ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-K Gifted Research Model
Author: Wilson, Andrea
Date: 2012-00-00
Type: Reports - Research
Subjects: Behavior Problems,Mental Age,Early Intervention,Academically Gifted,Research Methodology,Emotional Disturbances,Disabilities,Preschool Children,Curriculum,Developmentally Appropriate Practices,Psychological Patterns,Depression (Psychology),Dropouts,Withdrawal (Psychology),Comparative Analysis,Interpersonal Competence,Social Development,Models

(Purpose) The purpose of this research model is to determine if a gifted preschool child will be less likely to experience severe emotional disturbance (SED) if he, or she, has been exposed to a curriculum that is appropriate for his, or her, mental age and an environment with true peers that is appropriate for his, or her, chronological age.  (Significance) Since most disabilities do not prevent giftedness, it is logical to expect that there would be the same percentage of gifted and talented children with disabilities as exist in the general population (Silverman, 1989). Unfortunately, the population of gifted children with SED increases dramatically during the school years. By the time these gifted preschool children reach age eighteen, between 18% and 25% of them will have dropped out of high school because they are depressed and/or withdrawn as a result of their needs and feelings not being addressed (Betts and Neihart, 1988; Solorzano, 1983; Robertson, 1991). (Methodology) The research model uses a Single Case Design with individual participants. A baseline for social skills and behavior problems will be established for each participant using the Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2). This will be the control for comparison purposes. The outcome variable will be measured repeatedly across each intervention phase. The intervention will be a curriculum matched to the participant's mental age and an environment matched to the child's chronological age. Demonstrations of the causal relationship will be done visually by comparing pre and post intervention PKBS-2 ratings. (Vetting) Our research model has been vetted by experts in the field of gifted research.  The model is simple and meets the Single Case Design Research Standards for data collection. (Conclusions) By designing research from the classroom up, rather than from the statistician down, best practice research can be done and educational policies can be changed at the local level years before the funding for a sweeping national project becomes available. (Contains 3 figures.)
Teachers' Perspectives on Educational Research
Author: Drill, Karen
Date: 2012-03-00
Type: Reports - Research
Subjects: Educational Research,Teacher Attitudes,Teaching Methods,Educational Practices,Researchers,Teacher Education,Focus Groups,Urban Schools,Suburban Schools,Educational Indicators,Federal Programs,School Districts,Case Studies,Teacher Effectiveness

Based on two studies that we conducted in the Chicago metropolitan area in 2009 and 2010, we found that teachers do, in fact, use research, although they tend to seek it out under very specific conditions and circumstances. Namely, teachers tend to look for research in response to an immediate, pressing concern, such as how to best teach fractions to English language learners (ELLs). Teachers also turn to research to address a specific content need, such as gathering information for an upcoming lesson. In terms of broader reviews of research, teachers sometimes review research they have used in the past, such as best practices for a particular topic or method. Finally, teachers may consult educational research when they participate in groups that use research findings to more broadly support their instructional practices (e.g., study groups, committees, or courses on using research in the classroom). (Contains 1 table.)
Moving Teachers: Implementation of Transfer Incentives in Seven Districts. NCEE 2012-4051
Author: Glazerman, Steven
Date: 2012-04-00
Type: Reports - Research
Subjects: Intervention,Models,Incentives,Academic Achievement,Cooperation,Program Effectiveness,Teacher Transfer,Resource Allocation,Teachers,School Districts,Interviews,Control Groups,Outcomes of Treatment,Mentors,Surveys,Probability,Leadership Role,Elementary Schools,Middle Schools,Reading Achievement,Mathematics Achievement

