ethanporcaro/eric-fulltext-meta huggingface dataset:
Ambitious Leadership: A Case Study of Professional Development at KIPP Comienza
Author: Grossman, Jill
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Case Studies,Faculty Development,Elementary School Teachers,Student Centered Learning,Teacher Workshops,Educational Change,Educational Practices,Educational Objectives,School Schedules,Accountability,Educational Planning

By all measures, KIPP Comienza Community Prep, an elementary school in Huntington Park, California, is a wildly successful school. And yet, toward the end of the 2015-16 school year, as KIPP Comienza Principal Shirley Appleman and her staff reviewed the school's literacy assessment data, they were troubled: Many students did not demonstrate flexible and independent reading comprehension. Driven by the concern that teachers were &quot;spoon-feeding&quot; students, Appleman and her team decided they needed to make literacy instruction less worksheet-driven and more student-centered and &quot;authentic.&quot; To achieve this goal, Appleman and her leadership team decided to adopt the Teachers College Reading and Writing Workshop model as the school's core approach to literacy instruction. To prepare for this shift, Appleman and her leadership team devised a professional development plan that would support all teachers in making instructional changes. To ensure the professional development would &quot;stick&quot; with teachers, Appleman maintained several essential practices. This case study looks at those practices for supporting effective professional learning: (1) establishing a clear instructional vision; (2) structuring the school schedule; (3) maintaining a response vision of professional development; (4) designing practice-centered professional development; and (5) holding teachers accountable for their planning and execution. [For the main report, &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; see ED584804.]
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Rhode Island
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) final performance report for the year 2016 describes Rhode Island's vision for RTT-ELC, what has changed in Rhode Island and in early learning programs as a result of RTT-ELC, and the lessons learned in implementing a comprehensive reform agenda. The RTT-ELC grant offered Rhode Island the opportunity to formalize a cohesive, coordinated vision among five state agencies and accelerate Rhode Island's progress toward operationalizing this vision by providing significant resources and supports to early learning programs and families. Specifically, during the five years of RTT-ELC, the following key aspects of the state's vision were realized: (1) A governance system among state agencies was formed to support collective, data-driven decision-making and to monitor project implementation; (2) Aligned sets of standards for programs, workforce, and children were created that resulted in a common, cohesive focus on children's learning and development; (3) Increased numbers of early learning programs engaged in the state's program quality continuum; (4) The early learning workforce was increasingly engaged in high-quality professional development and college courses aligned with workforce competencies for teachers; and (5) More Rhode Island children received comprehensive developmental screening and referral for indicated services or supports prior to kindergarten entry. Key lessons learned include: (1) Agency coordination with strong community engagement is critical; (2) The set-up and administration of grant tasks take time; (3) Evaluation and evidence are needed for sustainability; (4) Building data systems requires specialized skills and a nimble structure; (5) Data governance should be prioritized; (6) Alignment is important for education, programs, and students; (7) A Tiered Quality Rating and Improvement System (TQRIS) can support a mixed delivery system; (8) Policy and supports are critical levers to incentivize program improvements; (9) Remediating teaching and learning is challenging; (10) Standards help make the case for public investment; (11) Clear education pathways help develop the workforce; and (12) Low wages undermine workforce development efforts.
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Delaware
Author: State of Delaware, Office of the Governor
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) final performance report for the year 2016 describes Delaware's accomplishments, lessons learned, challenges, and strategies Delaware will implement to address those challenges. Delaware made significant progress throughout the Race to the Top Early Learning Challenge in four identified areas: 1) continued success in implementing Early Learning Challenge Activities and exceeding outcome targets; 2) building state and community awareness and support of a high-quality early learning system; 3) establishing a permanent governance structure for the state's early learning system and ongoing leadership; and, 4) building a plan for sustaining key Early Learning Challenge initiatives and progress after the Early Learning Challenge funding expires. Success in these and other key grant performance measures clearly indicate that the grant influenced positive system change which directly benefits Delaware's earliest learners and their families.
Race to the Top - Early Learning Challenge: 2016 Annual Performance Report. Colorado
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Colorado's accomplishments, lessons learned, challenges, and strategies Colorado will implement to address those challenges. Guided by the vision of the Early Childhood Colorado Framework (their vision, goals, and priorities for a unified system across early learning, family support and parent education, and physical and social-emotional health) Colorado's public, private, and philanthropic sectors are highly invested in people, programs, and places that will increase access to high quality early learning experiences.
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. California
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) final performance report for the year 2016 describes California's accomplishments, lessons learned, challenges, and strategies California will implement to address those challenges. California's Race to the Top - Early Learning Challenge (RTT-ELC) implements a unique approach that builds upon its local and statewide successes to create sustainable capacity at the local level and addresses the geographic and cultural diversity of California. Approximately 77 percent of the grant funding is being spent at the local level, via 17 original consortia and 14 mentee counties, to support the development and expansion of successful local Quality Rating and Improvement System (QRIS) efforts focused on improved outcomes for children with high needs. As the RTT-ELC lead agency, staff from the California Department of Education (CDE), Early Education and Support Division (EESD), along with staff from First 5 California (F5CA), have served as the RTT-ELC Implementation Team and provided Consortia and workgroup meeting planning and facilitation, technical assistance (TA) and support, and fiscal and programmatic oversight. Both locally, and at the state, progress continued on the governance structures with representatives from the Governor's Administration (Department of Finance [DOF], California Department of Social Services [CDSS], and State Board of Education [SBE]), as well as consortia members, continuing to demonstrate strong commitment and collaboration during this fourth year of implementation.
Ambitious Leadership: A Case Study of Aligning Math Curriculum to College-and-Career-Ready Standards
Author: Grossman, Jill
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Instructional Leadership,Case Studies,Mathematics Curriculum,Mathematics Instruction,Mathematics Activities,Common Core State Standards,College Readiness,Career Readiness,Coaching (Performance),Bilingual Students,Curriculum Development,Teaching Methods,Standardized Tests

