ethanporcaro/eric-fulltext-meta huggingface dataset:
State Policies to Improve Teacher Professional Development. Issue Brief
Author: Grossman, Tabitha
Date: 2009-10-26
Type: Reports - Evaluative
Subjects: State Standards,Academic Achievement,Professional Development,State Regulation,Improvement Programs,Teacher Improvement,Educational Strategies,Educational Quality,Teacher Effectiveness,Best Practices,Alignment (Education),Educational Policy

Each year, considerable resources are spent on professional development to build teacher knowledge and skills. Yet not much is known about its impact on student achievement. Research confirms that professional development can affect teacher practice, but research has yet to confirm if those changes in practice improve student learning. Unfortunately, recent studies indicate that most teachers do not believe the professional development they receive is helpful or relevant for improving classroom instruction. State policies have traditionally left professional development decisions to school districts, providers, and teachers. Although states require teachers to complete a certain amount of professional development for license renewal, they do not typically regulate the quality or the relevance of the professional development completed. State policies focus almost exclusively on the amount of time required and the types of opportunities that can be used for license renewal. States rarely require the collection of data that could help determine whether professional development improves student learning. To enhance the quality of professional development and help ensure the investments made in professional development improve student learning, governors can lead efforts to develop new models of professional development based on what limited research indicates would improve both the quality and impact of professional development. Specifically, states should: (1) Gather and use student achievement data to assess the effectiveness of professional development; (2) Use teacher evaluations and student learning data to create individualized professional development plans for teachers; (3) Establish research-based state standards to create a vision for high-quality professional development; and (4) Create an incentive-driven professional development initiative for teachers to acquire advanced skills. (Contains 27 endnotes.)
Measuring Student Achievement at Postsecondary Institutions. Issue Brief
Author: Bearer-Friend, Jeremy
Date: 2009-11-09
Type: Reports - Evaluative
Subjects: Postsecondary Education,Benchmarking,Database Design,Measures (Individuals),Systems Approach,Remedial Programs,Educational Attainment,Graduation

Existing measures of student achievement exclude far too many students and track too few student milestones. These exclusions can penalize institutions for serving disadvantaged students by understating these students' performance. This Issue Brief offers state leaders a formula for measuring systemwide student achievement at postsecondary institutions. Although many areas of postsecondary performance must be measured, student learning is core to the mission of the postsecondary system and instructional costs are the single largest expense for public postsecondary institutions. For these reasons, this Issue Brief focuses on measuring student achievement as a crucial indicator of postsecondary performance. Governors can take four steps to design a postsecondary education data system that meets the needs of their state: (Step 1): Select appropriate student milestones to measure remediation, retention, and attainment; (Step 2): Determine which students to count; (Step 3): Select appropriate benchmarks; and (Step 4): Group achievement rates by student population and institution. The four key student achievement milestones all states should track are: (1) Successful completion of remedial and core courses; (2) Advancement from remedial to credit-bearing courses; (3) Transfer from a two-year institution to a four-year institution; and (4) Credential attainment. Appended is a four-step formula for measuring postsecondary student achievement. (Contains 2 figures and 23 endnotes.)
Child Development and Behavior Branch (CDBB), NIHCD, Report to the NACHHD Council
Author: National Institute of Child Health and Human Development (NIH)
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Child Health,Child Development,Well Being,Health Promotion,Child Behavior,Behavior Change,Behavior Problems,Genetics,Biology,Environmental Influences,At Risk Persons,Prevention,Intervention,Cognitive Psychology,Neurology,Behavioral Sciences,School Readiness,Early Childhood Education,Bilingualism,Mathematics Skills,Science Process Skills,Reading Skills,Writing Skills,Learning Disabilities,Social Development,Affective Behavior,Child Abuse,Violence,Cognitive Development,Social Behavior,Brain

The Child Development & Behavior (CDB) Branch of the National Institute of Child Health and Human Development (NICHD) seeks to improve the health and well-being of individuals from infancy through early adulthood by supporting research into healthy growth and development, including all aspects of child development. The study of typical child development--of behavior, how to predict or change behavior, and how to recognize and intervene in learning and behavior difficulties--across the diverse population of American children today is among the defining features of research supported by the Branch. The central mission of the CDB Branch is to examine in-depth the behavioral, neurobiological, and genetic aspects of typical development and factors that place such development at risk, and to determine the optimal prevention and intervention approaches and under what conditions and in what contexts interventions can be most effective for specific subsets of individuals. This report to the National Advisory Child Health and Human Development (NACHHD) Council describes research and research training supported by the NICHD CDBB as of 2009 relevant to psychological, psychobiological, and educational development of children from conception through adolescence. The report describes the Branch's research programs, their initiatives, selected findings from their supported research, and their efforts at collaboration and dissemination. Appended are: (1) CDB Branch Personnel; (2) Branch-Supported Research Consortia and Networks; (3) Branch Publications  2004-2008; (4) Expert Panel Members; (5)  CDB Branch Funding Initiatives, Fiscal Year 2004 through Fiscal Year 2007; and (6) Branch-Sponsored/Co-Sponsored Workshops and Conferences. (Contains 6 figures.)
The Evaluation of the "Media-Smart Youth"[R] Curriculum
Author: National Institute of Child Health and Human Development (NIH)
Date: 2009-01-00
Type: Information Analyses
Subjects: Early Adolescents,After School Education,Selection,Nutrition,Physical Activities,Health Promotion,Student Attitudes,Media Literacy,Mass Media Effects,Feedback (Response),Control Groups,Item Analysis

