ethanporcaro/eric-fulltext-meta huggingface dataset:
Newark Opportunity Youth Network: A Collective Approach to Transforming Lives and Communities
Author: Fisher, Julia Conrad
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Disadvantaged Youth,Youth Opportunities,Youth Employment,Youth Programs,Networks,Positive Behavior Supports,Services,Public Schools,Policy Formation,Community Organizations,Technical Assistance,Partnerships in Education,Financial Support,Charter Schools,Advocacy,Sustainability,School Districts,Dropout Prevention,Student Placement,College Preparation,Discipline Policy,Poverty,Educational Opportunities,Health Services,Juvenile Justice,Participative Decision Making,Public Policy

Led by Newark Opportunity Youth Network (Newark OYN) in New Jersey, key public and private organizations in Newark came together to focus efforts on supporting disconnected youth and transforming how they are educated and prepared for life, postsecondary learning, and careers. This report describes how Newark OYN emerged and is charting its path of engaging community partners, implementing direct education services to reengage disconnected youth, and providing supports to organizations supporting these youth. Throughout the report, Newark OYN youth reflect on their experiences of disengaging from school or coming close to disengaging, and how Newark OYN's intentionally designed educational programs and schools set them on a path to opportunity. The report also shares Newark OYN's early achievements, impact, and lessons learned after two years of implementation. [This report was co-produced with Newark Opportunity Youth Network (Newark OYN).]
Autonomous District Schools: A New Path to Growing High-Quality, Innovative Public Schools
Author: Kim, Juli
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Public Schools,Educational Quality,Educational Improvement,School District Autonomy,Charter Schools,Diversity (Institutional),School Effectiveness,Sustainability,Institutional Autonomy,Governance,Enrollment,Decision Making,School Based Management,Traditional Schools,Partnerships in Education,Nonprofit Organizations,Collective Bargaining,Program Implementation,Recruitment,Program Design,Strategic Planning,Financial Support,Administrative Organization

Across the United States, a movement to create a new kind of public school--&quot;autonomous district schools&quot;--is giving districts the freedoms charter schools receive. Like charter schools, autonomous district schools are freed from innovation-inhibiting state and district policies, allowing talented educators to make academic and operational changes that better serve students. But rather than operating under a charter that is completely independent from the district, these autonomous schools remain part of the district. Thus, autonomous district schools let districts try to do what charters have done in cities such as New Orleans and Indianapolis: grow high-quality, innovative schools and diversify public school options at scale. Given the increasing interest in and proliferation of autonomous district school initiatives, this report provides a framework, language, and specific examples to describe different approaches for implementing district autonomous schools; and highlights design decisions that affect the effectiveness and sustainability of autonomous district schools.
Social-Emotional Learning: K-12 Education as New Age Nanny State. White Paper No. 192
Author: Effrem, Karen
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Elementary Secondary Education,Student Characteristics,Personality Traits,Values,World Views,Common Core State Standards,Early Intervention,Educational Objectives,Alignment (Education),Curriculum,Competency Based Education,Global Approach,Evaluation Methods,Academic Achievement,Academic Standards,Educational Policy,Educational Change,Federal Legislation,Educational Legislation

This paper analyzes the history, current practice, and dangers associated with Social-Emotional Learning (SEL). With roots in American progressive education and particularly in the movements for Outcome-Based Education and Self-Esteem, SEL is now pushed onto state and local education systems by the federal government and even international governmental entities. Other progressive-education forces, including the purveyors of widely used preschool standards, are equally enthusiastic. SEL is interwoven into education movements such as the Common Core State Standards and Competency-Based Education. SEL proponents present their product uncritically as the transformational tool that will propel students into greater academic achievement and personal fulfillment. But as this paper shows, and as admitted by numerous experts in SEL and related fields, the evidence for these claims is thin--and the risks to students' privacy, health, and even their very futures are significant. The paper analyzes the scientific research support for SEL claims and finds it much less persuasive than advertised. The paper further addresses the numerous problems in assessing SEL--problems that are acknowledged even by the experts and most dedicated proponents of the movement. It turns out there is no reliable, objective way to measure a student's personality, values, and mindsets. These experts cannot even agree on a uniform definition of SEL. The paper then explores the use of technology as a means of overcoming these problems. With the backing of the federal government, the education-technology industry is creating sophisticated software that supposedly can determine the most sensitive personality traits of students via their interaction with digital platforms. But this software--and especially software for video gaming--can go beyond assessing traits and in fact reshape the child to fit the desired mold. Finally, the paper discusses the fundamental philosophical and ethical objections to having the government, through the public schools, delve into this realm at all. [Foreword written by Kevin Ryan.]
Addressing Indiana&apos;s Quiet Teaching Crisis: A Sensible Blueprint for Progress. Three Recommendations for the Indiana General Assembly Based on the Voices of Indiana&apos;s Teachers
Author: Dean, Stephanie
Date: 2019-00-00
Type: Reports - Research
Subjects: Teaching Conditions,Teacher Recruitment,Teacher Education,Faculty Development,Teacher Persistence,Teacher Salaries,Educational Finance,Compensation (Remuneration),Teacher Shortage,Teacher Responsibility,Teacher Collaboration,Career Development,Career Choice,Teaching (Occupation)

