ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Classroom Leadership in Special Education: School Models
Author: Public Impact, Opportunity Culture
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Instructional Leadership,Standards,Teacher Leadership,Teacher Collaboration,Teamwork,Teaching Methods,Individualized Instruction,Excellence in Education,Accountability,Leadership Role,Outcomes of Education,Teacher Salaries,Students with Disabilities,Career Development,Small Group Instruction,Models,Special Education,Inclusion,Self Contained Classrooms,Paraprofessional Personnel,Student Teachers,Special Education Teachers

Multi-Classroom Leadership is the cornerstone of an Opportunity Culture. Teachers with a record of high-growth student learning and leadership competencies, known as multi-classroom leaders or MCLs, teach part of the time and lead small, collaborative teams of two to eight teachers in the same grade or subject to meet each MCL's standards of excellence. MCLs guide lesson planning, help teachers practice and prepare for instruction, coach and develop the team and individuals, and lead improvements based on data. Team members use the MCL's instructional methods and tools to provide high-standards, differentiated instruction for high-growth learning, and they meet often to plan and improve. The MCL is accountable for the team's student learning outcomes. Teams may include paraprofessionals and teacher residents. MCLs earn pay supplements, averaging about 20 percent of base pay, funded by some position vacancies and reallocating other costs within each school. Schools combine Multi-Classroom Leadership with Team Reach when they want to reach more students with available teachers and/or increase teacher planning time, pay, and career advancement opportunities. Team reach teachers directly teach more students than usual, but typically without raising instructional group sizes and with increased small-group instruction. The MCL model, alone or in combination with Team Reach, can be used by special education (SPED) teachers. This brief describes four examples of how to reach all students who have disabilities with excellent teaching--three in inclusive models and one in self-contained SPED classrooms.
Promoting More Equitable Access to Effective Teachers: Strategic Options for States to Improve Placement and Movement
Author: Reform Support Network (RSN)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Equal Education,Access to Education,Teacher Placement,Faculty Mobility,Educational Policy,State Policy,Teacher Shortage,Human Capital,Accountability

This brief outlines strategies States and districts can use to address the issue of inequitable access to effective teachers. The Reform Support Network (RSN) identified these strategies during a December 2013 convening of experts from education organizations, research centers on labor economics, corporate human resource departments, the military and the health industry. Audiences can learn more about the causes of inequitable access in the RSN's companion piece, &quot;Promoting More Equitable Access to Effective Teachers: Problem and Root Causes&quot; (ED611461).
Evaluations of Teacher Effectiveness: State Requirements for Classroom Observations. Race to the Top at a Glance
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Teacher Effectiveness,State Standards,Observation,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Educational Change,State Policy,Classroom Observation Techniques

This brief provides a snapshot of the rules governing classroom observations used in teacher evaluations in selected Race to the Top grantees. The information was collected in response to a technical assistance request to the Reform Support Network (RSN) from Georgia, where education leaders charged with designing that State's teacher evaluation system were interested in learning more about the policies and guidelines that other States had established regarding classroom observations. The RSN collected publicly accessible policy data from 11 Race to the Top grantees: Colorado, Delaware, the District of Columbia, Florida, Louisiana, Illinois, New York, North Carolina, Ohio, Rhode Island and Tennessee. The analysis presents the policy approaches to conducting teacher observations taken by these States. The analysis does not attempt to present a comprehensive or exhaustive overview of teacher evaluation policy, nor is it an effort to recommend or assess the quality of these policies. The information is intended to help States and local educational agencies (LEAs) charged with designing teacher evaluation systems to learn more about the policies and guidelines that other States have established regarding classroom observations.
Recommended District Policies for At-Home Teaching and Learning
Author: Public Impact, Opportunity Culture
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Board of Education Policy,Educational Policy,School Policy,School Districts,School Closing,COVID-19,Virtual Schools,Economically Disadvantaged,Access to Computers,Laptop Computers,Internet,Technology Uses in Education,Safety,Videoconferencing,Privacy,Attendance,Blended Learning,Special Needs Students,English Language Learners,Assignments,Grading,Ethics,Academic Accommodations (Disabilities),Teacher Collaboration,Elementary Secondary Education