Media-Smart Youth: Eat, Think, and Be Active![R] is an after-school curriculum that seeks to empower young people aged 11 to 13 years to make healthful choices about nutrition and physical activity by helping them understand how media can influence their lives. This is a unique intervention for young people in that it addresses four key areas of learning: nutrition, physical activity, media awareness, and media analysis skills. The curriculum integrates these subjects and encourages youth to learn by engaging in fun activities that enable them to become media savvy. Media-Smart Youth[R] consists of ten 90-minute lessons delivered by an adult facilitator. It culminates with "The Big Production," a media project conceived and created by the young participants, intended to promote healthy nutrition and physical activity in their peers.  The NICHD conducted an evaluation of the Media-Smart Youth: Eat, Think, and Be Active! curriculum to determine the impact of the program on adolescent knowledge, skills, and behavioral intent in the areas of media analysis, nutrition, and physical activity. This report describes the methods used for that evaluation and the results. Attachments include: (1) Media-Smart Youth[R] Curriculum: Lessons, Activities, and Breaks; (2) Matched Pairs with Demographic Information for Each; (3) List of Requirements for the Study; (4) Information about and Guidance for Recruiting Youth to the Media-Smart Youth[R]  Workshop and Securing Parental Consent; (5) Treatment Group and Control Group Consent Forms in English and Spanish, with Cover Letters, and Youth Assent Form; (6) Office of Management and Budget (OMB) Clearance Package; (7) Facilitator Training Agenda; (8) Control Site Activities; (9) Facilitator Training Detailed Agenda; (10) Treatment and Control Survey Administration Instructions; (11) Item Analysis of the Survey Using the Pre-Treatment Data; (12) Lesson Attendance Table for the Nine Original Media-Smart Youth[R] Treatment Sites; (13) Comparison of Activities for the Nine Media-Smart Youth[R]  Sites (with Snack and Action Break Completions); (14) Activity Time Allotted and Average Time Spent by Lesson at the Nine Media-Smart Youth[R] Sites; (15) Adaptations by Lesson; (16) Comments from Observers; (17) Facilitator Feedback Meeting Agenda; and (18) Sample of Media-Smart Youth[R] Mini-Productions. (Contains 12 tables and 2 figures.)
Identity and Performance in Seventh Grade Students' Interpretations of Quality Literacy Learning in Class Discussions
Author: Smith, Ann Marie
Date: 2007-04-00
Type: Reports - Research
Subjects: School Culture,Ethnography,Grade 7,Literacy,Self Concept,Student Attitudes,Teacher Attitudes,Language Arts,United States Literature,Literacy Education,Educational Experience,Race,Critical Theory,Interviews,Observation,Teaching Methods,Critical Reading,Middle Schools

The purpose of this ethnographic study was to analyze seventh grade students' and teachers' perceptions of literacy learning in language arts and reading classes. This paper includes a report of a section of this study that focused on discussions about literature. The impact of this diverse school culture on teachers' literacy instruction and students' classroom experiences was also interpreted.  Applying critical race theories, the researcher collected data in the form of interviews and classroom observations. Results seemed to indicate that, at least for this classroom, students interpreted small group discussions as problematic. Students preferred whole class discussions about literature because disagreements about meaning were monitored and negotiated by the teacher. Implications for teaching critical literacy skills through class and small group discussions are included. (Contains 2 tables.)
History of New York State Regents Exams
Author: Johnson, Carol Siri
Date: 2009-12-31
Type: Reports - Descriptive
Subjects: Integrated Curriculum,Equal Education,Exit Examinations,Access to Education,Educational History,State Standards,State Surveys,Educational Testing,Trend Analysis,Educational Development,Politics of Education,Educational Policy,Performance Factors,Program Administration

