ethanporcaro/eric-fulltext-meta huggingface dataset:
Statewide Data on the Supply and Demand of Principals in Illinois as a Result of Illinois' New Principal Endorsement
Author: Illinois State University, Center for the Study of Education Policy
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Statistical Data,Supply and Demand,Principals,Administrator Education,Career Development,Educational Change,Educational Legislation,State Legislation,Certification,Administrator Qualifications,Alignment (Education),Common Core State Standards

The quality of Illinois schools and the performance of their principals play significant roles in determining the future for children. Their success hinges on recognition that principals play a critical role in shaping the environments in which children learn. Illinois schools can and will be enriched by developing a principal pipeline system that responds to the current and future needs of the schools and students. For nearly a decade, stakeholders throughout Illinois have engaged in work to strengthen principal preparation and development. Efforts to reform the preparation of school leaders began with the Illinois Commission on Principal Preparation (2006), which led to recommendations made by the Illinois Taskforce on School Leadership (2008), and culminating with legislative changes through Illinois Public Act 096-0903. This report presents data on the Type 75 certificate, which qualifies educators for a variety of administrative positions (principal, assistant principal, department chair, athletic director, special education director, etc.).
Coaching Pre-Service Teachers for Teaching Mathematics: The Views of Students
Author: Averill, Robin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Coaching (Performance),Preservice Teachers,Mathematics Instruction,Student Attitudes,Foreign Countries,Teacher Education,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Elementary School Teachers,Secondary School Teachers,Teaching Methods

Using rehearsals and in-the-moment coaching is being explored in mathematics teacher education courses at two New Zealand universities. This paper describes the perceptions of students, gathered using questionnaires, from two classes at our institution using different approaches for incorporating rehearsals and coaching. Students believed rehearsals and coaching enabled their development as teachers and mathematical understanding by providing relevant practice, discussions, and feedback. Implications include that realistic teaching opportunities with empowering coaching interruptions are useful components of teacher education.
Using a Modified Form of Lesson Study to Develop Students' Relational Thinking in Years 4, 5 &amp; 6
Author: Bao, Lei
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Lesson Plans,Grade 3,Grade 4,Grade 5,Student Surveys,Interviews,Elementary School Students,Elementary School Mathematics,Mathematics Teachers,Elementary School Teachers,Foreign Countries,Grade 1,Grade 2,Questionnaires,Thinking Skills,Mathematical Logic

A modified form of Lesson Study was used to deliver several lessons over two weeks to develop students' relational thinking and to improve teachers' knowledge of this thinking. Fifteen students in a multi-grade 4, 5 &amp; 6 classroom were surveyed and interviewed using true/false sentence and open number problems involving one unknown number before and after the study. Students in all three grades increased their understanding of the role of equivalence and their capacity to use relational thinking. Questionnaires were also undertaken by three participating teachers before and after the study. Their knowledge about students' relational thinking improved, and they demonstrated how they would integrate it into their future teaching of number and number operations.
Achievements and Challenges Encountered by Classroom Teachers Involved in a Research Project: A Reflection
Author: Allmond, Sue
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Research Projects,Reflection,Mathematics Instruction,Mathematics Teachers,Longitudinal Studies,Foreign Countries,Mathematics Achievement,Mathematical Logic,Thinking Skills

This paper discusses what being involved in a mathematical inquiry project looks like from two classroom teachers' perspectives, gained throughout six years spent in a longitudinal study. Collaboration amongst all stakeholders has resulted in a deeper understanding of the thinking and reasoning required in the inquiry process and has led to benefits to students and significant pedagogical change extending across all curriculum areas.
Mathematics Teachers' Perceptions of Their Students' Mathematical Competence: Relations to Mathematics Achievement, Affect, and Engagement in Singapore and Australia
Author: Areepattamannil, Shaljan
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Attitudes,Mathematics Skills,Competence,Mathematics Achievement,Foreign Countries,Grade 8,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Science Tests,Science Achievement,Correlation,Structural Equation Models

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and Australia. Structural equation modelling (SEM) analyses revealed that mathematics teachers' perceptions of their students' mathematical competence were positively linked to eighth-graders' mathematics achievement, affect toward mathematics, and engagement in mathematics lessons in both Singapore and Australia. Implications of the findings are briefly discussed.
Online Report Card: Tracking Online Education in the United States
Author: Allen, I. Elaine
Date: 2016-02-00
Type: Reports - Research
Subjects: Higher Education,Online Courses,Educational Technology,Technology Uses in Education,Annual Reports,Large Group Instruction,Distance Education,College Students,Enrollment Trends,Geographic Location,Student Characteristics,College Faculty,Teacher Attitudes,Blended Learning,Conventional Instruction,Resource Units,Shared Resources and Services

