™) conducts norming studies every several years to provide the best and most up-to-date information we can about student achievement and growth to better support educational decision-making. It is an important part of our commitment to our partners. The most recent NWEA norms were released in July 2015. Just as we expect student performance to change with time, norms of student performance will change correspondingly. For 2015, several factors may have influenced how the US school-age population performed on Measures of Academic Progress® (MAP®) assessments of language usage, mathematics, and reading over the 2011-12, 2012-13, and 2013-14 school years. Prominent among these possible factors are the introduction of Common Core instruction and Common Core versions of MAP. But as with all empirical studies, changes in scope and data necessitated changes in statistical design and analyses. The methodological improvements introduced in the 2015 norms have resulted in a set of norms that are more representative of the US school-age population than previous NWEA norms. Methodological changes involved differences in the way post-stratification weights were developed and the way growth was modeled. Details of these changes are addressed more thoroughly in the 2015 Norms Study. As a result of the improved methodology, partners can expect some differences from previous norms, as explained below.
2015 NWEA Measures of Academic Progress Normative Data
Author: Northwest Evaluation Association
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Outcome Measures,Difficulty Level,Achievement Gains,Achievement Rating,Student Records,Test Norms,Mathematics Achievement,Science Achievement,Reading Achievement,Language Acquisition,Rating Scales,Benchmarking,Data

By using carefully constructed measurement scales that span grades, Measures of Academic Progress (MAP) interim assessments from Northwest Evaluation Association™ (NWEA™) offer educators efficient and very accurate estimates of student achievement status within a subject. Before achievement test scores can be useful to educators, however, they need to be evaluated within a context. The RIT Scale is a curriculum scale that uses individual item difficulty values to estimate student achievement. An advantage of the RIT scale is that it can relate the numbers on the scale directly to the difficulty of items on the tests. In addition, the RIT scale is an equal interval scale. Equal interval means that the difference between scores is the same regardless of whether a student is at the top, bottom, or middle of the RIT scale, and it has the same meaning regardless of grade level. To that end, 2015 RIT Scale Norms allow educators to compare achievement status-and changes in achievement status (growth) between test occasions-to students' performance in the same grade at a comparable stage of the school year. This contextualizing of student performance: (1) helps teachers as they plan instruction for individual students or confer with parents; (2) supports school and district administrators as they focus on allocating resources; and (3) empowers school staff as they work to improve all educational outcomes. The 2015 NWEA RIT Scale Norms Study provides status and growth norms for individual students as well as for schools on each of the four RIT scales: Reading, Language Usage, Mathematics, and General Science. The study's results are based on K-11 grade level samples. Each sample is comprised of 72,000 to 153,000 student test records from approximately 1000 schools. These numbers vary by subject. These samples were drawn randomly from test record pools of up to 10.2 million students attending more than 23,500 public schools spread across 6,000 districts in 49 states. Rigorous procedures were used to ensure that the norms were representative of the U.S. school-age population. Since MAP assessments can be administered on a schedule designed to meet a school's needs, tests can be administered at any time during the school year. The 2015 norms adjust for this scheduling flexibility by accounting for instructional days, allowing more valid comparisons for status and growth.
Pewaukee School District, Wisconsin. Case Study: Measures of Academic Progress
Author: Northwest Evaluation Association
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Case Studies,Academic Achievement,Achievement Gains,School Districts,School Effectiveness,Computer Assisted Testing,Outcome Measures,Evaluation Utilization,Change Strategies,Educational Improvement

For more than a decade, Pewaukee School District Superintendent JoAnn Sternke has watched her district get better and better at its mission: opening the door to each student's future. The Wisconsin district began using Measures of Academic Progress® (MAP®) computer adaptive interim assessments from Northwest Evaluation Association™ (NWEA™) in 2004 as a tool to improve student growth. After years of effort by educators, staff, and students to advance academic achievement, Pewaukee School District (PSD) now boasts one of the highest graduation rates in the state. In 2013, they received another tangible marker of success: the Malcolm Baldrige National Quality Award, the highest presidential honor given to American organizations for performance excellence. School leadership credits educators' increasingly sophisticated use of high-quality assessment data with improvements in classroom learning and programmatic effectiveness.
Our Lady of Hungary Catholic School, Indiana. School Achieves Double-Digit Growth with the Help of Interim and Classroom Formative Assessment Data. Case Study: Measures of Academic Progress &amp; Professional Development.
Author: Northwest Evaluation Association
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Catholic Schools,School Turnaround,School Administration,Formative Evaluation,Educational Improvement,Achievement Gains,Case Studies,Faculty Development,Outcome Measures,School Effectiveness,Change Strategies

