ethanporcaro/eric-fulltext-meta huggingface dataset:
Construction: Carpentry Concentration. Program CIP: 46.0000 Construction: Carpentry Concentration
Author: Agee, Kelly, Ed.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Educational Policy,State Regulation,State Legislation,Federal Legislation,Standards,College Readiness,Educational Strategies,Video Technology,Educational Technology,Blended Learning,Web Based Instruction,Individualized Instruction,Building Trades,Construction Industry,Woodworking,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets,Equipment

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended)(Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Construction is a program or an instructional program that prepares students for employment or continued education in the occupations of carpentry. The curriculum framework for this program was developed in partnership with the Mississippi Construction Education Foundation (MCEF). MCEF is the accredited sponsor for the National Center for Construction Education and Research (NCCER). When developing this curriculum, writers recognized the importance of differentiating instruction and meeting the needs of the 21st century learner. Teaching strategies included a blend of online and face-to-face instruction. Teaching strategies are aligned with Contren Connect e-books, online lectures, video presentations, online quizzes, active figures, and Spanish content. Students will have access to this information to learn new content as well as review, reinforce, or revise work. Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards Appendix; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of suggested references is provided for each unit.
Digital Media Technology. Program CIP: 09.0702
Author: Agee, Kelly, Ed.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Animation,Multimedia Materials,Information Technology,Graphic Arts,Active Learning,Design,Industry,Federal Legislation,Educational Technology,Teaching Methods,Computer Graphics,Computer Software,Vocational Education,Secondary School Curriculum,Educational Policy,State Regulation,State Legislation,Standards,College Readiness,Educational Strategies,Video Technology,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state  mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). This program is designed for students who wish to develop, design, and implement projects in the fast growing field of digital media. The program emphasizes the techniques and tools used in digital media and the creative design or content of such media. Both theoretical learning and activity-based learning are provided for students who wish to develop and enhance their competencies and skills. The course focuses on the basic areas of computer graphics, multimedia, and animation. Exposure to state-of-the-art equipment is given through advice by experts from industry. The comprehensive project component provides practical experience toward developing a portfolio of work. Appended are: (1) 21st Century Skills Standards; (2) ACT College Readiness Standards; (3) National Industry Standards; and (4) National Educational Technology Standards for Students. A list of references is provided for each unit.
Installation and Service: HVAC. Program CIP: 47.0201
Author: Mississippi Department of Education, Office of Vocational and Technical Education
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Climate Control,Heat,Teaching Methods,Vocational Education,Secondary School Curriculum,Educational Policy,State Regulation,State Legislation,Federal Legislation,Standards,College Readiness,Educational Strategies,Educational Technology,Building Trades,Construction Industry,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). The Installation and Service: HVAC concentration is an instructional program that prepares students for employment or continued education in the occupations of heating, ventilation, and air-conditioning. The curriculum framework for this program was developed in partnership with the Mississippi Construction Education Foundation (MCEF). MCEF is the accredited sponsor for the National Center for Construction Education and Research (NCCER). Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit.
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals. Working Paper 66
Author: Branch, Gregory F.
Date: 2012-01-00
Type: Reports - Research
Subjects: Principals,Administrator Effectiveness,Leadership Effectiveness,Academic Achievement,Disadvantaged Schools,Faculty Mobility,Labor Turnover,Public Sector,Productivity

Although much has been written about the importance of leadership in the determination of organizational success, there is little quantitative evidence due to the difficulty of separating the impact of leaders from other organizational components--particularly in the public sector. Schools provide an especially rich environment for studying the impact of public sector management, not only because of the hypothesized importance of leadership but also because of the plentiful achievement data that provide information on institutional outcomes. Outcome-based estimates of principal value-added to student achievement reveal significant variation in principal quality that appears to be larger for high-poverty schools. Alternate lower-bound estimates based on direct estimation of the variance yield smaller estimates of the variation in principal productivity but ones that are still important, particularly for high poverty schools. Patterns of teacher exits by principal quality validate the notion that a primary channel for principal influence is the management of the teacher force. Finally, looking at principal transitions by quality reveals little systematic evidence that more effective leaders have a higher probability of exiting high poverty schools. (Contains 10 tables, 1 figure and 27 footnotes.)
Different Skills: Identifying Differentially Effective Teachers of English Language Learners. Working Paper 68
Author: Master, Ben
Date: 2012-01-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teacher Characteristics,Preservice Teacher Education,Inservice Teacher Education,Educational Experience,Teaching Experience,Academic Achievement,English Language Learners,Elementary School Teachers,Middle School Teachers,Elementary School Students,Middle School Students

