ethanporcaro/eric-fulltext-meta huggingface dataset:
Aspen's Global 100: Beyond Grey Pinstripes 2009-2010--Preparing MBAs for Social and Environmental Stewardship
Author: Aspen Institute
Date: 2009-10-21
Type: Reports - Research
Subjects: Foreign Countries,Business Administration Education,Masters Degrees,Program Evaluation,Institutional Characteristics,Surveys,Data Collection,Data Analysis,Ethics,Rating Scales,Reputation,Conservation (Environment),Social Problems,Competition,Global Approach

Beyond Grey Pinstripes is a research survey and alternative ranking of business schools that spotlights innovative full-time MBA programs leading the way in integrating social and environmental stewardship into their curriculum and scholarly research. These schools are preparing today's students--tomorrow's leaders--for future market realities by equipping them with the social, environmental and economic perspectives required for business success in a competitive and fast changing global economy. This ranking is the result of over 18 months rigorous research--designing the survey, outreach to MBA programs around the world, data collection and analysis--looking at how well MBA programs incorporate social, environmental and ethical issues into the training of future business executives. Approximately 80,000 pages of data were collected from 149 participating schools. These data are thoroughly reviewed to determine Aspen 100. Whatever their rank, all Beyond Grey Pinstripes schools are trailblazers in this arena.
Creating and Sustaining Urban Teacher Residencies: A New Way to Recruit, Prepare, and Retain Effective Teachers in High-Needs Districts
Author: Berry, Barnett
Date: 2008-08-00
Type: Reports - Evaluative
Subjects: Urban Schools,School Districts,Teacher Recruitment,Graduates,Teacher Education,Teacher Placement,Beginning Teacher Induction,Teacher Leadership,Human Capital,Higher Education,Program Effectiveness,Mentors,Teacher Effectiveness,Instructional Leadership,Financial Support,Resource Allocation,Educational Change,Alternative Teacher Certification

Urban Teacher Residencies (UTRs) are an emerging innovation designed to embody best practices in recruitment, screening, preparation, placement, induction, and teacher leadership for urban school districts. UTRs can be a key element of urban districts' portfolio of pathways into teaching and a lynchpin of a larger strategy to strengthen the districts' human capital system. The debate continues to rage about the best way to recruit, prepare and induct teachers and the virtues of traditional university-based versus alternative preparation programs located in a variety of settings. Quality varies widely within each program type--and neither type of program is able to meet the urban districts' needs for high quality, diverse teachers in high needs subjects who are committed to a long-term career in high needs schools. As a result, there is growing attention to UTRs as an additional pathway to improving teacher quality. A number of major school districts are considering launching programs, and with the recent passage of the federal Higher Education Opportunity Act, millions of dollars have been authorized to develop and support UTRs. This report examines two UTR programs, the Academy for Urban School Leadership (AUSL) in Chicago and the Boston Teacher Residency (BTR). The report aims to inform policymakers and practitioners about the design and financing of UTRs, the evidence of their impact, and the conditions relevant to their success and sustainability. In UTRs, aspiring teachers--known as Residents--are selected according to rigorous criteria aligned with district needs. They integrate their master's level course work with an intensive, full-year classroom residency alongside an experienced Mentor. In their second year, they become a teacher with their own classroom while continuing to receive intensive mentoring. Appended are: (1) Key elements and components of the BTR and AUSL programs. (Contains 2 figures and 22 endnotes.)
Strategic Staffing for Successful Schools: Breaking the Cycle of Failure in Charlotte-Mecklenburg Schools
Author: Travers, Jonathan
Date: 2010-04-00
Type: Reports - Research
Subjects: School Districts,Instructional Leadership,Educational Improvement,Systems Approach,Case Studies,Needs Assessment,Resource Allocation,Teacher Distribution,Teacher Administrator Relationship,Administrator Effectiveness,Principals,Staff Utilization,Models

There's a lot of work happening all over the country to &quot;turnaround&quot; schools. Federal stimulus programs, including Title 1 Improvement Grants and Race to the Top, have caused many states and school systems to focus on how to address schools trapped in a cycle of failure and &quot;turn them around.&quot; On the school level, there are some shining examples. But on the system level, there are few stories that describe how to take action within the context of managing all the resources available, to turn around failing schools while maintaining the quality of all schools. In this case study of the Charlotte-Mecklenburg Strategic Staffing Initiative, Education Resource Strategies (ERS) and the Aspen Institute tell the important story of how one district is harnessing the critical levers of school leadership and teaching excellence to turnaround schools in the context of a larger school system. The system's top talent is now focused on their toughest challenges, the district leadership is actively supporting their efforts, and initial results are promising. (Contains 5 figures and 19 footnotes.)
Leveraging the Talent-Driven Organization
Author: Adler, Richard
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Talent Development,Social Networks,Information Technology,Leadership,Cooperation,Learning,Innovation,Talent,Organizations (Groups),Public Policy,Organizational Change,Business,Organizational Culture

