ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Education Identification in the Louisiana Scholarship Program. Technical Report. Louisiana Scholarship Program Evaluation Report #8
Author: Tuchman, Sivan
Date: 2017-06-00
Type: Reports - Research
Subjects: Scholarships,Special Education,Educational Vouchers,Private School Aid,School Choice,Private Schools,Disability Identification,Enrollment,Charter Schools,Disabilities,Educational Legislation,Equal Education,Federal Legislation,State Departments of Education,Selective Admission,Competitive Selection,Admission (School),Civil Rights Legislation,Educational Quality

The debate over school vouchers continues as more states offer government dollars to fund private schooling for students as a method of improving choice and quality in K-12 education. Previous research in the charter school sector has found that special education enrollment discrepancies between charters and traditional public schools is likely due to a mixture in parental choice making, differential identification practices, and the removal of special education labels. This study is the first experimental analysis of the impact of a enrollment in a private school choice program on special education identification and de-identification. Using data for almost 2,000 students who were randomly assigned to private schools in the Louisiana Scholarship Program (LSP), we find no statistically significant over impact of enrollment in a student's first choice school on being either identified or de-identified in special education. Analyzing annual trends results in lower probabilities of identification for students in the LSP in Year 2 and Year 3 of the program and higher probabilities of de-identification in Year 2.
Teacher Morale, Motivation and Professional Identity: Insight for Educational Policymakers from State Teachers of the Year. Teacher Researcher Policy Paper Series
Author: Bosso, David
Date: 2017-05-00
Type: Reports - Research
Subjects: Teacher Morale,Teacher Motivation,Professional Identity,Qualitative Research,Job Satisfaction,Educational Change,Self Efficacy,Resilience (Psychology),Professional Development,Teacher Attitudes,Psychological Patterns,Self Concept,Teaching (Occupation)

Informed by a qualitative study involving 24 individuals, each of whom has been recognized as a State Teacher of the Year, this report presents an exploration of the phenomena of teacher morale, motivation and perceptions of job satisfaction as related to professional identity and professional growth in the context of educational change. The findings presented in this report, as well as other sources reflective of the perspectives of State Teachers of the Year (see Bassett, Behrstock-Sherratt, Jacques, &amp; Olson, 2014; Basset et al., 2013), suggest that meaningful professional experiences, supportive and collaborative educational environments, opportunities for teacher leadership, and more direct involvement in the decisions that affect their work lives are significant sources of teachers' motivation, morale and professional identity development throughout one's teaching career.
KIPP Leadership Practices through 2010-2011. Technical Report
Author: Furgeson, Joshua
Date: 2014-06-05
Type: Reports - Research
Subjects: Public Schools,Charter Schools,Elementary Secondary Education,Principals,Leadership Qualities,Administrator Qualifications,Leadership Responsibility,Administrator Role,Personnel Selection,Administrator Characteristics,Leadership Training,Planning,Professional Development,Geographic Regions,Models,Competence,Questionnaires,Structured Interviews

The Knowledge Is Power Program (KIPP) is the largest public charter school network in the United States, with 141 elementary, middle, and high schools in the 2013-2014 school year. The network has grown rapidly from KIPP's first fifth grade classes in 1994 and plans to add 23 more schools in fall 2014. KIPP schools and regions are often cited as exemplars of successful charter schools and effective practices (Lake et al. 2012; Mathews 2009). Key elements of KIPP's model--the Five Pillars that helped lay the foundation for the &quot;No Excuses&quot; model--have strongly influenced the charter school community and even traditional public schools (Mathews 2009; Thernstrom and Thernstrom 2004; see Houston Independent School District's Apollo 20 program). In 2010, the KIPP Foundation won a competitive $50 million scale-up grant from the U.S. Department of Education's Investing in Innovation (i3) competition to further invest in the development of effective principals. Leadership practices are a key component of the KIPP model, and as the largest and one of the most influential charter school networks, KIPP leadership practices matter for American public education. This report seeks to describe KIPP leadership practices in place prior to receipt of the i3 grant. In this report, each chapter focuses on one research question: (1) How do KIPP regions and schools structure leadership roles? (Chapter II); (2) How do KIPP regions and schools select principals and build a leadership pipeline? (Chapter III); (3) How are KIPP leaders developed and evaluated? (Chapter IV); and (4) What is the transition process between leaders at KIPP schools? (Chapter V). This report focuses on leadership practices in spring 2011 to provide a baseline, or starting point, for examining how KIPP leadership practices change as i3 funding is distributed. It also aims to identify key leadership challenges and promising leadership practices, as part of an i3 grant commitment and consistent with KIPP's desire to share what it learns with other schools and educators.
Review of &quot;Charter School Funding: Inequity Expands&quot;
Author: Baker, Bruce D.
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Finance,Educational Equity (Finance),Equal Education,Expenditures,School Districts,Income,Criticism,Evidence,Validity,Comparative Analysis,Standards