This is the thirteenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group in partnership with the Online Learning Consortium (OLC), Pearson, WCET, StudyPortals, and Tyton Partners, with additional data from the National Center for Education Statistics' Integrated Postsecondary Education Data System (IPEDS). This study is aimed at answering fundamental questions about the nature and extent of online education. This report focuses on online courses and programs offered as a normal part of an institution's programs, as well as Massive Open Online Courses (MOOCs) typically offered for free to those outside of the institution's student body. Its findings reveal the number of higher education students taking at least one distance education course in 2015 is up 3.9 percent from the previous year. Growth, however, was uneven; private nonprofit institutions grew by 11.3 percent while private for-profit institutions saw their distance enrollments decline by 2.8 percent. [This report was written with Russell Poulin and Terri Taylor Straut.]
Grade Level: Tracking Online Education in the United States
Author: Allen, I. Elaine
Date: 2015-02-00
Type: Reports - Research
Subjects: Electronic Learning,Higher Education,Distance Education,Online Courses,Computer Assisted Instruction,Enrollment Rate,Outcomes of Education,Self Control,Academic Persistence,School Holding Power,Educational Trends,Surveys,Conventional Instruction,Comparative Analysis,Teacher Attitudes,Adoption (Ideas),Barriers,Educational Resources,Shared Resources and Services,Knowledge Level,Administrator Attitudes,Costs,Debt (Financial),Labor Force Development,Colleges,Universities,Statistical Data,Institutional Characteristics

This report is the twelfth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group, with data collection conducted in partnership with the College Board and additional data from the National Center for Education Statistics' Integrated Postsecondary Education Data System (IPEDS). Using survey responses from more than 2,800 colleges and universities and IPEDS data for 4,891, this study is aimed at answering fundamental questions about the nature and extent of online education some of which include: Who Offers Online (Distance) Courses? How Many Students are Learning Online (at a Distance)? Is Online Learning Strategic? Are Learning Outcomes in Online Offerings Comparable to Face-to-Face? Do Students Require More Discipline to Complete Online Courses? Is Retention of Students Harder in Online Courses? and What Will Drive the Future of Higher Education? The survey analysis is based on a comprehensive sample of active, degree-granting institutions of higher education in the United States. [This report includes &quot;Commentary: IPEDS as the New Data Source&quot; (Phil Hill and Russ Poulin).]
Learning the Work of Ambitious Mathematics Teaching
Author: Anthony, Glenda
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Mathematics Instruction,Learning Activities,Universities,College Students,Scaffolding (Teaching Technique),Program Evaluation,Educational Change,Methods Courses,Teaching Methods

&quot;Learning the Work of Ambitious Mathematics&quot; project was developed to support prospective teachers learn the work of ambitious mathematics teaching. Building on the work of U.S. researchers in the &quot;Learning in, from, and for Teaching Practice&quot; project, we investigate new ways to make practice studyable within the university setting. Public rehearsals of Instructional Activities are used to provide opportunities for prospective teachers to explore and be scaffolded to engage interactively with complex teaching acts. This paper overviews the rationale and design of the three year project and reports on progress after one year.
Probing Students' Numerical Misconceptions in School Algebra
Author: Akhtar, Zarina
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Secondary School Mathematics,Algebra,Student Attitudes,Knowledge Level,Misconceptions,Number Concepts,Hypothesis Testing,Mathematics Tests,Accuracy,Foreign Countries,Pattern Recognition

The study was designed to probe students' thinking about which numerical values can be assigned to algebraic letters. The data from students in Year 7 (n = 533), Year 8 (n = 377) and Year 9 (n = 172) was analysed using response patterns. The data confirmed that each year contained students with two misconceptions; &quot;Different Letter means Different Number&quot; and the &quot;Empty Box&quot; misconceptions. The findings provide support for the Steinle et al. (2009) hypothesis that a previously identified response pattern is a subset of the &quot;Empty Box&quot; misconception.
Evidence of Impact of High Quality Principal Training in Illinois. Proposal Submitted to Governor Elect Rauner Education Transition Team on Behalf of the Center for the Study of Education Policy at Illinois State University
Author: Illinois State University, Center for the Study of Education Policy
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Qualifications,Administrator Education,State Standards,Competence,State Legislation,Program Effectiveness,State Policy,Educational Improvement,Administrator Effectiveness