As students and teachers shift to working from home, many district policies need to shift as well. Our new publication, &quot;Recommended District Policies for At-Home Teaching and Learning,&quot; provides recommendations with a focus on: What policies are both feasible and most likely to produce strong learning outcomes for all students, especially disadvantaged learners?
State of the States 2021: Teacher Preparation Policy
Author: Putman, Hannah
Date: 2021-03-00
Type: Reports - Research
Subjects: Pandemics,COVID-19,Equal Education,Social Differences,Teacher Effectiveness,Teacher Education Programs,Trend Analysis,Educational Trends,Statewide Planning,Teacher Qualifications,Diversity,State Policy,Policy Analysis,Educational Policy,Student Teaching,Pedagogical Content Knowledge,Emergent Literacy,Admission Criteria,Grade Point Average,State Standards,Licensing Examinations (Professions),Reading Instruction,Teaching Methods,Elementary Secondary Education,Databases

Children across the country face unprecedented levels of missed instruction as a result of the pandemic. As millions of students and teachers continue remote learning, experiment with hybrid models, and ultimately return to their classrooms, the nation has a greater need than ever for teachers who have the skills to address the challenges ahead. Unfortunately, the COVID-19 pandemic has only further exacerbated the stark inequities of the American education system. All children deserve access to well-prepared teachers with a strong foundation in their subject area, the instructional skills to accelerate learning, and the understanding to support and inspire. As the regulating authority over teacher preparation, states play an essential role in ensuring that their teacher prep programs are delivering new teachers who meet state standards. This analysis considers state trends in many of the most essential aspects of delivering classroom-ready teachers, including the qualifications for being admitted into teacher preparation and earning a teaching license, with a focus on states' shifting testing regimes. It also examines recent activity to diversify the teacher workforce as well as to improve the quality of clinical practice. These data are based on policy information that was collected and confirmed in spring 2020. This report is the second in a series from the National Council on Teacher Quality (NCTQ) examining the current status of states' teacher policies. The focus is on state oversight of teacher preparation programs and licensure test requirements, particularly traditional preparation programs. [For the first report in the series, see &quot;Teacher &amp; Principal Evaluation Policy. State of the States 2019&quot; (ED598961).]
American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)
Author: Hunter-Johnson, Yvonne, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Adult Education,Continuing Education,Online Courses,Privacy,Educational Trends,COVID-19,Pandemics,Teaching Methods,Immigrants,Race,Salary Wage Differentials,Social Change,Learning Strategies,Lifelong Learning,College Students,Student Attitudes,Homosexuality,Foreign Countries,Diversity,Inclusion,Labor Force,Doctoral Programs,Technological Literacy,Writing Instruction,Coaching (Performance),Academic Advising,Older Adults,College Faculty,Caregivers,Citizenship Education,Foreign Nationals,Adult Educators,Faculty Development,Foreign Students,Learning Processes,Hispanic American Students

The American Association for Adult and Continuing Education (AAACE) is dedicated to the belief that lifelong learning contributes to human fulfillment and positive social change. The mission of the AAACE is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives. These historic proceedings for the general conference provide a platform to highlight the valuable presentations facilitated at the virtual conference. The proceedings reflect a combination of presentations featuring empirical research and the practical application within the field of adult and continuing education. [Individual papers are indexed in ERIC.]
Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement over Time
Author: Levinson, Sarah
Date: 2020-09-00
Type: Reports - Research
Subjects: Autism,Symptoms (Individual Disorders),Pervasive Developmental Disorders,Behavior Problems,Parent Attitudes,Teacher Attitudes,Student Characteristics,Teacher Characteristics,Classroom Environment,Severity (of Disability),Predictor Variables,Parent Participation,Parent School Relationship,Preschool Children,Preschool Education,Kindergarten,Grade 1,Grade 2,Intelligence Tests,Cognitive Development,Young Children

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time. [This is online version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;]
Miami-Dade County Public Schools: 2019-2020 Student Performance in the International Baccalaureate Program. Research Brief. Volume 2001
Author: Gonzalez Hernandez, Vanessa
Date: 2020-10-00
Type: Reports - Research
Subjects: Public Schools,Advanced Placement Programs,High School Students,COVID-19,Pandemics,Grading,Performance,Student Evaluation,Scores,Intellectual Disciplines,Student Participation,Racial Differences,Ethnicity,High Schools,Grades (Scholastic),Prediction,Accuracy,High School Graduates,Academic Degrees