Data about the teaching profession in Indiana make clear the potential for a full-blown public crisis unless policymakers take decisive action this year. Indiana teacher pay dropped 15 percent between 2000 and 2017 when adjusted for inflation, moving from $59,986 to $50,554--and Indiana teachers earn 17 percent less than college graduates in other fields. As a result, Indiana's pipeline of new teachers is drying up, with a 60 percent drop in individuals entering Indiana's teacher preparation programs from 2008-2009 to 2013-2014. Ninety-two percent of Indiana districts struggle to find qualified candidates for teacher openings. This means that as a new school year begins, administrators become willing to hire anyone into remaining slots. This situation has disastrous effects on students. On state standardized assessments, having an ineffective teacher for three years in a row can leave a student more than 50 percentile points behind peers who have excellent teachers each of those years. This report describes how to address Indiana's quiet teaching crisis by improving teacher recruitment, preparation, on-the-job development, and retention. The ideas and recommendations are based on a recent survey and focus groups with Indiana teachers that were administered by Stand for Children Indiana and Teach Plus Indiana; information on educator trends at the state and national levels; and cross-sector knowledge about talent strategy. The report identifies core challenges that Indiana must address to attract and retain teachers who lead their students to great results. It explains how career ladders can overcome many of these challenges, and it details three recommendations for legislative action: (1) As in such states as Oklahoma, which last year invested more than $400 million in teacher pay, Indiana should initiate a meaningful increase in funding for teacher compensation to become comparable with other professions and competitive with surrounding states; (2) For districts to receive this increased funding for compensation, state leaders should require them to develop well-designed career ladders and provide state-sponsored technical assistance to support successful transition to the resulting school management structure; and (3) To improve preparation and talent recruitment, the state should make a meaningful investment to support district efforts to provide teachers-in-training with a paid, full-year residency. [Co-published with Stand for Children Indiana and Teach Plus Indiana.]
Summary of 2017-2018 Graduates by Diploma Type. Research Brief. Volume 1801
Author: Gonzalez Hernandez, Vanessa
Date: 2018-10-00
Type: Reports - Research
Subjects: High School Graduates,Advanced Placement Programs,High Achievement,Service Learning,Employment Qualifications,Certification,Second Language Learning,Language Proficiency,Grade Point Average,Required Courses

M-DCPS had 23,764 graduates in the 2017-2018 academic year. Most students, 91%, achieved a standard diploma (24 credits). Some students choose an alternative curriculum where 443 (2%) achieved an Advanced International Certificate of Education (AICE) diploma and 400 (2%) achieved an International Baccalaureate (IB). An additional 461 (2%) students earned an Academically Challenging Curriculum to Enhance Learning (ACCEL) 18 credit diploma. Over a quarter of graduates (27%) earned the Superintendent's Diploma of Distinction for outstanding academic year's rate (25%). Florida's Scholar and Merit diploma designations were awarded to 6,972 (29%) graduates demonstrating academic strength and career industry certification. Over 2,700 (12%) students also earned the Florida Seal of Biliteracy, in Gold or Silver, demonstrating mastery of a foreign language. The rates of both of these State level designations increased from the 2016-2017 academic year. [To view &quot;Summary of 2016-2017 Graduates by Diploma Type,&quot; see ED587682.]
Built to Grow: How IDEA Public Schools Is Expanding to Serve a Million Students
Author: Doyle, Daniela
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Charter Schools,Educational Development,School Districts,Enrollment,Educational Strategies,Educational Innovation,Educational Improvement,Educational Change,Change Strategies,Models,Leadership,Talent Development,Teacher Selection,School Buildings,Educational Finance,Budgets,Sustainable Development,School Administration