The University of Arkansas Center for Education Reform's report on charter school funding inequities proclaims large and growing inequities between school district and charter school revenues, even after accounting for differences in student needs. But the report displays complete lack of understanding of intergovernmental fiscal relationships, which results in the blatantly erroneous assignment of &quot;revenues&quot; between charters and district schools. A district's expenditure can be a charter's revenue, since charter funding is in most states and districts received by pass-through from district funding, and districts often retain responsibility for direct provision of services to charter school students--a reality that the report entirely ignores when applying its resource-comparison framework. In addition, the report suffers from alarmingly vague documentation regarding data sources and methodologies, and it constructs entirely inappropriate comparisons of student population characteristics. Simply put, the findings and conclusions of the study are not valid or useful. Contains a list of combined notes and references. [This is one of a series of Think Twice think tank reviews. For &quot;Charter School Funding: Inequity Expands,&quot; see ED581409.]
Spaced Learning: The Design, Feasibility and Optimisation of SMART Spaces. Evaluation Report and Executive Summary
Author: O'Hare, Liam
Date: 2017-03-00
Type: Reports - Research
Subjects: Science Instruction,Teaching Methods,Repetition,Time Factors (Learning),Chemistry,Physics,Biology,Physical Activities,Program Effectiveness,Pilot Projects,Student Attitudes,Teacher Attitudes,Program Implementation,Randomized Controlled Trials,Foreign Countries,Program Development,Secondary School Science,Focus Groups,Pretests Posttests,Questionnaires,Intervention,Statistical Analysis,Regression (Statistics)

This report describes the development and pilot evaluation of SMART Spaces. This programme aims to boost GCSE science outcomes by applying the principle that information is more easily learnt when it is repeated multiple times, with time passing between the repetitions. This approach is known as &quot;spaced learning&quot; and is contrasted with a &quot;massed learning&quot; approach, where content is learnt all at once with no spacing. The development of the programme was led by a team from the Hallam Teaching School Alliance (HTSA). SMART Spaces prepares Year 9 and 10 students for GCSE examinations at the end of Year 10. Teachers were trained to deliver three lessons focused on chemistry, physics, and biology curriculum content, which were repeated over three consecutive days. Pupils did an unrelated physical activity in the spaces between intensive repetitions of science content. Teachers received one day of training and were provided with PowerPoint slides to deliver during the lessons. The Centre for Evidence and Social Innovation (CESI) at Queen's University Belfast (QUB) worked with HTSA to develop SMART Spaces, test its feasibility, and test three different approaches to arranging the spaced learning across the three days (see Table 1). Key conclusions are as follows: (1) The spaced learning principle is based on relatively strong evidence and this pilot suggests that SMART Spaces has evidence of promise; (2) This pilot study demonstrated that SMART Spaces can feasibly be delivered in English schools. Both teachers and pupils appeared to enjoy and engage with the programme; (3) Teachers generally reported that they delivered SMART Spaces lessons as prescribed and did not make major alterations; (4) The small randomised controlled trial (RCT) provided some preliminary evidence that the most promising approach to spaced learning combines the use of both ten-minute and 24-hour spaces between curriculum content. However, this was a small study and a larger trial is needed to better understand the impact of the programme; and (5) SMART Spaces is ready for a larger RCT to evaluate its impact on GCSE attainment. The evaluation team suggest an efficacy trial at the next stage with further exploration of feasibility using both qualitative and quantitative measures (particularly the engagement questionnaire included in this study, which can help monitor this significantly related implementation factor). A key unanswered question at this point is the cumulative effect of SMART Spaces if used throughout the school year.
IDRA Newsletter. Volume 43, No. 1
Author: Goodman, Christie L., Ed.
Date: 2016-01-00
Type: Collected Works - Serial
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Scaffolding (Teaching Technique),Transformational Leadership,Leadership Responsibility,Student Diversity,Cultural Differences,Access to Education,Rural Schools