This report details how a number of firms are using social networking tools to open up communication, collaboration and learning across boundaries, leveraging these tools to develop new products and real-time solutions for customers. It discusses the qualities of leadership throughout an organization that fosters innovation and learning. And it touches on some of the policies that governments will need to consider to foster a competitive workforce in this new era. Appended are: (1) Roundtable Participants; (2) About the Author; (3) Previous Publications from the Aspen Institute Roundtable on Talent Development; and (4) About the Aspen Institute Communications and Society Program. (Contains 15 notes.)
Rethinking Human Capital in Education: Singapore as a Model for Teacher Development
Author: Sclafani, Susan
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,Human Capital,Academic Achievement,Program Effectiveness,School Districts,Educational Change,Foreign Countries,Public Education,Teaching Methods,Principals,Teachers,Best Practices,Comparative Analysis,Compensation (Remuneration),Teacher Salaries,Educational Administration,Faculty Development,Standards,Educational Finance,Higher Education

Thinking and acting strategically about human capital development and management is the lifeblood of most high-performing businesses and organizations. Public education in this nation should be no different. Principals' and teachers' performance has more effect on student achievement than any other factor and their effectiveness in increasing student performance varies widely. Given the stakes, it is imperative to act on that knowledge and strengthen the education workforce to better serve students. Yet, few urban school districts have acted on this knowledge to make strengthening human capital a centerpiece of their improvement strategies. To build knowledge and momentum for new approaches to strengthening human capital in education, the Aspen Institute Program on Education and Society has launched a multi-year effort to examine what a systematic human capital system in education might look like building on best practices in education and business both here and abroad. In fall 2006, the Aspen Program on Education convened a seminar of leading policymakers, researchers and practitioners from eight nations to bring international lessons to U.S. policy conversations. Surveying the international landscape, the participants were struck by Singapore--a city-state with both high student achievement and a coherent, performance-oriented, professionalized approach to teacher development. While culture and context matter and the Singaporean system could not be replicated in the U.S., this report on Singapore provides provocative ideas for how school districts and states might move toward a more systematic career and compensation structure. Appended are: (1) Singapore and Its Education System; and (2) Description of the Singapore Performance Management Process.  [This paper was written with Edmund Lim. It was prepared for the Aspen Institute Education and Society Program.]
Transforming High School Teaching and Learning: A District-Wide Design
Author: Wurtzel, Judy
Date: 2006-05-00
Type: Reports - Descriptive
Subjects: High Schools,Secondary School Teachers,Teacher Effectiveness,Instructional Improvement,Interaction,Workshops,Educational Change,Teaching Methods,School Districts,Accountability,Teacher Recruitment,Occupational Information,Academic Achievement,Standards,Core Curriculum

Significant improvements in student learning require real change at the heart of instruction: the interaction of students and teachers around the content to be learned. This paper suggests a set of design specifications for strengthening this interaction of student, teacher and content and increasing student performance across a school district. These designs have six components. The first two focus on what the job of effective high school teaching looks like and on getting and keeping teachers who can do this job. They offer a new teacher "job description" that places accountability for results and the use and refinement of effective practices at the core of teaching and also suggest approaches for recruiting and retaining high school teachers who have the will and capacity to embrace this job description and increase student learning. The next four components describe an infrastructure for improving high school instruction that is consistent with this new job description, that provides the concrete supports needed to help new and veteran teachers know what and how to teach effectively, that enables teachers to elicit higher performance from their students, and that rests on a teacher-based system for continuously improving results. Most of the ideas here are not new. Some school districts and states have implemented elements. However, this paper attempts to lay out a fairly comprehensive picture of high school instructional reform and to push the conversation about high school instructional improvement into some new territory. A list of the 2005 Workshop Participants is appended. (Contains 2 diagrams and 3 notes.)
Closing the Racial Achievement Gap: Learning from Florida's Reforms. Backgrounder. No. 2468
Author: Ladner, Matthew
Date: 2010-10-17
Type: Reports - Evaluative
Subjects: Charter Schools,Private Schools,Elementary Secondary Education,School Choice,Social Promotion,Academic Achievement,Racial Differences,Educational Change,Alternative Teacher Certification,White Students,Hispanic American Students,African American Students,Equal Education,Educational Improvement,Achievement Gap,State Standards,Online Courses,Public Education,Reading Achievement,Grade 4,Merit Pay,Change Strategies,Accountability,Academic Standards,Grade 8,Educational Finance,Teacher Student Ratio,Federal Legislation