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2019-2020. Over 2,900 assessments were completed by M-DCPS students in 28 subject areas in 2019-2020. The number of IB assessments completed in M-DCPS decreased by six percent from 2018-2019 to 2019-2020. Overall, the percentage of IB assessments receiving passing scores increased by 11 percentage points from 2018-2019 to 2019-2020. At the conclusion of the 2019-2020 school year, 88% of eligible M-DCPS students received IB diplomas, an increase of 14 percentage points from 2018-2019.
The Influence of Language Use of Turkish/English Bilingual Speakers on Their Personal and Behavioural Attitudes
Author: Muyan, Emrah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Bilingualism,Teacher Attitudes,Language Usage,Self Concept,Cultural Differences,Context Effect,Language Proficiency,College Faculty

This study investigated if Turkish instructors of English, who have learned English as a foreign language following the acquisition of basic mother language, by utilizing a similar research procedure as in Hamers and Blanc (2004). It was aimed to reveal whether consecutive bilinguals of Turkish/English speakers feel like different people depending on their language preferences. Four female and four male Turkish instructors of English were involved as the participants of the study. The participants were selected randomly and interviewed personally. They all learned English as a foreign language at school. The data were collected through a semi-structured interview which had three parts. The first part of the interview elicited background knowledge about the participants. Secondly, an open ended question &quot;Do you feel like a different person when you speak English and Turkish?&quot; was asked to get insight into their behavioural attitudes in different contexts. Thirdly, they were asked to complete the same sentence &quot;Eger esimle sorun yasarsam..../ If I had an argument with my wife or husband....&quot; both in English and Turkish, and react to a given situation &quot;If someone passed in front of you in a queue without permission, how would you react?&quot; in English and Turkish to investigate whether they prefer to be more polite in one of the languages. The data were analyzed qualitatively through a phenomenological research approach. The results revealed that Turkish instructors of English, who are consecutive bilinguals, feel like different people when they speak English and Turkish depending on the situation. As the sources of their perceptions, participants emphasized two main factors: (1) the context they learned English and (2) the context they use English.
A Steady Habit of Segregation: The Origins and Continuing Harm of Separate and Unequal Housing and Public Schools in Metropolitan Hartford, Connecticut
Author: Eaton, Susan
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Racial Segregation,Ethnic Groups,Housing,School Segregation,Racial Discrimination,Public Policy,African Americans,Hispanic Americans,United States History,Public Schools,Government Role,Equal Education,Social Justice,Access to Health Care,Economic Development,Zoning,Testing,Public Housing,School Desegregation,State Government,Court Litigation,Income Contingent Loans,State Legislation,Federal Legislation,Federal Government,Local Government,Curriculum Development,Socioeconomic Influences,Urban Renewal,Migration,Political Issues,Civil Rights,Suburbs,Metropolitan Areas

The enduring condition of racial and ethnic segregation in schools and housing in metropolitan Hartford, Connecticut, is rooted in historical and contemporary racial discrimination and in practices and policies that exacted disparate harm on Black and Latinx people. School segregation both reflects and reinforces segregation in housing that was created, sustained, and exacerbated over decades. By all available measures, both the state of Connecticut and the Hartford metropolitan area have extremely high levels of racial and ethnic segregation in housing and public schools relative to other metropolitan areas in the United States. The purpose of this report is to increase awareness both of the role of government and other actors in creating and cementing segregation and of the consequences of the condition of racial and ethnic separation. The hope is that this knowledge will inspire redress in the form of holistic policy making in multiple sectors, including housing, education, health, and economic development. This report can also inform grant making that acknowledges and seeks to address root causes of racial inequality, an inequality long a hallmark of the state of Connecticut. The report offers recommendations to inform these conversations, from which more and better ideas will surely emerge. [The report was published with the Sillerman Center for the Advancement of Philanthropy at Brandeis University and the Open Communities Alliance (OCA).]
Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs. Stated Briefly. REL 2017-208
Author: Irwin, Clare W.
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Quality,Early Childhood Education,Scores,Child Care Centers,Classification,Classroom Environment,Teacher Student Relationship,Conflict,Rating Scales,Measures (Individuals),Learning Activities,Interaction,Disadvantaged Youth,Observation