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Language and includes: (1) Three Teaching Strategies for Scaffolding Instruction for English Learners in the Content Classroom (Paula Johnson); (2) Transformative and Effective School Leadership in Culturally Diverse Environments (Rosana G. Rodríguez and Abelardo Villarreal); and (3) Giving English Learners Access to Language and Curriculum in Rural Arkansas (Kristin Grayson).
The Promise of Motivational Interviewing in School Mental Health
Author: Frey, Andy J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Counseling Techniques,Interviews,Mental Health,School Counseling,Intervention,Academic Achievement,Mental Health Programs,School Health Services,Fidelity

In recent years, the science of developing and implementing interventions addressing school-related risk factors has produced many advances. This article addresses the promise of a cross-disciplinary practice approach known as motivational interviewing in school settings. Specifically, the supporting evidence as well as the process and principles of motivational interviewing are described for those unfamiliar with motivational interviewing nomenclature. A description of recent school-based innovations using the principles of motivational interviewing is then provided. Next, some potential applications for applying the motivational interviewing approach in educational settings to enhance the adoption, development, and implementation of effective school-based interventions designed to promote academic achievement and prevent or ameliorate challenging behavior are proposed. The article concludes with a discussion of future directions of motivational interviewing approaches within the context of school mental health.
IDRA Newsletter. Volume 43, No. 3
Author: Goodman, Christie L., Ed.
Date: 2016-03-00
Type: Collected Works - Serial
Subjects: College Preparation,College Readiness,Stakeholders,High School Graduates,Academic Aspiration,School Counseling,Academic Achievement,Transitional Programs,Transformational Leadership,School Turnaround,Immigrants,Student Rights,Public Schools,School Registration

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on College Preparedness and includes: (1) Ready Texas: Gathering Stakeholder Input to Guide Research on New Texas High School Graduation Plans (Laurie Posner); (2) Beyond the College T-shirt Days--Transition Counseling to Ensure College Success (Aurelio M. Montemayor); (3) Leaders Turn Around Schools--Transformational Equity Focus Makes College Readiness a Priority (Nilka Avilés); and (4) Immigrant Students' Rights to Attend Public Schools: Alert for Registering Students for School.
IDRA Newsletter. Volume 43, No. 5
Author: Goodman, Christie L., Ed.
Date: 2016-05-00
Type: Collected Works - Serial
Subjects: Intergenerational Programs,Leadership Training,Youth Programs,Student Leadership,Social Problems,Interpersonal Communication,Dialogs (Language),Discussion (Teaching Technique),Peer Influence,College Bound Students,Graduation Requirements,Stakeholders,Postsecondary Education

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Student Voice and includes: (1) Youths in Action--Intergenerational Leadership (Aurelio M. Montemayor); (2) The Role of Conversation in the Classroom--Promoting Student Voice through Instructional Dialogue (Paula Johnson); (3) Students Become Leaders in their Community to Support Peers on the Path Toward College (Aurelio M. Montemayor); and (4) Implementation of New Texas Graduation Requirements Needs Further Study--Ready Texas: Stakeholder Convening Proceedings Report Released.
Unlocking Potential: How Political Skill Can Maximize Superintendent Effectiveness
Author: Hill, Paul
Date: 2018-01-00
Type: Reports - Research
Subjects: Superintendents,Administrator Effectiveness,Administrator Role,Transformational Leadership,Educational Change,Educational Cooperation,Board Administrator Relationship,Central Office Administrators,Unions,Teacher Administrator Relationship,Principals,School Community Relationship,Philanthropic Foundations,State Government,Government School Relationship,Federal Government,Reputation,Labor Turnover,Organizational Communication

Local superintendents must do an important job while equipped with, at best, modest authority. Superintendents are ultimately responsible for all the schools in their district, and they at least nominally supervise everything that happens in those schools. Yet superintendents cannot count on obedience or even support from the people who work for them, given that both educators and administrators possess wide discretion in implementation. This paper is written to help current and potential superintendents see the full scope of their role and how leaders from various backgrounds can approach it. In a series of studies beginning in the late 1980s, the authors have interviewed superintendents about their successes and failures in building civic support for needed initiatives. The paper draws examples from this earlier work, as well as from Center on Reinventing Public Education's (CRPE's) ongoing tracking of developments in reform-driven cities and the experiences of other public officials whose ability to overcome the structural limitations of their roles offer important lessons for district leadership. Most superintendents, current and aspiring, understand the importance of getting along with other power centers in the school system and the community at large. This paper goes further by attempting to show how superintendents can build coalitions and thereby exercise real power to accomplish things that conventional wisdom would say are beyond them.
IDRA Newsletter. Volume 43, No. 7
Author: Goodman, Christie L., Ed.
Date: 2016-08-00
Type: Collected Works - Serial
Subjects: Educational Environment,Culturally Relevant Education,Teaching Methods,Immigrants,Migrant Children,Student Rights,Public Schools,Access to Education,Student Diversity,Instructional Effectiveness,Educational Quality,Elementary Secondary Education,Privacy,Educational Legislation,Parent Rights,Student Records,Court Litigation