In 2014, South Bend's Our Lady of Hungary Catholic School welcomed its third principal in four years: Kevin Goralczyk, an Indiana native and seasoned educator. Together with the parish's pastor, Reverend Kevin Bauman, Principal Goralczyk began exploring how OLH could raise its pre-K-8 student achievement and better support teachers and staff serving a fast-changing school population. Both leaders looked for solutions aligned with their school's &quot;Excellence for Everyone&quot; mantra, which led them to partner with Northwest Evaluation Association™ (NWEA™). The school saw significant changes during their first year using Measures of Academic Progress® (MAP®) interim assessments, Children's Progress Academic Assessment™ (CPAA™) early learning skills assessment, and NWEA professional development focused on classroom formative assessment strategies. Student growth accelerated, teachers' skills strengthened, and students become more engaged with their personal learning journeys.
Impact of Organisational Factors on the Knowledge Sharing Practice of Teachers Working in Higher Education Sector
Author: Areekkuzhiyil, Santhosh
Date: 2016-08-00
Type: Journal Articles
Subjects: College Faculty,Sharing Behavior,Organizational Climate,Organizational Culture,Performance Factors,Knowledge Management,Predictor Variables,Teacher Surveys,Least Squares Statistics,Foreign Countries

The current study aims to explore the various organizational factors that influence the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various organizational factors on the knowledge sharing practices of teachers working in higher education sector. The data required for the study has been conveniently collected from 250 teachers working in various higher educational institutions in the Kerala state. The study used PSL-SEM for analysis and found that the organizational factors explain 63.7% the knowledge sharing practice among the teachers working in the higher education sector of the state. Each organizational factor selected in the study influence significantly the knowledge sharing practice.
Learner and Teacher Perception on Difficulties in Learning and Teaching Mathematics: Some Implications
Author: Abdul Gafoor, K.
Date: 2015-12-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Teacher Attitudes,Learning Problems,Mathematics Instruction,High School Students,Secondary School Teachers,Surveys,Questionnaires,Environmental Influences,Affective Behavior,Difficulty Level,Learning Strategies,Cognitive Ability,Self Efficacy,Memory,Teacher Effectiveness,Concept Formation,Student Behavior,Help Seeking,Attention,Student Motivation,Foreign Countries,Qualitative Research,Statistical Analysis

Mathematics holds a relevant and unique place in the school curriculum as it is important for a better living of the individual. But, it is known that most of the students are considering mathematics as difficult. This study examines the difficulties perceived by high school students and teachers in learning and teaching mathematics. Two hundred 9th standard students and fourteen mathematics teachers participated in the survey. The questionnaires on perception of students and teachers, comprises closed as well as open ended items. The study incorporated cognitive, affective and environmental reasons that contribute to the difficulty in learning mathematics. The factors that make mathematics difficult for students to learn included difficulty in remembering the content learned in the previous classes, rapid forgetting of the learned material and the difficulty in understanding mathematics concepts. Further analysis revealed that students who feel mathematics highly difficult tends to believe that they lacks in learning strategies. Such students have lack of self efficacy and feel more difficulty in understanding mathematics. Students who feel Mathematics as highly difficult tends to forget it faster. Conversely students who feel mathematics as fairly easy reports their teachers teaching them well and understanding the concepts quickly. It was noted that the students who feel Mathematics as highly difficult tends to leave the task with little effort than those who feel the subject easy. According to teachers, students' lack of effort and prerequisites are the major reasons for mathematics being a difficult subject for students. Reluctance to seek help from others, inattention in the classroom and students' lack of motivation were also perceived to contribute toward difficulty in learning mathematics. Teachers reported also that, lack of relevant prerequisites, difficulty in speedy grasping of the concepts and more number of students in a classroom are causing difficulty in teaching mathematics. The findings indicate the need for teachers to realize the importance of making school mathematics interesting for students to take effort in learning it. The result is discussed in relation to students' beliefs and study strategies.
Wellness Model of Supervision: A Preliminary Analysis
Author: Lenz, Alan Stephen, Jr.
Date: 2011-04-29
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Wellness,Supervision,Masters Programs,Graduate Students,Counselor Training,Pretests Posttests,Counselor Qualifications,Comparative Analysis,Program Effectiveness,Statistical Analysis,Well Being,Job Skills,Control Groups,Experimental Groups,Surveys,Stress Management,Coping

This study compared the effectiveness of the Wellness Model of Supervision (WELMS; Lenz &amp; Smith, 2010) against other models of supervision for developing the wellness constructs, total personal wellness, and helping skills among CITs. Participants in were 44 masters level Caucasian counseling students (9 men) completing their practicum and internship requirements in a CACREP accredited counseling program who were Caucasian (N = 27) Hispanic/ Latino (N = 12) and African American (N = 5) young adults (M = 32 years, SD = 9.96) of predominately heterosexual affectional orientation (96%). Pretest and Posttest measures of wellness construct, total wellness, and counseling skills were analyzed using a Split Plot Analysis of Variance. Results indicated that participants in the WELMS condition developed their personal construct of wellness and total wellness noticeably more when compared to participants receiving other models of supervision. Additionally, no differences in counseling skills development were noted between groups suggesting that the WELMS does not negate essential functions of supervisory and training practices. Implications for counselor development, meeting ethical requirements for self-care and monitoring, demonstrating student learning outcomes, and conducting empirical evaluations of supervisory practices are provided. The following are appended: (1) Preliminary Questionnaire; and (2) Counseling Skills Scale-Modified.