An education gap between white students and their black and Hispanic peers is something to which most Americans have become accustomed. But this racial division of education--and hence of prospects for the future--is nothing less than tragic. The good news is that the racial divide in learning is a problem that can be fixed. Of course, it can only be fixed if education reform is approached in a commonsense and innovative way. Continuing to repeat the largely failed national policies and ever-increasing spending of the past decades is surely not common sense. One state, Florida, has demonstrated that meaningful academic improvement--for students of all races and economic backgrounds--is possible. In 1999, Florida enacted far-reaching K-12 education reform that includes public and private school choice, charter schools, virtual education, performance-based pay for teachers, grading of schools and districts, annual tests, curbing social promotion, and alternative teacher certification. As a result of parental choice, higher standards, accountability, and flexibility, Florida's Hispanic students are now outperforming or tied with the overall average for all students in 31 states. It is vital that national and state policymakers take the lessons of Florida's success to heart. The future of millions of American children depends on it. (Contains 28 footnotes.)
Charter Schools: A Welcome Choice for Parents. WebMemo. No. 2996
Author: Richwine, Jason
Date: 2010-08-30
Type: Reports - Evaluative
Subjects: Charter Schools,School Choice,Social Development,Educational Research,Student Development,Parent Attitudes

A study published by the Department of Education (DOE) in June, "The Evaluation of Charter School Impacts," highlights the many benefits of charter schools. The results show unambiguously that parents are substantially more satisfied with charter schools and the academic and social development of their children who attend compared to public school parents. (Contains 8 footnotes.)
Why National Standards Won't Fix American Education: Misalignment of Power and Incentives. Backgrounder. No. 2413
Author: Burke, Lindsey M.
Date: 2010-05-21
Type: Reports - Evaluative
Subjects: Public Education,Power Structure,Needs Assessment,Educational Change,Parent Student Relationship,Accountability,National Standards,Federal Aid,Educational Finance,Government School Relationship

American education needs to be fixed, but national standards and testing are not the way to do it. The problems that need fixing are too deeply ingrained in the power and incentive structure of the public education system, and the renewed focus on national standards threatens to distract from the fundamental issues. Besides, federal control over education has been growing since the 1960s as both standards and achievement have deteriorated. Heritage Foundation education policy experts Lindsey Burke and Jennifer Marshall explain why centralized standard-setting will likely result in the standardization of mediocrity, not excellence. (Contains 32 footnotes.)
&quot;Works for Children.&quot; Annual Report, 2009
Author: International Child Development Initiatives (Netherlands)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Child Abuse,Child Welfare,Foreign Countries,Child Development,Developing Nations,Well Being,At Risk Persons,Disadvantaged Youth,Global Approach,International Cooperation,Public Policy,Violence,Access to Education,Social Work,Foster Care,Young Children,Community Programs,Psychological Patterns,Social Influences,Activism,Civil Rights

International Child Development Initiatives (ICDI) is a Dutch non-profit organization with a world-wide brief, and a focus on transitional and developing countries. ICDI promotes the well-being of children growing up in difficult circumstances. As a result of the global recession, 2009 was a challenging year for many organizations working in the field of international development and child welfare. Thanks to ICDI's broad network, the growing maturity of the organization and increasing recognition of its work with and for children, a great deal was nevertheless achieved. During the course of the year, ICDI moved office, expanded its project portfolio, and--with a range of new partners in the Netherlands and abroad--explored possibilities to jointly work towards meeting the needs of children growing up in difficult circumstances in a more effective manner. Overall, ICDI's options for the future were expanded upon--and, not insignificantly, the organization managed to keep the financial deficit within limits. The work for children that ICDI has itself completed in cooperation with counterparts in other countries is outlined in detail in the pages of the following report. It is particularly noteworthy that despite the recession, more projects were undertaken and implemented in 2009 than in any previous year. Some were multi-year projects that simply continued, but many others were short-term projects to meet pressing needs, and they were carried out in countries as far apart as Bulgaria and Kenya, Israel/Palestine and The Netherlands, or Surinam and Romania. However, it is obviously content that matters and this report, entitled &quot;Works for Children,&quot; records ICDI's involvement in child protection, early childhood development, child and youth participation, and newly emerging needs of children that require more consideration, more recognition and ultimately more action. [For the 2008 annual report, see ED512428.]
&quot;Doing What We Can, so that Children Can...&quot; Annual Report, 2008
Author: International Child Development Initiatives, Leiden (Netherlands).
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Children,Disadvantaged Youth,Well Being,Childrens Rights,Nonprofit Organizations,Organizational Development,Foster Care,Child Development,Agency Cooperation,Nongovernmental Organizations,Recreational Programs,Multicultural Education,Child Welfare,Early Childhood Education,Child Care,Violence,Participatory Research,Coaching (Performance),Developing Nations,Research Projects,Youth Programs,Publications,Foreign Countries