This report describes the alignment of the Common Core State Standards to the math curriculum at DC Bilingual Elementary Charter School in Washington, D.C., which educates all students in English and Spanish. The alignment of the curriculum has been a multiyear, iterative process. School administrators, as well as the school's instructional coaches, say that their laser-like focus on adopting, adapting, and adjusting a rigorous, standards-aligned curriculum has been key to the school's success. They note that their work developing the math curriculum, particularly their repeated deep-dives into the standards, has been vital to growing their capacity to support students in meeting the higher expectations. The curriculum development work at DC Bilingual is distinguished by several core practices: (1) leveraging pedagogical expertise and distributing leadership; (2) backward-mapping from the standards; (3) articulating changes in instructional practice necessary to deliver the curriculum, and building teachers' capacity to enact and refine these changes; and (4) regularly testing, observing, and revising curriculum. Two sidebars describe curriculum refinement in action and present questions for reflection. [For the main report, &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; see ED584804.]
Ambitious Leadership: A Case Study of Coaching at DC Bilingual
Author: Grossman, Jill
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Instructional Leadership,Case Studies,Coaching (Performance),Expertise,Instructional Effectiveness,Literacy,Instructional Improvement,Teaching Methods,Feedback (Response),Bilingual Schools,Common Core State Standards,Mixed Methods Research,Faculty Development,Elementary School Students,Elementary School Teachers,Reading Achievement,Mathematics Achievement,Evidence Based Practice

