ethanporcaro/eric-fulltext-meta huggingface dataset:
Executive Headteachers: What's in a Name? Technical Appendix
Author: Harland, Jennie
Date: 2016-07-00
Type: Reports - Research
Subjects: Foreign Countries,Principals,School Administration,Qualitative Research,Statistical Analysis,Case Studies,Elementary Secondary Education,Sampling,Census Figures,Content Analysis,Administrator Role,Administrator Responsibility,Administrator Qualifications,Job Skills,Salaries,Administrator Characteristics,Incidence,Comparative Analysis,Interviews,Motivation,Administrative Organization

This document is a technical appendix to the report &quot;Executive Headteachers: What's in a Name? A Full Report of the Findings.&quot; It provides a detailed account of the methodology used to obtain the data on which the report is based. The research explored the prevalence and nature of the executive headteacher role, in order to inform policy and practice implications for organisations involved with leadership development, school governing boards and those appointing to the role, and the wider school landscape agenda. Research questions included: (1) What are the characteristics and distribution of executive headteachers (from here on referred to as EHTs), as compared with the profile of other headteachers (from here on referred to as HTs)? (2) What are the distinguishing features of the EHT role and implications for development, compared with &quot;traditional&quot; headship? and (3) What are the distinctive aspects of appointing to the EHT role as compared with traditional headship? In order to explore these research questions, the study involved the following strands of methodology: (1) Strand A: a thematic review of HT application packs (15) and EHT application packs (15); (2) Strand B: secondary analysis of School Workforce Census (SWC) data supplemented with data from Edubase; and (3) Strand C: 12 in-depth case studies with a total of 33 interviews (encompassing 12 EHTs, 10 governors or similar role, and 11 heads of school (HoS) or similar role). Each of the three strands of methodology is discussed in turn; exploring the specific aims, sampling strategy, sample characteristics and analysis conducted. A final section describes how the three strands of data were brought together for the final report. [This appendix was co-published by The Future Leaders Trust. For the full report, see ED574411. For the Executive Summary, see ED574408. For the Review of Literature, see ED574415. For the Case Study Compendium, see ED574414.]
Fund Education, Shape the Future: Case for Investment. Replenishment 2020
Author: Global Partnership for Education (GPE)
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Quality,Equal Education,Global Education,Developing Nations,Gender Differences,Accountability,Guidelines,Educational Indicators,Educational Finance,Inclusion,Strategic Planning,Comparative Analysis,Cross Cultural Studies,Private Financial Support,Educational Opportunities,Poverty,Educational Planning,Foreign Countries,Models,Program Descriptions,Educational Objectives,Conflict,Peace,Health,Elementary Secondary Education

The Global Partnership for Education (GPE) is the only multilateral partnership and fund dedicated exclusively to education in the world's poorest countries. The partnership includes developing country partners, donor countries, multilateral agencies, civil society, teachers, philanthropic foundations and the private sector. GPE brings together and amplifies the skills and mobilizes the resources of many to help developing countries to deliver results in education. GPE works to expand inclusive and equitable quality learning by helping low- and lower middle-income countries build stronger education systems. These are the goals of the 5-year strategic plan, GPE 2020. It includes a comprehensive results framework with 37 indicators, disaggregated by gender. The indicators also track comparative progress in countries affected by fragility and conflict. The results framework enables, for the first time, mutual accountability for all partners working in education. This document presents information on investing with GPE.
Executive Headteachers: What's in a Name? Case Study Compendium
Author: Wespieser, Karen, Ed.
Date: 2016-07-00
Type: Reports - Research
Subjects: Foreign Countries,Principals,Administrator Role,School Administration,Administrative Organization,Administrator Qualifications,Job Skills,Case Studies,Strategic Planning,Governance,Accountability,Elementary Secondary Education

