ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of "Charter-School Management Organizations: Diverse Strategies and Diverse Student Impacts"
Author: Fuller, Bruce
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Urban Schools,Charter Schools,Middle Schools,Low Income,Educational Change,Low Income Groups,Nonprofit Organizations,Organizational Effectiveness,Academic Achievement,Middle School Students,Achievement Gains,Scores,Outcomes of Education,Enrollment,School Administration

This report details how charter schools are increasingly run by private, nonprofit management organizations called charter school management organizations (CMOs). The researchers find that most CMOs serve urban students from low-income families, operate small schools that offer more instructional time, and attract teachers loyal to each school's mission, based on survey data and site visits. The authors conducted an impact analysis focused only on middle school grades, finding that a small fraction of CMO-run middle schools boosted achievement growth at notable levels. But on average, student performance in the CMO-run schools did not outpace achievement growth in other charters or in host districts for a statistically matched set of students. This review finds that the report offers an objective assessment of the comparative benefits for middle-school students of a highly select set of CMOs. It also helps to identify organizational features that operate in successful CMO-run schools that are modestly associated with stronger student growth in the middle grades. However, the authors downplay aspects of their methodology that resulted in significant selectivity concerning which CMOs were studied, raising questions regarding the population of charter schools to which they hope to generalize. (Contains combined notes and references.) [For related report, "Charter-School Management Organizations: Diverse Strategies and Diverse Student Impacts. Updated Edition," see ED528536.]
Systems and Cycles: Learning about Aquatic Ecosystems
Author: Hmelo-Silver, Cindy E.
Date: 2011-00-00
Type: Reports - Research
Subjects: Middle School Students,Science Instruction,Ecology,Earth Science,Intervention,Computer Uses in Education,Instructional Effectiveness

In this research, the authors present both the design and preliminary testing of a technology-intensive classroom intervention designed to support middle schools students' understanding of an aquatic ecosystem. The goals of their intervention are to help learners develop deep understanding of ecosystems and to use tools that make the relationships between a system's structures, behaviors, and functions explicit. This comes from data in three public middle schools in suburban school districts in the Northeastern United States. Four teachers used the instructional intervention was conducted during regular science classes. (Contains 4 figures and 2 tables.)
Relations between Mathematical Knowledge for Teaching, Mathematics Instructional Quality, and Student Achievement in the Context of the "Responsive Classroom (RC)" Approach
Author: Ottmar, Erin R.
Date: 2011-00-00
Type: Reports - Research
Subjects: Knowledge Base for Teaching,Mathematics Instruction,Instructional Effectiveness,Mathematics Achievement,Elementary School Teachers,Elementary School Students,Grade 3,Intervention,Classroom Environment

Despite over thirty years of theoretically based research investigating "how" teacher mathematical knowledge and instructional practice relate to student learning, it is still largely unclear how these constructs are related, and policy makers and practitioners are still situated in a context with insufficient data to make decisions. Thus, there is a need for further research that examines the credibility of such theories and understands the mechanisms behind "how" teacher knowledge (MKT) influences the mathematics instructional quality (MIQ) and promotes student achievement, particularly in large samples of teachers and children. In addition, although much work has been dedicated to testing the efficacy of social emotional learning (SEL) interventions for promoting academic growth, there is very little research that integrates SEL and math. This study has two goals. First, this study aims to validate existing theoretical frameworks and question and/or replicate initial findings about how mathematical knowledge for teaching, instructional practices, and student learning are related. Specifically, this study examines the direct and indirect relations of these constructs, as guided by the following four questions: (a) What is the relation between higher MKT and improved student achievement?; (b) What is the relation between higher MKT and higher quality of instruction?; (c) What is the relation between higher quality instruction and improved student learning?; and (d) Is MKT indirectly related to student mathematics achievement through instructional quality? To the authors' knowledge, no large quantitative study to date has examined how teacher knowledge and MIQ collectively contribute to student achievement, or have tested the potential role of mathematics instructional quality as a mediator between teacher knowledge and student achievement. This has largely been due to the complexity of reliably measuring the quality of instruction in the math classroom (Kersting, et al., 2010). This study addresses these gaps by using multiple methods (i.e. teacher-report, direct assessment, and classroom observations), which together can provide important information about the complex relations between these constructs. Second, this study examines the extent to which the Responsive Classroom (RC) approach strengthens the relations between MKT, MIQ, and achievement (compared to teachers delivering "business as usual" instruction). By looking at intervention and control schools simultaneously, this study is able to better understand the processes by which teacher knowledge and SEL interventions can facilitate higher quality instruction and student outcomes. (Contains 1 table and 1 figure.)
Assessing Early Impacts of School-of-One: Evidence from the Three School-Wide Pilots
Author: Kemple, James J.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Individualized Instruction,Middle School Students,Pilot Projects,Program Effectiveness,Mathematics Achievement