This report describes the implementation and intermediate impacts of an intervention designed to provide incentives to induce a school district's highest-performing teachers to work in its lowest-achieving schools to improve student achievement. The report is part of a larger study that used random assignment to form equivalent groups of classrooms (&quot;teacher teams&quot;) that either had the chance to participate in the intervention or did not. A future report will focus on the impacts of the intervention on student achievement and other outcomes. By focusing on implementation, this report will provide important information for policymakers and district administrators wishing to understand issues associated with teacher transfer incentives. Chapter II describes the formation of the study sample. Chapter III documents implementation information from the period of intensive activity that takes place during the spring and summer leading up to the transfers, when transfer teacher candidates are identified and recruited, and principals at the receiving schools interview and make offers to them. Chapter IV describes the teachers who transferred, the teachers who would fill the vacancies in high-need schools in the absence of a transfer incentive, the degree of collaboration and interaction among teachers, and the changes that happen inside the receiving school as a result of the transfer incentive. The last two phenomena--collaboration and changes in resource allocation--relate to the indirect and resource allocation effects discussed in the logic model above. Finally, Chapter V provides a brief summary of findings and next steps for the study. Appended are: (1) Analysis of Survey Nonresponse; (2) Value-Added Analysis to Identify Highest-Performing Teachers; and (3) Supplemental Tables and Figures. (Contains 24 tables, 27 figures and 59 footnotes.) [For &quot;Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052,&quot; see ED530749.]
Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052
Author: Glazerman, Steven
Date: 2012-04-00
Type: Reports - Research
Subjects: Control Groups,Intervention,Incentives,Academic Achievement,School Districts,Scores,Cooperation,Teacher Transfer,Resource Allocation,Teachers,Interviews,Outcomes of Treatment,Mentors,Surveys,Leadership Role,Elementary Schools,Middle Schools,Reading Achievement,Mathematics Achievement

This report describes the implementation and intermediate impacts of an intervention designed to provide incentives for a school district's highest-performing teachers to work in its lowest-achieving schools. The report is part of a larger study in which random assignment was used to form two equivalent groups of classrooms organized into teacher &quot;teams&quot; that are composed of teachers in the same grade level and subject (math, reading, or both in the case of an elementary school grade). Teams were assigned to either a treatment group that had the chance to participate in the intervention described below and or a control group that did not. Intermediate outcomes, measured for both the treatment and control teams, include the mix of teachers who make up the team, the climate of collaboration and cooperation in the team, and the way in which resources are allocated within the teacher team. A future report will focus on the impacts of the intervention on student achievement and other outcomes like retention. (Contains 2 tables, 2 figures and 9 footnotes.) [For the full report, &quot;Moving Teachers: Implementation of Transfer Incentives in Seven Districts. NCEE 2012-4051,&quot; see ED530746.]
The Impact of Resources on Education: A Position Paper on How Theories of Social Capital Provide Insight on the Achievement Gap in the United States Education System
Author: Zeisler, Kayla
Date: 2012-04-00
Type: Reports - Research
Subjects: Achievement Gap,Social Capital,Resource Allocation,Socioeconomic Influences,Racial Factors,Educational Resources,Context Effect,Social Mobility,Integrated Services,Parent Participation,Parent School Relationship,Attendance,Scores,Educational Improvement,Family Financial Resources,Behavior Standards,Social Behavior,Social Networks,Outcomes of Education,Public Education,Academic Achievement,Position Papers,Race,Socioeconomic Status,Parent Background,Family Structure,Educational Facilities,Teacher Effectiveness,Local Norms,Social Values

Research has shown that there is a gap in educational achievement between socioeconomic and racial groups in the public education system in the United States. This paper identifies the link between resources and academic achievement. Through examining educational  resources, from in-school factors, such as facilities and teacher quality, to out-of-school factors, such as family structure, socioeconomic status, and community values, this study serves to evaluate several theories of social capital in the hopes of providing an explanation for why this achievement gap exists. The review of the literature provided an inconsistent view on which factor has the most impact on educational achievement across diverse groups. In turn, this paper explores the possibility that the factors are interrelated and therefore difficult to compare. By outlining an analogy between Jared Diamond's (1999) geographic luck theory from &quot;Guns, Germs, and Steel&quot; and the public education system in the United States, this paper shows the importance of resources to academic achievement and how social capital plays a consequential role in students' performance in school.
Completion Matters: The High Cost of Low Community College Graduation Rates. Education Outlook. No. 2
Author: Schneider, Mark
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Graduation Rate,School Holding Power,Student Costs,Education Work Relationship,Achievement Gains,College Outcomes Assessment,Educational Indicators,Educational Benefits,Community Benefits,Academic Persistence,Dropout Rate,Human Capital,Salary Wage Differentials