The DC Bilingual Public Charter School, located in the District of Columbia, is a dual language school which educates all students in English and Spanish. Since its inception, students have made significant progress in reading and mathematics achievement. Administrators attribute this to the school's laser-like focus on ensuring that all teachers have the skills to deliver the school's standards-aligned curriculum with fidelity. The school has had to create a culture of rigorous and ongoing learning for adults in the building. This case study describes how the school has built this culture and increased teacher capacity through a comprehensive coaching system. The members of the instructional support team design and deliver professional development, coach teachers one-on-one, and work with them in grade-level and vertical team meetings. They also lead small-group and individual interventions with struggling students in their respective content areas, ensuring that the learners with the greatest need have continued access to the best educators in the school. To carry out this level of instructional coaching, the school maintains several essential practices: (1) collecting and using data to design an effective coaching team; (2) leveraging pedagogical and instructional expertise; (3) establishing positive attitudes and expectations around coaching; (4) using evidence-based coaching and pedagogy; and (5) establishing time in the schedule for coaching support. The report describes coaching in action and offers questions for reflection. [For the main report, &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; see ED584804.]
Strategies for Addressing Student and Teacher Absenteeism: A Literature Review
Author: Knoster, Kevin C.
Date: 2016-11-00
Type: Reports - Research
Subjects: Attendance,Teacher Attendance,Truancy,Change Strategies,Literature Reviews,Best Practices,Management Information Systems,Decision Making,Data,At Risk Students,Family Involvement,Community Involvement,Ancillary School Services,Academic Support Services,Salary Wage Differentials,Work Environment,Cultural Influences,Rewards,Recognition (Achievement),Administrative Principles,Administrative Policy,Teacher Improvement,Collegiality,Physical Development,Emotional Development,Well Being

The North Central Comprehensive Center team at McREL International conducted an analysis of current literature regarding student and teacher absenteeism to better conceptualize the problem and highlight successful steps that can be taken to address it. Drawing upon theoretically conceptualized and practically applied strategies for resolving absenteeism and truancy, they put forward a series of best practices and recommendations for professional educators and administrators struggling to overcome the persistent challenge of chronic absenteeism. Potential solutions to chronic student absenteeism include: (1) effective use of data to identify, monitor, and support the attendance and performance of students at risk of absenteeism; (2) family and community engagement; (3) provision of wrap-around services for students facing obstacles to consistent attendance that are outside of school; and (4) implementation of social and emotional learning supports. A number of factors appear to influence the extent to which teachers are absent from class, including pay structure, working conditions, community conditions, and cultural responsibilities. Potential solutions include: (1) acknowledge and reward teacher attendance and performance; (2) reevaluate policies and procedures in regard to whether or not they mitigate or contribute to teacher abstenteeism; and (3) invest in teachers' physical and emotional well-being and encourage collegial relationships among teachers and leaders.
Race to the Top - Early Learning Challenge: 2016 Annual Performance Report. New Mexico
Author: US Department of Health and Human Services
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the reporting period of 01-01-2016 to 12-31-2016 provides a summary of New Mexico's accomplishments, lessons learned, challenges, and strategies that New Mexico will implement to address those challenges. New Mexico has made significant progress on the Race to the Top - Early Learning Challenge (RTT-ELC) grant since it began in January 2013, with much of Years One and Two spent on gearing up to implement the grant, including hiring key staff; establishing contracts; and establishing governance and communications processes. Year Three highlights included continued strides towards building a robust, high quality learning system for our youngest children; further improving communications with key stakeholders; implementing the first statewide implementation of the Kindergarten Observation Tool; increasing TEACH scholarship participants; incorporating FOCUS-TQRIS across all New Mexico early learning programs; and initiating work in the identified Early Childhood Investment Zones. The 2016 Annual Performance Report provides an overview of New Mexico's RTT-ELC activities for Year Four of the grant, highlighting several areas of progress and accomplishments within the six projects towards building successful state &quot;systems of systems&quot; that connect early care health and education into a continuum of integrated, high-quality, comprehensive services, including: (1) Grants Manageent; (2) Raising the Quality of Early Learning Programs; (3) Investing in Communities; (4) Professional Development; (5) Promoting Accountability; and (6) Supporting Schools in Meeting Each Child's Needs
Longitudinally Investigating the Impact of Curricula and Classroom Emphases on Equity in Algebra Learning
Author: Hwang, Stephen
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Longitudinal Studies,Algebra,Equal Education,Mathematics Curriculum,Minority Group Students,African American Students,Problem Solving,Equations (Mathematics),Hispanic American Students,Middle School Students,Multiple Choice Tests,Mathematics Skills,Statistical Analysis,Racial Differences,Ethnicity,Mathematics Achievement,Grade 6,Grade 7,Grade 8