So1 is a new, individualized, technology-rich math program being implemented in three New York City middle schools. The program offers a high level of customization for each student, both in the content and material with which students engage, and in the teaching and learning modalities that are used to enhance students' mastery of the material. Student, teacher, and parent surveys as well as ongoing assessment information inform how the program is tailored for each student. So1 is the recipient of a three-year, five million dollar Investing in Innovation (I3) development grant from the federal Department of Education, and was named one of the top fifty inventions of 2009 by Time magazine. The proposed paper evaluates the effectiveness of So1 in improving math test scores in its first year of complete implementation. While the study adds to previous research on So1 conducted by the Education Development Center for Children and Technology (CCT) and the New York City Department of Education (NYCDOE), our study is the first independent evaluation of this new, expanding program. This study's preliminary assessment of impact will contribute to program development for future I3 development as So1 continues to evolve. (Contains 4 footnotes.)
An Illustrative Case Study of the Heuristic Practices of a High-Performing Research Department: Toward Building a Model Applicable in the Context of Large Urban Districts
Author: Munoz, Marco A.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Urban Schools,Heuristics,Information Services,Case Studies,School Districts,Departments,Accountability,Educational Planning,Educational Research,Information Needs,Educational Policy,Educational Theories,Standards,Decision Making,Educational Practices,Formative Evaluation,Management Systems,Summative Evaluation,Evaluation Methods,Data Analysis,Student Evaluation,Program Evaluation

This case study provides an illustration of the heuristic practices of a high-performing research department, which in turn, will help build much needed models applicable in the context of large urban districts. This case study examines the accountability, planning, evaluation, testing, and research functions of a research department in a large urban school system. The mission, structural organization, and processes of research and evaluation are discussed in light of current demands in the educational arena. The case study shows how the research department receives requests for data, research, and evaluation from inside and outside of the educational system, fulfilling its mission to serve the informational needs of different stakeholders (local, state, federal). Four themes related to a school district research department are discussed: (1) basic contextualization, (2) deliverables of work, (3) structures and processes, and (4) concluding reflections about implications for policy, theory, and practice. Topics include the need for having an evaluation model and the importance of having professional standards that guarantees the trustworthiness of data, research, and evaluation information. The multiple roles and functions associated with supplying data for educational decision making is highlighted.
Student Assignment in the Middle Grades towards Academic Success for All Students. Policy Statement. Issue 1
Author: National Forum to Accelerate Middle-Grades Reform
Date: 2001-02-00
Type: Reports - Descriptive
Subjects: Assignments,Ability Grouping,Educational Change,Middle Schools,Academic Achievement

Schools across the country are struggling with how to group students for instruction.  Ability grouping is a divisive issue among parents, teachers, and policymakers.  Members of the National Forum to Accelerate Middle-Grades Reform have struggled with the many nuances of ability grouping and have come to consensus on this statement of policy, which is the first in a series of education reform issues that will be addressed.
Teaching Students What They Already Know? The Misalignment between Mathematics Instructional Content and Student Knowledge in Kindergarten
Author: Engel, Mimi
Date: 2011-00-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,Mathematics Skills,Mathematics Curriculum,Achievement Gains,Mathematics Achievement,Teacher Surveys,Preschool Teachers

This study describes children's early math skills and the kindergarten mathematics content to which they are exposed. The authors focus specifically on teacher survey responses to items about content coverage that align most closely with the content covered on the ECLS-K kindergarten mathematics achievement test. They examine the influence kindergarten mathematics content coverage has on math achievement gains during kindergarten. Finally, they examine how children's level of math skills at school entry interacts with the math content covered in kindergarten. They hypothesize, based on prior research, that children have mastered math skills such as basic counting at kindergarten entry, but that kindergarten teachers continue to emphasize these basic skills. They also hypothesize that children will benefit most from exposure to math content that advances beyond their school entry skills. On the other hand, they anticipate that children in classrooms where teachers teach content that is at or below the skills with which they enter school will gain little to nothing in mathematics during kindergarten. (Contains 4 tables and 1 footnote.)
Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?
Author: Kelley-Kemple, Thomas
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: High School Students,Public Schools,Advanced Placement Programs,Secondary School Mathematics,Secondary School Science,Outcomes of Education,Colleges,Enrollment,Academic Persistence