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Fostering Culturally Diverse Learning Environments (Paula Johnson); (2) Unlocking Instruction Through Structured Teaching (Nilka Avilés); (3) Positive School Climates and Diverse Populations (Kristin Grayson); and (4) Immigrant Students' Rights to Attend Public Schools--School Opening Alert.
Strengthening the Assessment Trajectory: Engaging Educators in the Policy Process. Making a Measurable Difference: Case Studies from the High-Quality Assessment Project
Author: McClellan, Catherine
Date: 2018-00-00
Type: Reports - Research
Subjects: Student Evaluation,Educational Quality,Standardized Tests,Test Items,Summative Evaluation,Case Studies,Partnerships in Education,Consortia,Comparative Analysis,Instructional Improvement,Test Construction,Teacher Participation,Test Reliability,Test Validity,Test Use

Great teachers recognize great assessments. As policy and education leaders work to make sure state tests are measuring the problem-solving, writing, and critical-thinking skills students need for success, they should convene and rely on teachers to review test quality and help answer the question: Do the questions on our state test reflect excellent instruction? Nearly every state has reworked its summative assessment over the past few years to try to better measure skills and knowledge that prepare students for success after high school. Two large groups of states collaborated to create the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced assessments, which were designed to be more innovative and of higher quality than states could produce on their own. With so many states using PARCC and Smarter Balanced as their new state assessments, the National Network of State Teachers of the Year (NNSTOY) has been gathering teacher leaders from around the country to put these claims to the test, comparing these two new state tests against older state tests. These teachers--publicly recognized as exceptional classroom instructors--looked carefully at how well test questions reflected skills and knowledge their students should be learning and how the tests could be improved. This report gathers their main messages for administrators, policymakers, advocates, and parents about improving quality of student assessments and better engaging educators. Five lessons emerged during this case study: (1) Seeing assessment through &quot;students' eyes&quot; changes instruction for the better; (2) Examining state tests helps educators inform the design and use of assessment throughout the education system; (3) Fewer high-quality assessments that align with excellent instructional practices are worth the investment; (4) By contributing first-hand knowledge of students and instruction, teacher perspectives can help strengthen state--and local--assessments; and (5) More teachers should have opportunities to participate in assessment development and reviews.
The Motivational Interviewing Navigation Guide: A Process for Enhancing Teachers&apos; Motivation to Adopt and Implement School-Based Interventions
Author: Frey, Andy J.
Date: 2013-00-00
Type: Tests/Questionnaires
Subjects: Teacher Motivation,Adoption (Ideas),Intervention,Mental Health Programs,Motivation Techniques,Guides,Fidelity,Barriers,Program Implementation,School Health Services,Teacher Role

There is a critical need to engage theory-driven research related to the deployment of mental health promotion initiatives and student outcomes. A growing body of research supporting the use of motivational interviewing and engagement strategies in education suggests that this approach may be promising to better understand mechanisms through which coaches, mentors or consultants influence the change in behaviour and improve the implementation of effective practices. Motivational interviewing is a specific approach to engagement that works to raise motivation for fostering change, and may also serve as a useful approach for maximizing teachers' roles within school-based mental health promotion efforts. In this article, we describe the Motivational Interviewing Navigation Guide (MING), which consists of a five-step process to motivate teachers to implement critical features of an intervention with fidelity. In addition, the potential barriers to implement the MING approach, as well as recommendations for future research were discussed. [This article was published in &quot;Advances in School Mental Health Promotion&quot; (EJ1088405).]
Motivational Interviewing as a Framework to Guide School-Based Coaching
Author: Lee, Jon
Date: 2014-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Counseling Techniques,Coaching (Performance),Behavior Change,Behavior Theories,Intervention,Fidelity,Program Implementation,Faculty Development,Feedback (Response)

In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., &amp; Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice. [This article was published in &quot;Advances in School Mental Health Promotion&quot; (EJ1088366).]