This Case Study Compendium provides an overview of the 12 cases that were investigated as part of the study &quot;Executive Headteachers: What's in a Name?'&quot; (Lord et al., 2016). The case study overviews are based on in-depth analysis and research as described in the full report (ibid) and the Technical Appendix (Harland and Bernardinelli, 2016). All examples have been simplified in order to provide a compendium of comparable cases and to highlight the distinctive features where relevant. For each case, brief information about the &quot;setting&quot; (primary, secondary, all-through or special school) is provided. Next, the &quot;strategic purpose&quot; of the executive headteacher (EHT) role, based on an analysis of the rationale for EHT posts is identified. The &quot;role focus&quot; of each case is also highlighted, based on the four distinct roles identified during the research as being features that distinguish the EHT role from that of traditional headteacher (HT). Each case study also lists up to five of the most common qualifications that EHTs hold, and includes a short note on an effective feature that may be replicable for others. Each case includes a diagram of the governance and accountability structure associated with the EHT post. These diagrams are based on the research team's interpretation of the case following in-depth interviews with the EHT, head of school (HoS) and governors. Each diagram highlights the key staff that the EHT manages and the structure that they sit within. [This report was co-published by The Future Leaders Trust. For the full report, see ED574411. For the Technical Appendix, see ED574412. For the Review of Literature, see ED574415. For the Executive Summary, see ED574408.]
Executive Headteachers: What's in a Name? A Review of the Literature
Author: Fellows, Tom
Date: 2016-07-00
Type: Information Analyses
Subjects: Foreign Countries,Principals,Administrator Characteristics,School Administration,Administrative Organization,Administrator Qualifications,Job Skills,Motivation,Governance,Elementary Secondary Education,Profiles,Administrator Effectiveness,Educational Research,Literature Reviews

This literature review aims to encapsulate existing research on the executive headteacher (EHT) position in England, building on the work of Fellows (2016). It covers three main areas: the history of EHTs in England; the skills, qualities and motivations identified in EHTs by existing literature; and the governance and school structures associated with EHTs. The review also aims to place the English EHT in an international context by identifying similar executive leadership positions in decentralised and semi-decentralised education systems in other countries. An appendix provides the literature review methodology. [This report was co-published by The Future Leaders Trust. For the full report, see ED574411. For the Technical Appendix, see ED574412. For the Case Study Compendium, see ED574414. For the Executive Summary, see ED574408.]
Opportunity for All? Technology and Learning in Lower-Income Families
Author: Rideout, Victoria
Date: 2016-00-00
Type: Reports - Research
Subjects: Parent Surveys,Access to Computers,Ownership,Internet,Motivation,Community Resources,Telecommunications,Computers,Handheld Devices,Parent Attitudes,Children,Helping Relationship,Computer Uses in Education,Educational Technology,Family Income,Low Income Groups,Telephone Surveys,National Surveys,Interviews,Hispanic Americans

Because digital devices and the Internet have become so essential, digital inequality can exacerbate educational and economic inequality as well. Therefore, it is critical to understand how low- and moderate-income families in the U.S. are engaging digital technologies and how they perceive the opportunities--and potential risks-- that these innovations present for their children. This report presents the results of the first nationally-representative telephone survey of lower-income parents on issues related to digital connectivity. The survey included 1,191 parents with school-aged children (ages 6 to 13). All parents in the survey have household incomes below the national median for families with children. These families are referred to throughout the report as either &quot;lower-income&quot; or as &quot;low and moderate-income&quot; families. Because lower-income parents are not usually the focus of studies on technology and learning, this report offers a unique perspective into the varying degrees of connectivity that exist among these families. The goal is to shine a spotlight on an important segment of the U.S. population that too often goes unnoticed as the progress and promise afforded by new technologies are celebrated. The hope is these data will help inform public policies, industry practices, and non-profit efforts toward digital inclusion for lower-income children and their families. [For the companion document entitled &quot;Opportunity for All? Technology and Learning in Lower-Income Families. Appendix: Questionnaire and Topline Results,&quot; see ED574418.]
College and Career Readiness: Building a Global Workforce
Author: Foundation for Excellence in Education
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Labor Force Development,Global Approach,Incentives,Educational Benefits,Certification,Advanced Placement,Outcomes of Education,Evidence,Achievement Gains,High School Students

A comprehensive college and career readiness initiative prepares students for the rigors of college and the global workforce. While there are many moving parts, each initiative is designed to increase student acquisition of college credit and meaningful employer certifications that give students a leg up in the college classroom and the labor market and allow these students to become future contributors to the U.S. economy. This report discusses: (1) why students need to be college and career ready; (2) college and career readiness initiatives; and (3) college and career readiness incentives.
Opportunity for All? Technology and Learning in Lower-Income Families. Appendix: Questionnaire and Topline Results
Author: Rideout, Victoria
Date: 2016-00-00
Type: Tests/Questionnaires
Subjects: Parent Surveys,Access to Computers,Ownership,Internet,Motivation,Community Resources,Telecommunications,Computers,Handheld Devices,Parent Attitudes,Children,Helping Relationship,Computer Uses in Education,Educational Technology,Family Income,Low Income Groups,Telephone Surveys,National Surveys,Interviews,Hispanic Americans