The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math and science courses are more likely to enroll in four-year colleges, enroll in selective or very selective four-year colleges, and persist in college for two years. Because there may be heterogeneous treatment effects, the authors also run separate analyses for lower- and higher-achieving students. (Contains 1 figure, 2 tables and 5 footnotes.)
Evaluating the Diagnostic Validity of the Facet-Based Formative Assessment System
Author: DeBarger, Angela H.
Date: 2011-00-00
Type: Reports - Research
Subjects: Validity,Formative Evaluation,Physics,Science Instruction,Secondary School Science,Diagnostic Tests,Test Items,Alignment (Education),Psychometrics

The research design and team constitute a multidisciplinary attack on problems of educational and assessment design in physics instruction. Components of the research include: (a) an Evidence-Centered Design analysis of Diagnoser instructional materials and assessments that provides a view of the evidentiary coherence of the existing system; (b) an alignment study of the Diagnoser system with multiple standards frameworks that describes deep connections among existing standards frameworks and the Diagnoser system and illuminates how alignment approaches can simultaneously inform all aspects of a formative assessment system; (c) the application of sophisticated psychometric models to the existing data that provides statistical evidence for inferential claims that support classroom use of the Diagnoser system; and (d) the identification of cases in which new or improved Diagnoser question sets can be developed and tested with students. This paper focuses on methodologies associated with the psychometric analyses of the Diagnoser question sets and the alignment study. (Contains 2 tables and 2 figures.)
The Benefits of Collective Pedagogical Teacher Culture for Diverse Students' Mathematics Achievement by Academic Engagement
Author: Moller, Stephanie
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: School Culture,Elementary School Teachers,Teacher Collaboration,Mathematics Achievement,Learner Engagement,White Students,African American Students,Hispanic American Students,Socioeconomic Status,Kindergarten,Elementary School Students,Longitudinal Studies

Most studies of educational organizations have focused on structural features of schools, such as size, resources, and infrastructure. Research on schools' organizational culture is more sparse. Yet, these studies have suggested that the organizational culture of schools can have important implications for teaching practices and student outcomes. Schools' organizational cultures are critical because they define how teachers interact with each other and students. To better understand the impact of organizational culture on students' achievement, the authors will assess how components of Collective Pedagogical Teacher Culture interact with students' race and SES to shape mathematics achievement trajectories. They will also assess how components of culture moderate the relationship between academic engagement and achievement. (Contains 4 tables and 6 figures.)
No Child Left Behind and Tutoring in Reading and Mathematics: Impact of Supplemental Educational Services on Large Scale Assessment
Author: Munoz, Marco A.
Date: 2011-00-00
Type: Reports - Research
Subjects: Control Groups,Urban Schools,Federal Legislation,Educational Improvement,Federal Programs,Educational Indicators,Effect Size,Supplementary Education,Mathematics Achievement,Reading Achievement,Academic Support Services,After School Education,Program Implementation,Program Effectiveness,Program Evaluation,Educational Assessment,Tutoring,Matched Groups,Quasiexperimental Design,Pretests Posttests,Comparative Analysis,Comparative Testing,Achievement Gains,Group Testing

The present quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third year of failing to achieve Adequate Yearly Progress on state assessments. In the present study, data from the fifth year of SES implementation in a large urban school were analyzed to determine if the mostly small and nonsignificant effects obtained in prior years were stronger as the tutoring services acquired additional refinement and maturity. A matched treatment-control group design was employed, in which students who received SES tutoring in reading, mathematics, or both were matched to similar schoolmates who were eligible for SES services but did not participate. Results showed consistently positive but small, nonsignificant effect sizes for the outcome measures. Student achievement results and its implication for policy and practice are discussed. (Contains 6 tables.)
Online Professional Experiences in Teacher Preparation Program: A Preservice Teacher Study
Author: Nuangchalerm, Prasart
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Internet,Electronic Learning,Supervisors,Reflective Teaching