Driven by research that evidences the direct impact of principals on school-wide improvements, Illinois has been working at the forefront of innovation and improvement in principal quality for quite some time. A large body of research supports the impact of school leadership on school and student outcomes. While high quality instruction is necessary for improved student learning in schools, high-quality school leadership creates the conditions for improving instruction. In a 2001 survey of 40,000 teachers nationally funded by the Gates Foundation, 96 percent of teachers ranked supportive leadership as &quot;absolutely essential&quot; or &quot;very important&quot; to retaining good teachers. Recognized for bold policy initiatives involving principal preparation and development, Illinois has received national awards and recognitions. These efforts led to the creation of a new P-12 Principal Endorsement and the mandate that all preparation programs throughout the state apply for program approval under the new requirements, which include intensive internship requirements and competency-based assessments evidencing that principal candidates are ready to lead before they are given the license to do so. The Center for the Study of Education Policy believes that the results of Illinois Public Act 96-0903, enacted in 2010, represents a substantial overhaul of leadership preparation requirements in Illinois. Key elements are proposed which represent a paradigm shift for preparation programs from &quot;candidate as consumer&quot; to &quot;district as consumer.&quot; Moving beyond the simple outcome of program graduates securing administrative positions, the new requirements focus much needed attention on the impact principal preparation ultimately has on school improvement and student outcomes. An appendix presents comparative ISAT data between CPS students (CHI) and students outside of CPS (ILLxCHI).
Washington State Birth to 3 Plan: Building on Existing Efforts to Improve Services and Achieve Measurable Outcomes for Children and Families
Author: Washington State Department of Early Learning (DEL)
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Early Intervention,Early Childhood Education,Educational Policy,Child Health,Child Development,Infants,Toddlers,Planning,Objectives,Financial Support,State Legislation,Family Programs,Professional Personnel,State Programs,Access to Education,Access to Health Care

Washington State Department of Early Learning (DEL) contracted with Thrive by Five Washington to facilitate and write this report. A collaborative group of key stakeholders helped develop this plan, which consists of actionable policy recommendations in seven high-level focus areas. Within each area are specific &quot;next steps&quot; that build on existing efforts to improve services and achieve measurable outcomes for children and families. Most of these recommendations are based on strategies and policies identified in Washington's Early Learning Plan (ELP) and the 2009 Recommendations to the Governor. This Birth to 3 Plan includes the following: (1) High-level recommendations and a small set of clearly prioritized, feasible and actionable policy recommendations that are necessary now to foster the optimal health and development of infants and toddlers; (2) A summary of the context for this plan, including the importance of &quot;birth to 3&quot; in early learning and what data tell us about infants and toddlers in Washington state; (3) A description of the process involved in this plan's development; (4) Identified outcomes anticipated to result from the implementation of these policy recommendations; and (5) A summary of financing options and considerations. This Birth to 3 Plan begins with the recommended policies and critical next steps that would continue to build a comprehensive birth to 3 continuum of services in Washington. Each key area contains a high-level policy recommendation followed by more concrete &quot;next step&quot; policy recommendations. Existing foundational elements on which the recommendations will build are also highlighted. Three appendices are included: (1) Second Substitute House Bill 2867; (2) Outcome Map; and (3) Early Learning Plan Guiding Principles.
Early Momentum Metrics: Why They Matter for Higher Education Reform. CCRC Research Brief. Number 65
Author: Jenkins, Davis
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Educational Change,College Students,Graduation Rate,Community Colleges,Two Year Colleges,Two Year College Students,College Credits,Longitudinal Studies,Postsecondary Education,Time to Degree,Remedial Instruction,Academic Achievement,Comparative Analysis,Measurement

In this brief, the authors propose three measures of &quot;early momentum&quot; for two reasons: Research is beginning to show that these near-term metrics predict long-term success, and the metrics focus attention on initial conditions at colleges that are particularly important for solidifying the foundation for student success. While these measures are valuable individually, as a group they give a better picture of the impact of reforms on students, and thus are more valuable if used together. These measures include: (1) Credit momentum--defined as attempting at least 15 semester credits in the first term or at least 30 semester credits in the first academic year; (2) Gateway momentum--defined as taking and passing &quot;pathway-appropriate&quot; college-level math and college-level English in the first academic year; and (3) Program momentum--defined as taking and passing at least nine semester credits (three courses) in the student's field of study in the first academic year. In this report, the authors present evidence that these metrics predict long-term success and then discuss how they can help focus reforms on the early foundations of student success.
Lessons for States: The &quot;Every Student Succeeds Act&quot; (ESSA) Increases Focus on and Investment in Supporting Principal Preparation and Development
Author: Haller, Alicia
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Administrator Education,Principals,Professional Development,State Legislation,Administrator Effectiveness