This paper is a brief history of the Regents subject-matter examinations and New York State's efforts to move towards educational equity. New York State was a leader in integrated curriculum and outcomes assessment in high schools for over a century. The first academic exit exam was administered in 1878 and it evolved into the controversial Regents subject matter exams, a cycle of curriculum building and assessment, run by the state bureaucracy, using the expertise of selected teachers. In the twentieth century, two separate tracks of academic achievement developed: students could earn a Regents Diploma or a Local Diploma. Late in the century, increased reporting revealed a gap in funding and achievement between rural/suburban and city schools. The state is presently attempting to address this problem to provide universal access to a high-quality academic education for all, but the results are unknown. (Contains 55 endnotes.)
Minority Bias in Identification and Assessment of Gifted Students: A Historical Perspective and Prospects for the Future
Author: Courville, Keith
Date: 2009-00-00
Type: Information Analyses
Subjects: Academically Gifted,Definitions,Ability Identification,Minority Groups,Test Bias,Literature Reviews,Referral,Experimenter Characteristics,Change Strategies,Testing,Racial Discrimination,Achievement Tests

(Purpose) This literature review discusses the prevalence of bias against minorities in all aspects of selection for gifted and talented services. (Findings) Topics addressed in this paper include: (1) progression of the definition of giftedness; (2) minority bias in gifted identification and referrals by school personnel; (3) discriminatory testing practices; (4) use of expanded definitions of giftedness which allow for recognition of giftedness in minority populations; (5) teacher training to minimize identification bias; (6) nonverbal testing as a means to minimize assessment discrimination; and (7) expanding the use of existing tests to analyze multiple areas of giftedness. (Conclusion) Given the limited scope of prevalent definitions of gifted, as well as the pervasive bias against minorities even amongst experienced teachers, discrimination within the selection of gifted students is a significant issue that deserves further attention from researchers and more efforts by school systems to implement known methods of reducing bias in the identification and assessment process.
New Beginnings: The Library as an Information and Resource Basket. Selected Papers from PIALA 2008: Pacific Islands Association of Libraries, Archives and Museums Annual Conference (18th, Colonia, Yap, Federated States of Micronesia, November 17-21, 2001)
Author: Horie, Ruth H., Ed.
Date: 2009-00-00
Type: Collected Works - Proceedings
Subjects: Museums,Libraries,Archives,Foreign Countries,Library Services,Library Development,Conference Papers,Conferences (Gatherings),Library Associations,Library Role,Library Materials,Resource Centers,Information Centers

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. The volume begins with a listing of the members of the PIALA 2008 Planning Committee, the Officers and Executive Board, and Acknowledgements, followed by the Schedule of Events and a list of Conference Participants. The conference theme is reflected in the title: New Beginnings: The Library as an Information and Resource Basket. The conference was held in Colonia, Yap, Federated States of Micronesia, November 17-21, 2008. Papers contain references. [This report was published by the Pacific Islands Association of Libraries, Archives and Museums.]
Revising Teaching Skills for Professional Empowerment
Author: Nath, Baiju K.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Teaching Skills,Teacher Competencies,Teacher Effectiveness,Skill Analysis,Professional Development,College Faculty,Higher Education,Teacher Role,Educational Strategies,Learning Strategies,Educational Practices

In a technology and media dominated era of education the role of teacher and there by the skills required to be mastered by each teacher need redefinition. The paper attempts to identify the list of essential teaching skills for the present age by retaining the significant ones and including those inevitable for present context. The skills discussed in this paper are Set Induction, Stimulus variation, Questioning, Explanation, Communication, Handling of Technology, Collaboration, Managing Distractors, Research guidance, and Closure. Handling of Technology, Collaboration, Managing Distractors, and Research guidance are the newly included ones.
Pedagogic Rejuvenation in Teacher Education in India: Concept in NCFTE 2009
Author: Nath, Baiju K.
Date: 2009-00-00
Type: Opinion Papers
Subjects: Teacher Education,Educational Change,Foreign Countries,Professional Development,Teacher Educators,Educational Development,Educational Innovation,Teacher Education Programs,Change Strategies,Educational Improvement,Improvement Programs

The educational scenario in India country is now passing through an era of renovation and refinement. The school education as well as higher education is included in this rejuvenation, with least consideration to teacher education. Pedagogic changes gained momentum by the inception of nation wide schemes such as MLL, DPEP, SSA and the emerging RMSA. Teacher education is more or less static amidst of philosophical and methodological changes in the field of education. Curriculum frame work has been formulated from time to time for giving conceptual directions in uniformity and quality of education. The teachers who are the corner stones of prospective changes in society must be empowered properly in a phased manner to realize the national vision on education. Realizing the urgency of the situation, National Council for Teacher Education (NCTE) now proposed a draft curriculum framework for nation wide discussion, soon after one of this kind in 2006. The document is comprehensive and includes Context, Concerns and Vision of Teacher Education, Curricular Areas of Initial Teacher Education, Redesigned Schemes of Current Teacher Education Programmes, Evaluating the Developing Teacher, In-service Education and Continuous Professional Development, and Preparing Teacher Educators. The existing practices in preparatory courses of teacher educators, their in-service training and professional development are to be incorporated to formulate a policy for teacher education.
Principles of Peace through Effective Transaction
Author: Nath, Baiju K.
Date: 2009-00-00
Type: Opinion Papers
Subjects: Peace,Teaching Methods,Values Education,Values Clarification,Educational Principles,Instructional Design,Educational Strategies,Educational Practices,Interdisciplinary Approach,Social Justice,Social Values,Instructional Effectiveness