The data in this survey offer a unique perspective from low- and moderate-income families with school-age children in the United States. They reveal many of the nuances and complexities of digital life among lower income families today. Because lower-income parents are not usually the focus of studies on technology and learning, this report offers a unique perspective into the varying degrees of connectivity that exist among these families. The goal is to shine a spotlight on an important segment of the U.S. population that too often goes unnoticed as the progress and promise afforded by new technologies are celebrated. The survey was fielded via telephone by SSRS, an independent research company, from April 16, 2015 through June 29, 2015. N = 1,191 parents with at least one 6- to 13-year old child in the home, and with an annual household income at or below $65,000 a year. All results below are percentages. * Indicates less than one-half of one percent, but more than zero. This companion document to the main report provides the Appendix: Questionnaire and Topline Results for the main report entitled: &quot;Opportunity for All? Technology and Learning in Lower-Income Families&quot; (ED574416).
On the Rise: The Role of Career and Technical Education in Arizona's Future. 21st Century Career and Technical Education Pathways
Author: Gupta, Sapna
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Career Education,Technical Education,Vocational Education,Career Readiness,College Readiness,Enrollment Trends,Academic Persistence,Supply and Demand,Labor Needs,Financial Support,Foreign Countries,Barriers,Program Effectiveness

This report examines the potential of Career and Technical Education (CTE) in Arizona in terms of providing employers certified skills need to compete regionally, nationally and internationally and students avenues for higher education, quality of life and job satisfaction. An appendix on &quot;Estimating the Effect of CTE on High School Persistence&quot; is included. [Additional support for this project was provided by Phil and Nita Francis and Sundt Construction, Inc.]
North Carolina Read to Achieve: An Inside Look
Author: Foundation for Excellence in Education
Date: 2017-01-00
Type: Reports - Research
Subjects: Reading Instruction,Educational Policy,Primary Education,State Policy,National Competency Tests,Reading Skills,Program Effectiveness,Achievement Gains,Scores,Stakeholders,School Districts,Reading Achievement,Focus Groups,Interviews,Teacher Surveys,Communication Strategies,Early Intervention,Screening Tests,Planning,Social Promotion

Learning to read by the end of third grade is the gateway to lifelong success. When students are not able to read by the end of third grade, their risk of falling behind grows exponentially. In fact, research shows that nine out of ten high school dropouts were struggling readers in third grade. Students reading below grade level are almost six times more likely than proficient readers to not finish high school on time. Recognizing this fact, in 2012, the North Carolina General Assembly established the &quot;Read to Achieve Program&quot; (RtA). RtA is a K-3 comprehensive reading policy that focuses on improving early reading development with the goal of all students reading on grade level by the end of third grade. Since the passage of RtA, North Carolina has seen a number of positive gains among its young readers. From 2011 to 2015, the state's fourth graders saw an improvement of half a grade level on the National Assessment of Educational Progress (NAEP) reading section, moving from an average scale score of 221 to 226. North Carolina also saw a decrease in students scoring below basic on the 2015 NAEP reading, complemented by an increase in students scoring at or above proficient the same year. &quot;Foundation for Excellence in Education&quot; (ExcelinEd) contracted with &quot;RMC Research Corporation&quot; to conduct a study to better understand stakeholders' perceptions of RtA. In particular, ExcelinEd wanted to know: (1) What support strategies and technical assistance did the North Carolina Department of Public Instruction (DPI) and school districts provide? (2) How was information about RtA shared with districts, schools, teachers, parents and communities? (3) What recommendations do stakeholders have for improving the implementation process? And, (4) In addition to improved student outcomes, what impact has RtA had on districts and schools? The report provides methodology and results. Appended to the report are: (1) Overview of Read to Achieve Components; (2) State Literacy Leader Interview; (3) Key SEA Staff Members Focus Group; (4) District Literacy Leader Interview (via telephone); and (5) Teacher Survey
FSSE 2010 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Practices,College Faculty,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,College Instruction,Teacher Researchers,Learning Experience,Institutional Characteristics,Comparative Analysis,School Surveys,Teacher Surveys,Teaching Methods,Teacher Responsibility,Undergraduate Study,Teacher Characteristics,National Surveys,College Freshmen,College Seniors,Student Surveys