This paper explores how curriculum and classroom conceptual and procedural emphases affect the learning of algebra for students of color. Using data from a longitudinal study of the Connected Mathematics Program (CMP), we apply cross-sectional HLM to lend explanatory power to the longitudinal analysis afforded by Growth Curve Modeling that we have reported elsewhere. Overall, we find that the achievement gaps tend to decrease over the course of the middle grades. However, differences in open-ended problem solving and equation solving performance persist for African American students. Classroom conceptual and procedural emphases also appear to differentially influence the performance of Hispanic and African American students, depending on the aspect of algebra learning that is being measured. [For the complete proceedings, see ED584829.]
Transition from Derivative at a Point to Derivative as a Function
Author: Park, Jungeun
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Mathematics Instruction,Textbook Evaluation,Mathematical Concepts,Textbook Content,College Mathematics,Introductory Courses

This paper explores how textbooks address two central concepts in differential calculus, derivative at a point and derivative function, make the transition from one concept to the other, and establish connections between them. We analyzed how the three most widely used calculus textbooks present these two aspects of the derivative, focusing on visual means and word use in the books. In contrast to their thorough discussion on the limit process for the derivative at a point, the books make a quick transition to the derivative function by &quot;letting a point 'a' vary&quot; and changing &quot;f'(a) to f'(x).&quot; Then, they graph f'(x) using several values of the derivative at a point. In addition, the books often use the term &quot;derivative&quot; without specifying which of the two concepts is meant, and are inconsistent in the use of letters, so that it is unclear whether a letter (a or x[subscript 1]) denotes an arbitrary but fixed number or a variable. [For the complete proceedings, see ED584829.]
How Students Reason Differently in Everyday and Mathematical Contexts: Typicality and Example Choice in Justification
Author: Walkington, Candace
Date: 2012-11-00
Type: Reports - Research
Subjects: Thinking Skills,Mathematics Instruction,Mathematical Concepts,Middle School Students,Mathematical Logic,Validity,Grade 6,Grade 7,Grade 8,Student Surveys

Middle school students bring with them to the classroom powerful, informal resources for reasoning about mathematical ideas. However, little research has examined how these resources can interact with or support skills of mathematical justification. Here, we explore how middle school students consider inductive strategies--the use of examples in proof--when confronted with conjectures. We discuss ways in which these students might reason about mathematical objects like numbers and shapes strategically as they test examples. We argue that critical to such strategic reasoning is flexible application of mathematical and everyday ways of knowing. [For the complete proceedings, see ED584829.]
Invisible Proof: The Role of Gestures and Action in Proof
Author: Williams, Caroline C.
Date: 2012-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematical Logic,Validity,Nonverbal Communication,Geometry,Spatial Ability,College Students,Interviews,Video Technology

The role of reasoning and proof in mathematics is undeniably crucial, and yet research in mathematics education has repeatedly indicated that students struggle with proof production. Our research shows that proof activities can be illuminated by considering action and gesture as a modality for crucial aspects of mathematical communication. We share two examples that highlight the importance of gesture and action in supporting students' mathematical proof production. We conclude by discussing the implications of our work for already existing schemes for classifying proof. [For the complete proceedings, see ED584829.]
Situating Revoicing within Broader Task and Social Structures
Author: Choppin, Jeffrey
Date: 2012-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Discussion (Teaching Technique),Student Participation,Student Role,Language Usage,Communication Strategies,Teaching Methods

This article explores how situating the linguistic move of revoicing within broader structures helps to explain why researchers and practitioners attribute a variety of forms and functions to revoicing, and shows how revoicing may be described as consisting of and situated within a broader set of discourse structures that represent a continuum with respect to positioning students in epistemic roles. We present analysis from classrooms of three teachers enacting the same task in both small group and whole class activity structures. The results show how revoicing took on a variety of functions within longer exchange sequences, which themselves functioned to position students as active contributors and as participants in mathematical discourse practices. The implications are that broader exchange sequences can provide the functionality that O'Connor and Michaels attributed to revoicing. [For the complete proceedings, see ED584829.]