This study seeks to identify the characteristics and training experiences of teachers who are differentially effective at promoting academic achievement among English language learners (ELLs). Our analyses indicate that general skills such as those reflected by scores on teacher certification exams and experience teaching non-ELL students are less predictive of achievement for ELL students than for other students. However, specific experience teaching ELL students is more important for predicting effectiveness with future ELL students than non-ELL students as is both in-service and pre-service training focused on ELL-specific instructional strategies. Appended are: (1) Control Covariates; and (2) Specification Checks. (Contains 18 tables and 2 footnotes.)
Pension-Induced Rigidities in the Labor Market for School Leaders. Working Paper 67
Author: Koedel, Cory
Date: 2012-01-00
Type: Reports - Research
Subjects: Retirement Benefits,Public Schools,Labor Market,Occupational Mobility,Barriers,Costs,Principals,Assistant Principals,Leadership Effectiveness

Educators in public schools in the United States are typically enrolled in defined-benefit pension plans, which penalize across-plan mobility. We use administrative data from Missouri to examine how the mobility penalties affect the labor market for school leaders, and show that pension borders greatly reduce leadership flows across schools. Our most conservative estimates indicate that removing a pension border that divides two groups of schools will increase leadership flows between the groups by roughly 100 percent. We consider the implications of our findings for workforce quality in schools near pension borders in Missouri. Our results are of general interest given that thousands of public schools operate near pension boundaries nationwide. Appended are: (1) Details for the Pension-Wealth Calculations; (2) Procedure for Determining the Effective Number of Simulations; and (3) Supplementary Tables. (Contains 6 figures, 12 tables and 45 footnotes.)
Where You Come from or Where You Go? Distinguishing between School Quality and the Effectiveness of Teacher Preparation Program Graduates. Working Paper 63
Author: Mihaly, Kata
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Educational Environment,Preservice Teacher Education,Educational Quality,School Effectiveness,Teacher Education Programs,Program Effectiveness,Predictor Variables,Measurement Objectives,Measurement Techniques,Evaluation Methods,Models,Sustainability,Feasibility Studies,College Outcomes Assessment,Educational Indicators,Educational Research,College Programs,Curriculum Evaluation

In this paper we consider the challenges involved in evaluating teacher preparation programs when controlling for school contextual bias. Including school fixed effects in the achievement models used to estimate preparation program effects controls for school environment by relying on differences among student outcomes within the same schools to identify the program effects. However, identification of preparation program effects using school fixed effects requires teachers from different programs to teach in the same school. Even if program effects are identified, the precision of the estimated effects will depend on the degree to which graduates from different programs overlap across schools. In addition, if the connections between preparation programs result from the overlap of atypical graduates or from graduates teaching in atypical school environments, use of school effects could produce bias. Using statewide data from Florida, we show that teachers tend to teach in schools near the programs in which they received their training, but there is still sufficient overlap across schools to identify preparation program effects. We show that the ranking of preparation programs varies significantly depending on whether or not school environment is taken into account via school fixed effects. We find that schools and teachers that are integral to connecting preparation programs are atypical, with disproportionately high percentages of Hispanic teachers and students compared to the state averages. Finally, we find significant variance inflation in the estimated program effects when controlling for school fixed effects, and that the size of the variance inflation factor depends crucially on the length of the window used to compare graduates teaching in the same schools. (Contains 9 tables, 4 figures and 12 footnotes.)
Certification Requirements and Teacher Quality: A Comparison of Alternative Routes to Teaching. Working Paper 64
Author: Sass, Tim R.
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Science Teachers,Certification,Mathematics Teachers,Alternative Teacher Certification,Teacher Competencies,Teacher Certification,Comparative Analysis,Teacher Qualifications,Required Courses,Teacher Education Programs

Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various &quot;alternative certification&quot; programs have been developed and the number of teachers obtaining teaching certificates through routes other than completing a traditional teacher preparation program has skyrocketed. In this paper I use a rich longitudinal data base from Florida to compare the characteristics of alternatively certified teachers with their traditionally prepared colleagues. I then analyze the relative effectiveness of teachers who enter the profession through different pathways by estimating &quot;value-added&quot; models of student achievement. In general, alternatively certified teachers have stronger pre-service qualifications than do traditionally prepared teachers, with the least restrictive alternative attracting the most qualified perspective teachers. These differences are less pronounced when controlling for the grade level of teachers, however. On average, alternatively certified science teachers have also had much more coursework in science while in college than traditionally prepared science teachers. The same is not true for math teachers, where the hours of college coursework are approximately equal across pathways. Of the three alternative certification pathways studied, teachers who enter through the path requiring no coursework have substantially greater effects on student achievement than do either traditionally prepared teachers or alternative programs that require some formal coursework in education. These results suggest that the additional education coursework required in traditional teacher preparation programs either does little to boost the human capital of teachers or that whatever gains accrue from traditional teacher education training are offset by greater innate ability of individuals who enter teaching through routes requiring little formal training in education. (Contains 7 tables and 13 footnotes.)
Teacher Quality and Teacher Mobility. Working Paper 57
Author: Feng, Li
Date: 2011-01-00
Type: Reports - Research
Subjects: Evidence,Teacher Effectiveness,Teacher Qualifications,Career Change,Faculty Mobility,Probability,Statistical Distributions,Productivity,Teacher Persistence,Career Choice,Measures (Individuals),Value Judgment,Teacher Student Ratio,Performance Factors

Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching tends to be bimodal; high and low-quality teachers are more likely to leave than those in the middle of the distribution. In contrast, the relationship between teacher productivity and inter-school mobility is relatively weak. In addition to own quality, peer characteristics play a significant role in teachers' job decisions. In particular, teachers who rank above their faculty colleagues are more likely to transfer to a new school within a district and exit teaching. Additionally, as the share of peer teachers with more experience, advanced degrees or professional certification increase, the likelihood of moving within district decreases. We also find evidence of assortative matching among teachers. The most effective teachers who transfer tend to go to schools whose faculties are in the top quartile of teacher quality. As a result, teacher mobility exacerbates differences in teacher quality across schools. (Contains 7 tables, 2 figures and 9 footnotes.)
The Incredible Years. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Intervention,Early Childhood Education,Disabilities,Preschool Children,Child Behavior,Interpersonal Competence,Aggression,Instructional Effectiveness,Educational Research

&quot;The Incredible Years&quot; is an intervention composed of training programs for children, parents, and teachers that is intended to reduce children's aggression and improve their social skills. The three programs (child, parent, and teacher) can be used independently or in combination. The child program focuses on building social and emotional skills for students in preschool through early elementary school. The child program can be delivered to children referred for difficult behavior or to an entire classroom as a preventive measure. This program can be offered in either a classroom or a clinical setting. In a classroom setting, the teacher presents 20- to 30-minute lessons two to three times a week during circle time. Alternately, the child program can be conducted as a pullout program for small groups of children. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. In a clinical setting, referred students complete activities during 18-20 two-hour weekly small-group meetings. The What Works Clearinghouse (WWC) identified 166 studies of &quot;The Incredible Years&quot; for preschool children with disabilities in early education settings that were published or released between 1989 and 2011. Three studies are within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol but do not meet WWC evidence standards. One study was a randomized controlled trial in which the combination of overall and differential attrition exceeded WWC evidence standards. The resulting analytic intervention groups were too dissimilar at baseline to be considered equivalent. Therefore, this study did not meet WWC evidence standards. Two studies have the delivery of the intervention as a confounding factor, which makes it impossible to attribute the observed effect solely to &quot;The Incredible Years.&quot; In one study, the author led all of the sessions for the intervention group and did not lead the control group sessions. In the second study, the intervention sessions were led by the same two-person team, while the control group sessions were led by different individuals. In both of these studies, reported program effects may be attributed to the individual(s) who delivered &quot;The Incredible Years&quot; rather than to the intervention itself. Seventy-two studies are out of the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol because they have an ineligible study design. Ninety-one studies are out of the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol for reasons other than study design. A glossary of terms is included. (Contains 2 endnotes.)
What Works Clearinghouse Quick Review of the Report &quot;School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Attainment,Outcomes of Education,Program Effectiveness,Educational Research

The study examined the effect of an early childhood education program on educational attainment by age 28. The study analyzed data from 900 individuals who completed the Child-Parent Center Education Program for preschool and kindergarten and 486 individuals from similar backgrounds who completed alternative kindergarten programs through the Chicago Effective Schools Project. Both groups completed kindergarten in 1986. The study found positive, statistically significant differences on four outcomes related to educational attainment. Intervention group members completed 0.27 years more schooling, on average, than comparison group members. In addition, intervention group members were more likely to complete high school (82% versus 75%), graduate on time from high school (44% versus 37%), and attend a four-year college than comparison group members (15% versus 11%). The study did not find statistically significant differences on ever attending college or receipt of a postsecondary degree. The What Works Clearinghouse (WWC) has reservations about the results because individuals who attended the Child-Parent Center Education Program may have differed from individuals in the comparison group in ways not controlled for in the analysis. [The following study is the focus of this &quot;Quick Review&quot;: Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., &amp; White, B. A. B. (2011). &quot;School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups.&quot; &quot;Science Express&quot;. DOI:10.1126/science.1203618.]