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and the kinds of learning experiences their institutions emphasize. FSSE results can be used to identify areas of institutional strength as well as aspects of the undergraduate experience that may warrant attention. The information is intended to be a catalyst for productive discussions related to teaching, learning, and the quality of students' educational experiences. This &quot;Overview&quot; provides some general information about the institutions and faculty members that participated in the 2010 administration of FSSE and highlights ways institutions can use their results. The &quot;Overview&quot; is divided into two sections. First, the characteristics of participating institutions and faculty members with U.S. profiles are compared and general information about overall response rates is provided. In the second section guidelines for using and interpreting FSSE 2010 results are provided and available resources for analyzing and presenting FSSE findings are highlighted [For &quot;FSSE 2009 Overview,&quot; see ED506936.]
FSSE 2011 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Practices,College Faculty,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,College Instruction,Teacher Researchers,Learning Experience,Institutional Characteristics,Comparative Analysis,School Surveys,Teacher Surveys,Teaching Methods,Teacher Responsibility,Undergraduate Study,Teacher Characteristics,National Surveys,College Freshmen,College Seniors,Student Surveys

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and the kinds of learning experiences their institutions emphasize. FSSE results can be used to identify areas of institutional strength as well as aspects of the undergraduate experience that may warrant attention. The information is intended to be a catalyst for productive discussions related to teaching, learning, and the quality of students' educational experiences. This &quot;Overview&quot; provides some general information about the institutions and faculty members that participated in the 2011 administration of FSSE and highlights ways institutions can use their results. The &quot;Overview&quot; is divided into two sections. First, the characteristics of participating institutions and faculty members with U.S. profiles are compared and general information about overall response rates is provided. In the second section guidelines for using and interpreting FSSE 2011 results are provided and available resources for analyzing and presenting FSSE findings are highlighted [For &quot;FSSE 2010 Overview,&quot; see ED574431.]
FSSE 2012 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Practices,College Faculty,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,College Instruction,Teacher Researchers,Learning Experience,Institutional Characteristics,Comparative Analysis,School Surveys,Teacher Surveys,Teaching Methods,Teacher Responsibility,Undergraduate Study,Teacher Characteristics,National Surveys,Student Surveys,College Seniors,College Freshmen

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and the kinds of learning experiences their institutions emphasize. FSSE results can be used to identify areas of institutional strength as well as aspects of the undergraduate experience that may warrant attention. The information is intended to be a catalyst for productive discussions related to teaching, learning, and the quality of students' educational experiences. This &quot;Overview&quot; provides some general information about the institutions and faculty members that participated in the 2012 administration of FSSE and highlights ways institutions can use their results. The &quot;Overview&quot; is divided into two sections. First, the characteristics of participating institutions and faculty members with U.S. profiles are compared and general information about overall response rates is provided. In the second section guidelines for using and interpreting FSSE 2012 results are provided and available resources for analyzing and presenting FSSE findings are highlighted [For &quot;FSSE 2011 Overview, see ED574432.]
FSSE 2013 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Practices,College Faculty,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,College Instruction,Teacher Researchers,Learning Experience,Institutional Characteristics,Comparative Analysis,School Surveys,Teacher Surveys,Teaching Methods,Teacher Responsibility,Undergraduate Study,Teacher Characteristics,National Surveys,College Freshmen,College Seniors,Student Surveys

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and the kinds of learning experiences their institutions emphasize. FSSE results can be used to identify areas of institutional strength as well as aspects of the undergraduate experience that may warrant attention. The information is intended to be a catalyst for productive discussions related to teaching, learning, and the quality of students' educational experiences. This &quot;Overview&quot; provides some general information about the institutions and faculty members that participated in the 2013 administration of FSSE and highlights ways institutions can use their results. The &quot;Overview&quot; is divided into two sections. First, the characteristics of participating institutions and faculty members with U.S. profiles are compared and general information about overall response rates is provided. In the second section guidelines for using and interpreting FSSE 2013 results are provided and available resources for analyzing and presenting FSSE findings are highlighted [For &quot;FSSE 2012 Overview,&quot; see ED574433.]