This study used latent class analysis with data from the 2002/03 Head Start Impact Study to determine whether early childhood classrooms can be sorted into classroom quality groups based on their scores on multiple measures of quality, how many classroom quality groups could be identified, and what percentages of classrooms fall within each classroom quality group. Based on the 13 measures examined, Head Start and center-based early childhood classrooms could be grouped into three distinct classroom quality groups: good, fair, and poor. Classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures do. [This report was produced in collaboration with the REL Midwest Early Childhood Education Research Alliance. For the full report, see ED569186.]
Transition to TEAM: First-Year Reflections on Implementing a New Teacher Evaluation System in Tennessee
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Evaluation Methods,Teacher Competencies,Teacher Effectiveness,Academic Achievement,Educational Change,Educational Improvement,Evaluators,Training,Participative Decision Making,State Legislation,Stakeholders,Information Dissemination,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation

Guided by its First to the Top legislation enacted in early 2010, Tennessee is one of the first States to implement a comprehensive teacher evaluation system based on multiple measures of teacher performance. Full implementation began in the 2011-2012 school year. Similar to other States engaged in rethinking teacher evaluation systems, Tennessee is aiming to make evaluations of educators more reflective of effective instruction, more attentive to student learning, more diagnostic and more informative for making human resources decisions. This paper describes Tennessee's transition to the Teacher Educator Acceleration Model (TEAM) and illustrates implementation challenges and lessons learned.
Targeting Growth: Using Student Learning Objectives as a Measure of Educator Effectiveness
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Objectives,Growth Models,Academic Achievement,Accountability,Teacher Evaluation,Teacher Effectiveness,Progress Monitoring,State Standards,School Districts,Program Implementation,Elementary Secondary Education

As States and districts implement educator evaluation systems that include measures of student growth, one of the challenges they face is identifying measures for non-tested grades and subjects. Using student learning objectives (SLOs) is one promising approach to addressing this challenge. This brief describes the key elements and challenges of SLOs, providing examples of SLOs and links to additional resources.
Opportunity Anew: How Excellent Educators Can Lift up Their Colleagues, Students, and the Nation in the Wake of COVID-19
Author: Hassel, Emily Ayscue
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Preschool Education,Student Needs,Teaching Conditions,Educational Change,Educational Quality,Teacher Collaboration,Expenditure per Student,Teacher Salaries,Teamwork,Educational Policy,Teacher Leadership,Paraprofessional School Personnel,Resource Allocation,Teacher Attitudes,Program Effectiveness,Principals,Teacher Competencies,Budgeting,Tutoring,Access to Health Care,Mental Health,School Health Services,Lesson Plans

In the wake of COVID-19, the U.S. pre-K-12 education system needs more than a refresh. Based on the success and popularity of the Opportunity Culture model, in this brief Public Impact recommends the means to bring critical, effective instructional and emotional supports to millions of teachers and their students--for a price tag the country can not only afford, but sustain long-term. In dozens of districts, with thousands of educators, Opportunity Culture highlights important lessons that show how U.S. education can think anew. As teachers push through their exhaustion to the end of this school year, they will confront the calls for post-pandemic change, and many will eye such calls warily. Educators and students need proven solutions that can bring them hope, joy, and educational success. These recommendations, with the combination of instructional, social-emotional, and financial support, provide that.
Changing the Narrative on Student Borrowers of Color
Author: Lumina Foundation
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Minority Group Students,Ethnicity,Debt (Financial),African American Students,Hispanic American Students,American Indian Students,Racial Differences,Paying for College,Educational Policy,Loan Repayment,College Graduates,Student Loan Programs

Differences by race and ethnicity exist in student borrowing trends, as decades of research and statistics on debt, repayment, and default rates have well established. Students who are Black, Hispanic or Latino, and Native American tend to have higher unmet financial need, incur more debt, and struggle financially to stay in school. Yet, even as the broader national discourse around equity and access has helped highlight economic disparities in education beyond high school, discussions about affordability too often fall short--with voices of color left out of the dialogue altogether. To make real progress in addressing disparities in student borrowing, a different conversation must occur. In 2018, Lumina Foundation convened a group of experts representing students of color to take on that task. The working group's collective report, &quot;Changing the Narrative on Student Borrowers of Color,&quot; aims to shed light on the complexities and intricacies of financing post-high school education through a series of essays that explore the unique perspectives of these diverse populations. This is a summary of the report. [For the full report, see ED611323.]