An ever-increasing number of individuals are turning to community college for their higher education. However, the majority of students entering community college fail to complete their degrees, and as a result, earn lower wages throughout the course of their lives. If community college retention rates were increased, graduates could become part of a wholly different income bracket, and taxpayers in the nation and the states would likewise experience substantial monetary gains. Cost-cutting and time-saving strategies and resources such as online delivery of classes, competency-based models of higher learning, and for-profit colleges and universities should be employed to increase the number of Americans completing their associate's degrees. An appendix provides information on how the estimates presented in this document were generated. (Contains 17 notes and 5 tables.)
A Framework for Monitoring Transition Systems. OECD Education Working Papers, No. 20
Author: van der Velden, Rolf K.
Date: 2008-11-18
Type: Reports - Descriptive
Subjects: Employment Level,Unemployment,Outcomes of Education,Graduation Rate,Foreign Countries,Educational Indicators,Transitional Programs,High School Graduates,College Graduates,Public Policy,Educational Policy,Labor Market,Counseling,Career Development,Lifelong Learning,Job Skills,Equal Opportunities (Jobs),School Community Relationship,Adult Learning

With its publication of the Thematic Review on the Transition from Initial Education to Working Life in 2000, OECD has laid the foundation for the development of indicators regarding the transition from education to work. One of the core activities of OECD's Network B in 2005 and 2006 was to further develop these indicators by establishing a framework for monitoring transition systems. A transition system is defined as "the social institutions and processes through which a society provides its members to make the transition from the education system to the employment system". The current report presents the results of this developmental work. It first presents the results of a quick scan carried out among the Network B members on the policy goals for transition systems and relevant indicators used to assess national situations (November 2002-January 2003). Next a theoretical framework is presented that identifies the most relevant characteristics of transition systems. It also relates the outcomes of the transition system to relevant characteristics of the educational system on the one hand and the employment system on the other hand. Based on the results of the quick scan and the developed theoretical framework, an evaluation of the earlier defined policy goals is carried, proposing a new set of 11 policy goals. As a next step, the existing data sources from OECD, EUROSTAT and major international surveys have been analysed to identify relevant indicators for the policy goals as well as descriptors for relevant other aspects of the developed framework. This report presents an overview of these indicators and descriptors. The theoretical framework and the developed set of indicators have been discussed at the March 2006 meeting of the Network B in Washington DC. Members of the network have also sent written comments. All these comments have been taken up in this final version. The report concludes with recommendations for the further data collection strategy. Appended are: (1) Description of Data Sources; (2) Relevant Questions from EULFS and ECHP; (3) Comparison of Age Groups, Synthetic Cohorts and Real Cohorts; (4) Comparison of Unemployment Rates for Lower Educated and Higher Educated; and (5) Comparison of Two Measures of Graduation Rates. (Contains 2 figures, 9 tables and 8 footnotes.)
Educator Effectiveness: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant
Author: American Institutes for Research
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Federal Legislation,Educational Improvement,Teacher Effectiveness,Evaluation Criteria,Outcomes of Education,Educational Testing,Academic Achievement,Educational Change,Educational Policy,Classroom Environment,Disadvantaged Schools,Experienced Teachers,Systems Approach,Teacher Education,Teacher Recruitment,Teacher Selection,Beginning Teacher Induction,Teaching Conditions,Teacher Competency Testing,Instructional Leadership

First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over time, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, as amended by the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving outcomes for all students regardless of their race, language, or disability, with a strong focus on accountability for teachers, schools, and districts. A decade later, ESEA is again due for reauthorization. This Pocket Guide will assist policymakers and educators as they consider changes to this law--particularly changes related to ensuring a highly effective teacher in every classroom. (Contains 3 figures.) [For related reports, see &quot;School Turnaround: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant&quot; (ED530797) and &quot;Students with Disabilities: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant&quot; (ED530795).]
Students with Disabilities: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant
Author: American Institutes for Research
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Federal Legislation,Educational Change,Guides,Disabilities,Educational Legislation,Accountability,Educational Improvement,Equal Education,Social Justice,Outcomes of Education,Student Evaluation,Alternative Assessment,Teacher Qualifications,Achievement Gap,Severe Mental Retardation,Academic Achievement