Teacher preparation is a process of instructional fulfillment in teacher education. This program is widely used in school that need professionalism in terms of networking. Supervisor take their role to support preservice teacher in many expected attributes which school workers should be known and learned in various kind of school contexts. This study aims to investigate the implementation of professional experiences through online reflection in teacher preparation program. The study divided into 3 phases: analyze criteria relevant to professional experience, develop online reflection, implement how online react with preservice teachers. Two hundred and thirty nine preservice teachers in seven majors of Mahasarakham University, enrolled in Professional Experiences I, academic year 2010 in which provide their expression about professional experiences through online reflection. Data were collected by questionnaire and supporting interview. This study revealed that professional experiences can enable preservice teachers to remain connected to peers and university supervisors. However, it did not reach some preservice teachers who those no need internet and also some criteria relevant to time at online was limited due to lots of responsibilities to do in school hours. Financial support was provided by the Faculty of Education, Mahasarakham University. (Contains 1 table.)
In-Service Science Teachers' Pedagogical Content Knowledge
Author: Nuangchalerm, Prasart
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Pedagogical Content Knowledge,Inservice Teacher Education,Attitude Change,Adoption (Ideas),Educational Strategies,Observation,Group Discussion,Interviews,Mathematics Instruction

The concept of pedagogical content knowledge is widely distributed in science and mathematics teaching. This study aims to study how in-service science teachers react their role in the concept of Pedagogical Content Knowledge (PCK). Five in-service science teachers participated in this study through project leader teacher to change in science and mathematics instruction since 2010 which is supported by Institute of Teaching Promotion for Science and Technology (IPST). Interviewing, classroom observation, and informal small group discussion are employed. Data is analyzed and then presented by descriptive explanation in terms of knowledge base (Shulman, 1987). Findings revealed that in-service teachers can change their ideas how to react their role in PCK as well. They can employ instructional strategies and integrate content knowledge into classroom based on motivation in teacher profession. The findings will be discussed and developed instructional strategies in which relevant to philosophy and nature of science. [This study was supported by the Institute of Teaching Promotion for Science and Technology (IPST).]
2012 ABCs of School Choice: Rising Tide
Author: DiPerna, Paul, Ed.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Private Schools,School Choice,Public Policy,Guides,Public Schools,Charter Schools,Tax Credits,Corporations,Tuition,Scholarships,Disabilities,Special Needs Students,Equal Education,Educational Improvement,Legal Responsibility,Competition,Educational Vouchers,Access to Education,Home Schooling,Virtual Classrooms,Distance Education,Eligibility,Student Participation

School choice is a common sense idea that gives all parents the power and freedom to choose their child's education, while encouraging healthy competition among schools and other institutions to better serve students' needs and priorities. It is a public policy that allows a parent/guardian or student to choose a district, charter, or private school, regardless of residence and location. This publication is the authoritative handbook on school choice programs in the United States. It is designed to serve as both an introduction for those new to educational choice, and as an indispensable guide for those who have been working for decades to achieve universal school choice.
Pre-K-12 Literacy: State of the Nation. The Progress of Education Reform. Volume 12, Number 6
Author: Education Commission of the States
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Reading Achievement,Predictor Variables,Academic Persistence,Preschool Education,Kindergarten,Elementary Secondary Education,Core Curriculum,Required Courses,Educational Trends,Grade 3,Grade 8,Grade 12

It is true--reading is fundamental. Research and statistics underscore the fact that the foundations for literacy are laid in the earliest years of life and have implications for a child's educational arc and post-schooling outcomes. Literacy development is a cause-and-effect chain that starts at birth. Early language and literacy development, beginning in the first three years of life, is influenced by the experiences young children have with books, stories and relationships with adults. Early literacy is essential if a child is to be reading proficiently by the end of 3rd grade. Recent research suggests that students not reading proficiently in 3rd grade are four times more likely than proficient readers to drop out of high school. Stubbornly low graduation rates in certain areas and among specific student subgroups, coupled with the negative impacts correlated with dropping out of high school, make clear that improved reading proficiency levels in America are absolutely critical. This issue of &quot;The Progress of Education Reform&quot; examines: (1) Low Pre-K-12 literacy levels nationally, especially for low-income and diverse student populations; (2) Trends in U.S. students' reading proficiency since the 1970s; (3) The negative impacts correlated with low reading levels; and (4) Policy recommendations for improving literacy instruction and achievement, particularly in the early grades. (Contains 26 endnotes.)