It is necessary that children are taught pedagogy of peace that includes recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice, social justice and imaginative understanding of peace. The prime responsibility of a teacher is to help students to become good human beings, motivated to fulfill their true potential for their own benefit as well as for the betterment of the society as a whole. An attempt is made here to introduce new longitudinal and durable ideas for education for peace, by suggesting a mandatory peace curriculum. Developing capabilities for peace through broad based education involves  behavioral, cognitive, spiritual and attitudinal components. Discourses of empathy and reconciliation in curriculum and pedagogy are critical components of reformation of peace education goals. Emphasizing on critical thinking, problem solving, language and life skills as well as open mindedness, expressiveness, peacefulness, flexibility and sensitivity towards various global issues provide comprehensiveness to peace education. Various strategies recommended are integration of theory and practice to the potential of practical programmes, offering courses in peace and security studies, developing a relevant  pedagogy for peace  practitioners in higher education setting, collective varieties and deeply rooted historical memories and societal beliefs, art-making activities, employing think-aloud strategies and mind\body oriented methods, setting up  solidarity camps etc. are suggested.
Exploring Research on Issues Impacting Mathematics in Community Colleges and Raising Questions for Future Research
Author: Gaston, June Lundy
Date: 2009-12-29
Type: Reports - Evaluative
Subjects: Community Colleges,Higher Education,Access to Education,College Students,Mathematics Instruction,Educational Research,Educational Strategies,Technology Uses in Education,Teacher Education,Professional Development,College Faculty,Alignment (Education),Abstract Reasoning

Two-year colleges have an important role in the educational and economic advancement of the United States, particularly during the current economic crisis. They offer access to higher education for economically and/or educationally impoverished students, as well as for those who have simply returned for further study. Two-year colleges provide academic training for those seeking to upgrade their skills to qualify for promotion or a new career. The colleges also have a crucial role in the recruitment, training, and professional development of STEM educators. How can community college faculty best help such a diverse group of students achieve a level of mathematical proficiency that will help them meet their personal, academic and career goals? What does research suggest about coursework that will facilitate the development of abstract reasoning skills that lead to proficiency in higher level academic and career-related problem solving? The American Mathematical Association of Two-Year Colleges (AMATYC) indicates that educators should continue to search for strategies to address various issues such as choice of appropriate mathematics content, effective instructional strategies, use of technology, teacher preparation, and professional development for faculty and support staff (2006). Research and recent legislation (America COMPETES 2007) also promotes k-16 mathematics coursework alignment that impels all mathematics educators to know not only the content of the coursework they teach but  &quot;the connections of that content to other important mathematics, both prior to and beyond the level they are assigned to teach&quot; (National Mathematics Advisory Panel 2008, p. 37). This exploration is thus guided by long-standing questions from k-16 mathematics educational research; it ends with questions for further research.
Research Perspectives in Issue Based Curriculum and Critical Pedagogy
Author: Nath, Baiju K.
Date: 2009-00-00
Type: Opinion Papers
Subjects: National Curriculum,Critical Theory,Adult Learning,Foreign Countries,Social Justice,Higher Education,Evaluation,Instruction,Curriculum,Adult Education

The National Policy on Education (NPE, 1986) of India proposed the National Curriculum Framework (NCF) as a means of evolving a national system of education, recommending a core component derived from the vision of national development enshrined in the constitution. The Kerala Curriculum Framework (KCF-2007) draws upon the National Curriculum Framework of 2005 (NCF - 2005) introduced critical pedagogy and issue based approach in education from the academic year 2008-09. While implementing a new approach in educational system, it requires a thorough research base for its success. Even though a lot of works have been conducted in critical pedagogy, majority were in adult learning; and researches in issue based approach are very less. In order to transact the new curricular approach in a successful manner, researches in issue based approach and critical pedagogy is to be encouraged. This paper tries to identify the researchable areas in issue based approach and critical pedagogy. Critical pedagogy should be perceived as pedagogy for existence or survival. Hence what is critical will be changed by age level, experience, subject of study, type of institutions, etc. Access, equity, and quality are the basic dimensions of any type of education. Conceptual analysis and prioritisation of competencies at each level is the basic issue to be resolved. Though access in terms of institutions is realized, access in terms of resources is not even estimated. The critical concepts required and pedagogy to attain that of elementary level child will be entirely different from that of secondary level pupil.