The revisions to federal policy reflected in ESSA suggest that federal policy makers are acknowledging the growing research-base on principal effectiveness, and responding by shaping policy to create new opportunities for innovation and improvement in principal preparation and development. Principals, as multipliers of effective practice, are a critical and fiscally prudent lever for improving and sustaining effective teaching and learning at scale. Illinois leads the nation in its attention to a comprehensive overhaul of principal preparation programs to more effectively lead PK-12 instruction. The promise of ESSA depends upon the ability of state and local educational agencies, and their partners, to harness their collective expertise and resources toward this common goal. In this case, if policy becomes tightly coupled with implementation, then Illinois could be on the verge of another major paradigm shift ultimately leading to positive school and student outcomes statewide.
Closing the College Gap: A Roadmap to Postsecondary Readiness and Attainment
Author: Balfanz, Robert
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: College Readiness,Educational Attainment,Young Adults,High School Graduates,College Graduates,Elementary Secondary Education,Gender Differences,Achievement Gap,Racial Differences,Ethnic Groups,Socioeconomic Status,Family Income,At Risk Students,Trend Analysis,Access to Education,Barriers,Academic Persistence,Course Selection (Students),High School Students,Scores,Tests,Remedial Instruction,Grades (Scholastic),Census Figures,Longitudinal Studies,Surveys

Throughout much of the 20th century, the United States led the world in educational attainment and, in turn, economic and social progress. But that advantage has been slipping in recent decades, prompting the president and a host of governors and philanthropic leaders to set goals for America to reclaim its place as the world leader in the education of its people, and to foster the economic, social, and civic progress that would result. In Part I of this report, the authors examine new and existing data on three successive cohorts of young adults whose educational attainment at 25-34 years of age can be measured today or projected in the future. The current cohort of 25- to 34-year-olds graduated from high school in 2008 or earlier and earned postsecondary degrees in 2014 or earlier; the second cohort is in postsecondary education or finishing high school; and the third cohort is in 1st through 10th grades today. In Part II of this report, the authors work to develop a road map to postsecondary success for all. They argue that a key to progress is taking a hard look at how we currently define college readiness and making sure that educators, parents, and students are focused on the high school outcomes that matter the most for postsecondary success. In the last section of the report, the authors lay out the most pressing challenges the nation must solve and where innovations will be needed the most, in order for postsecondary attainment rates to continue to rise and for opportunity gaps to continue to close.
Making &quot;Good&quot; Choices: The Impact of Entitlement Models on Upskilling Later in Life. Research Report
Author: Polidano, Cain
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Job Skills,Skill Development,Educational Change,Educational Policy,Vocational Education,Resource Allocation,Labor Needs,Course Selection (Students),Education Work Relationship,Enrollment Trends,Expectation,Wages,Disadvantaged,Alignment (Education)

Tailoring education policy to deliver the skills needed by modern labour markets is complicated by the rapid pace of technological change. These complications are amplified when the associated risks of technological redundancy and the lengthening working lifetimes are taken into account. At the heart of the challenge for policy-makers is allocating public funding in a way that improves the responsiveness of the sector to changing skill and labour market needs. This study adds to the existing evidence base on this issue by reporting on the effects of an Australian reform that introduced an entitlement for VET, whereby the availability of public funded VET courses was expanded and where its allocation was linked to student choice. This policy reform was part of the Australian Government's National Partnership Agreement on Skills Reform, established in 2008 to enhance the VET sector's responsiveness to labour market needs. The key premises underlying the reforms were that expanding entitlements to public subsidies would increase participation in education and that, given greater freedom of choice, people would pursue skills in demand by employers. This study tests both of those premises by estimating the effects on enrollments of reforms introduced in the state of Victoria, known at the time this research was undertaken as the Victorian Training Guarantee (VTG). The findings from this study further underline the capacity of people, irrespective of their backgrounds, to make good course choices, given greater freedom to do so, at least as measured in this study. Appended are: (1) VET participation using the ABS Survey of Education and Work; (2) Course participation supplementary statistics; (3) Sensitivity tests; (4) Course choice supplementary statistics.