The International Child Development Initiatives (ICDI) promotes the wellbeing of children growing up in difficult circumstances. ICDI works to improve policies and practices affecting these children by doing research and training. ICDI believes in the power of children and young people, supporting the realisation of their rights and addressing the underlying causes for the problems they face. 2008 had been a busy year for ICDI. It was engaged in 18 projects (of varying duration) plus a number of smaller assignments--a marked increase over the number the previous year. It had managed to consolidate activities, and was growing much as anticipated in its Strategic Plan, 2008-11. Recently appointed staff members were fitting in well, and renovation of the old Leiden orphanage into a Child Rights Home (that had begun at the beginning of the year--and in which ICDI was a lead partner) had recorded considerable progress thanks to generous financial support of the Utopa Foundation. The Child Rights Home will be a focus for child rights activities, not only here in The Netherlands but internationally, and it is expected to open up new avenues of collaboration for ICDI, enabling it to do more to help children who are growing up in extremely difficult circumstances. [For the 2007 annual report, see ED512429.]
ICDI Annual Report, 2007
Author: International Child Development Initiatives, Leiden (Netherlands).
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Childrens Rights,Foreign Countries,Child Development,Photography,Child Welfare,Well Being,Disadvantaged Youth,Organizational Development,At Risk Persons,Agency Cooperation,Nongovernmental Organizations,Foster Care,Preschool Education,Access to Education,Youth Programs,Peace,Competence,Skill Development,Daily Living Skills,Young Children,Community Programs,Leadership Training,Social Change

The International Child Development Initiatives (ICDI) promotes the wellbeing of children growing up in difficult circumstances. ICDI works to improve policies and practices affecting these children by doing research and training. ICDI believes in the power of children and young people, supporting their rights and addressing the underlying causes for the problems they face. 2007 was a significant year for ICDI. Despite its relatively small size the organization has--once again--been remarkably active. ICDI was engaged in 11 large and many much smaller projects in Central and Eastern Europe, Surinam, and the Middle East, all of which focused on the needs of children who have to grow up in very deprived situations. ICDI also began to employ more staff (up from 5 to 8) as it grew organizationally. The appointment of a new director in September 2007 saw central management change hands for the first time. With new staff came new expertise (children in conflict zones, children and HIV/Aids, children with disability) augmenting existing strengths and creating new regional interests and expertise, especially in Africa. [To access the 2006 report, see, &quot;Young People's Voices&quot; ED497654.]
Expanding Opportunity for the People of California. Annual Report for 2009
Author: James Irvine Foundation
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: Grants,Social Justice,Democratic Values,At Risk Persons,Access to Education,Educational Quality,Minority Groups,Youth Programs,High School Students,Philanthropic Foundations,Cultural Pluralism,Art,Cultural Activities,Creativity,Innovation,Financial Support,Art Activities,Music,Dance,Governance,Social Change,Ethnic Groups,Citizen Participation,Disproportionate Representation,Low Income Groups,Postsecondary Education,College Preparation,Leadership Training

Creating paths for the active engagement of Californians serves as a unifying theme for The James Irvine foundation as it pursues its mission of expanding opportunity for the people of California. Through the foundation's grantmaking programs in arts, California Democracy and Youth, it aspires to a California where opportunities to participate actively in arts and culture become widely accessible, where Californians engage directly in shaping their democracy, and where access to a rigorous and relevant high school education stands as a reality for all low-income youth. These are lofty goals, but Californians deserve no less. The foundation brings to this ambitious agenda an unwavering confidence that the partners it is privileged to support are both creating new and re-envisioning existing means of engagement that will lead to these outcomes. This annual letter reviews some highlights for the year in each of the foundation's core grantmaking programs. In the subsequent pages of this annual report, readers will find a listing of the foundation's grants for 2009, as well as a review by Chief Investment Officer, John Jenks, of the Foundation's investment activities and results for the year.