The first IDEA Public Schools' campus opened in 2000, just miles from the US-Mexico border in Donna, Texas. Fast-forward nearly two decades, and 79 IDEA public charter schools serve approximately 45,000 students across six regions, and those students consistently outperform their peers statewide on a range of metrics from proficiency to graduation and college enrollment (see Figure 1, page 2). Moreover, IDEA's leadership team and board have no intention of slowing down. Plans are underway to enroll 100,000 students by 2022--which would make it one of the five largest school districts in Texas. And IDEA has bigger plans as well; it aims to one day serve one million students as the country's largest school district. IDEA's experience shows how several strategies can work in the charter sector, including: (1) Have or bring on board top leaders who commit to growth; (2) Develop systems for scale when needed to manage more customers and employees, including information technology, human resources, finance, and key operational systems; (3) Tackle talent scarcity quickly and creatively; (4) Invest in innovation to pursue excellence and growth; and (5) Generate money to expand by producing cash flow from positive operating margins and continued revenue growth, and then invest in growth essentials. This report details each of these components of IDEA's approach, describes IDEA's culture of continuous improvement, provides considerations for future growth, and shares lessons for the field.
Practices and Patterns in Research Information Management: Findings from a Global Survey. OCLC Research Report
Author: Bryant, Rebecca
Date: 2018-12-00
Type: Reports - Research
Subjects: Information Management,Online Surveys,Cross Cultural Studies,Specialists,Global Approach,Open Source Technology,Computer Software,Management Systems,Standards,Institutional Research,Metadata,Documentation,Research Administration,Longitudinal Studies,Futures (of Society),Library Role,Shared Resources and Services,Foreign Countries,Reputation,Strategic Planning,Institutional Characteristics,Compliance (Legal),Electronic Publishing

In order to examine how research institutions worldwide are applying research information management (RIM) practices, OCLC Research partnered with euroCRIS to conduct a web-based survey that was administered from October 2017 through February 2018, yielding 381 responses from 44 countries, demonstrating the global nature of research information management activities. A working group comprised of subject matter experts in RIM practices representing both OCLC Research and euroCRIS worked collaboratively to synthesize the data and to write the report &quot;Practices and Patterns in Research Information Management: Findings from a Global Survey.&quot; The report details the complexity of RIM practices and examines how commercial and open-source platforms are becoming widely implemented across regions, coexisting with a large number of region-specific solutions as well as locally developed systems. It also considers the urgent need for system-to-system interoperability--with both internal and external systems--and demonstrates how the use of identifiers, standards, and protocols are perceived as most valuable when they can also facilitate interoperability. The growing need for improved interoperability between managing open access workflows and the curation of institutional research outputs metadata is giving rise to the increasing functional merging of RIM systems and institutional repositories and further reinforcing the need for complex, cross-stakeholder teams to support institutional RIM activities, commonly featuring research offices, and increasingly, the library. OCLC Research and euroCRIS plan to repeat this survey in the future, developing longitudinal data and knowledge about evolving RIM practices in order to help inform the global research community. [This report is the result of collaboration between OCLC Research and euroCRIS.]
Discovering the Formal Definition of Limit through Exploration in Dynamic Geometry Environments
Author: Kristanto, Y. D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Computer Software,Private Colleges,College Students,College Mathematics,Preservice Teachers,Mathematics Teachers,Calculus

The formal definition of limit is one mathematical idea that gives difficulties to most students. Therefore, it is necessary to provide engaging activity in order to construct the students' understanding about the definition. This study aims to shed light on designing activities with dynamic geometry software to facilitate the students in discovering the formal definition of limit. Forty-eight students participated in the study. Both quantitative and qualitative data were collected from the students' responses in and attitudes toward the activities. The students' responses were gathered directly by using the dynamic geometry software whereas an online questionnaire was used to collect the students' attitudes. The results of the study then presented in this paper. Further, a set of suggestions in designing and implementing dynamic geometry environments to foster students' understanding about formal definition of limit was also proposed.
Secondary School Students&apos; Attitude towards Junior School Certificate (JSC) Examination in Bangladesh
Author: Rahman, Mehadi
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Student Certification,Tests,Gender Differences,Study Habits,Creativity,Test Anxiety,Testing,Test Construction,Problem Solving,Educational Change