First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over nearly five decades, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, also known as the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving outcomes for all students regardless of their race, native language, or disability, with a focus on accountability for schools and districts. A decade later, ESEA is again due for reauthorization. This Pocket Guide will assist policymakers and educators as they consider changes to this law in relation to improving results for students with disabilities (SWDs). [For related reports, see &quot;School Turnaround: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant&quot; (ED530797) and &quot;Educator Effectiveness: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant&quot; (ED530794).]
School Turnaround: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant
Author: American Institutes for Research
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Federal Legislation,School Turnaround,Educational Objectives,Educational Indicators,Federal Programs,Educational Change,Accountability,Low Achievement,School Effectiveness,Educational Improvement,Change Strategies

First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over nearly five decades, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, also known as the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving outcomes for all students regardless of their race, language, or disability, with a strong focus on accountability for schools and districts. A decade later, ESEA is again due for reauthorization. This Pocket Guide will assist policymakers and educators as they consider changes to this law--particularly changes related to improving low-performing schools. (Contains 1 footnote.) [For related reports, see &quot;Students with Disabilities: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant&quot; (ED530795) and &quot;Educator Effectiveness: A Pocket Guide. Reauthorizing ESEA: Making Research Relevant&quot; (ED530794).]
Effects of the Kentucky Virtual Schools' Hybrid Program for Algebra I on Grade 9 Student Math Achievement. Final Report. NCEE 2012-4020
Author: Cavalluzzo, Linda
Date: 2012-04-00
Type: Reports - Research
Subjects: Rural Schools,Mathematics Achievement,Teacher Surveys,Grade 9,Algebra,Blended Learning,Instructional Effectiveness,Program Effectiveness,Professional Development,Course Descriptions,Instructional Materials,Computer Assisted Instruction,Virtual Classrooms,Intermode Differences,Comparative Analysis,Intervention

The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, &quot;Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement,&quot; researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes present: (1) Power Analysis; (2) Data Collected but Not Analyzed; (3) Sample Detail; (4) Technical Information; (5) Data Cleaning and File Construction; (6) Professional Development Timeline; (7) Detailed Teacher Survey Results; and (8) Results of Sensitivity Analyses. (Contains 38 footnotes, 17 figures, and 43 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences with Regional Educational Laboratory Appalachia administered by CNA Education.]
Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Issues &amp; Answers. REL 2012-No. 120
Author: Hammond, Ormond W.
Date: 2011-12-00
Type: Reports - Research
Subjects: Hawaiians,Grade 8,Mathematics Achievement,Reading Achievement,Comparative Analysis,Achievement Gap,Student Evaluation,Public Schools,Middle School Students,Ethnicity

Native Hawaiian students represent the largest single ethnic group in Hawai'i, at 27 percent of the student population in 2008/09. This REL Pacific report, &quot;Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math,&quot; reports the reading and math proficiency rates of grade 8 Native Hawaiian and non-Native Hawaiian public school students and whether proficiency rates have changed from 2003/04 to 2008/09. Data sources and study methods are appended. (Contains 1 note, 4 figures, 3 boxes, and 4 tables.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Pacific administered by Pacific Resources for Education and Learning. For &quot;Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Summary. Issues &amp; Answers. REL 2012-No. 120,&quot; see ED530805.]
Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Summary. Issues &amp; Answers. REL 2012-No. 120
Author: Hammond, Ormond W.
Date: 2011-12-00
Type: Reports - Research
Subjects: Hawaiians,Grade 8,Mathematics Achievement,Reading Achievement,Comparative Analysis,Achievement Gap,Student Evaluation,Public Schools,Middle School Students,Ethnicity

This summary describes a larger report that discusses how Native Hawaiian students represent the largest single ethnic group in Hawai'i, at 27 percent of the student population in 2008/09. This larger REL Pacific report, &quot;Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math,&quot; reports the reading and math proficiency rates of grade 8 Native Hawaiian and non-Native Hawaiian public school students and whether proficiency rates have changed from 2003/04 to 2008/09. [This summary was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Pacific administered by Pacific Resources for Education and Learning. For &quot;Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Issues &amp; Answers. REL 2012-No. 120,&quot; see Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Issues &amp; Answers. REL 2012-No. 120 (ED530804)]