The study investigates secondary students' attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students' attitude towards JSC examination. JSC exam had increased students' both quality of study and study time, enhanced students' creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students' normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh.
A State-Wide Quasi-Experimental Effectiveness Study of the Scale-up of School-Wide Positive Behavioral Interventions and Supports
Author: Pas, Elise T.
Date: 2019-04-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Behavior Modification,Intervention,Program Effectiveness,Elementary Schools,Middle Schools,High Schools,Student Behavior,Suspension,Reading Skills,Mathematics Skills,Truancy,Public Schools,School Personnel,Professional Development,Academic Achievement,Training

The three-tiered Positive Behavioral Interventions and Supports (PBIS) framework promotes the development of systems and data analysis to guide the selection and implementation of evidence-based practices across multiple tiers. The current study examined the effects of universal (tier 1) or school-wide PBIS (SW-PBIS) in one state's scale-up of this tier of the framework. Annual propensity score weights were generated to examine the longitudinal effects of SW-PBIS from 2006-07 through 2011-12. School-level archival and administrative data outcomes were examined using panel models with an autoregressive structure. The sample included 1,316 elementary, middle, and high schools. Elementary schools trained in SW-PBIS demonstrated statistically significantly lower suspensions during the fourth and fifth study years (i.e., small effect size) and higher reading and math proficiency rates during the first two study years as well as in one and two later years (i.e., small to large effect sizes), respectively. Secondary schools implementing SW-PBIS had statistically significantly lower suspensions and truancy rates during the second study year and higher reading and math proficiency rates during the second and third study years. These findings demonstrate medium effect sizes for all outcomes except suspensions. Given the widespread use of SW-PBIS across nearly 26,000 schools in the U.S., this study has important implications for educational practices and policies. [This paper was published in the &quot;Journal of School Psychology&quot; v73 p41-55 Apr 2019 (ISSN 0022-4405).]
Using Visual Prompt Approach in Parental Intervention to Improve the Toileting Skills of Children with Autism Spectrum Disorder
Author: Khairun Nizam, Nurafizzah
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Stimuli,Cues,Prompting,Preschool Children,Toilet Training,Parent Child Relationship,Parents,Early Intervention,Autism,Pervasive Developmental Disorders,Foreign Countries,Instructional Materials,Parent Participation

Past studies in autism have shown that individuals with Autism Spectrum Disorder (ASD) exhibit impairments in their toileting skills due to their cognitive skills. Hence, a 10-month intervention programme was developed to help ASD children aged 3 to 5 years old to master toileting skills. This multiple baseline design study sets out to examine the effectiveness of a parental intervention. Moreover, a visual prompt approach was used in the intervention and it helps to enhance the child's processing ability. Quantitative data collection (frequency recording forms) were used to record the number of occurrences on the targeted behaviours on their toileting skills which then converted to percentage correct to find out the mastery criterion level of the children. The findings showed that five children with ASD had successfully satisfied (80% above) most of the performance criteria on the toileting skills that had been taught to them by their parents. In contrast, the whole performance criteria on the toileting skills were only mastered well by one of the subjects. This finding has proven that early intervention on toileting skills based on parents and learning tools (busy bags) may help motivate learning among children with ASD.
Meet the Phallic Teacher: Designing Curriculum and Identity in a Neoliberal Imaginary
Author: McKnight, Lucinda
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Neoliberalism,Ethnography,Standards,Foreign Countries,English Teachers,English Instruction,Curriculum Design,Criticism,Observation,Feminism,Outcomes of Education,Communities of Practice,Professional Identity

This paper introduces the concept of the phallic teacher, a spectral figure that needs to be negotiated in teachers' everyday work and in school-based disciplinary communities of practice. Reporting the findings of a three year doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an environment where feminist and poststructuralist work of the late 20th century seems to have lost traction. These observations are based on empirical research in a Victorian school, combined with autoethnographic writing and other materials connecting teachers' and researchers' lives to the broader cultural postfeminist debate. The paper makes room for an absent subject, the teacher, marginalised in neoliberal discourses of curriculum and critiques the masculinist hegemony of outcomes and standards-based education. This provides us with new ways to challenge increasingly dominant current paradigms and to conceptualise a different future in which the standpoints of teachers are privileged in curriculum theory and curricular innovation.