ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding and Aligning World Language Teaching. Policy Update. Vol. 25, No. 5
Author: Colletti, Gary
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Access to Education,Alignment (Education),State Boards of Education,Teacher Shortage,Language Teachers,Multilingualism,Modern Languages,American Sign Language

The Every Student Succeeds Act (ESSA) calls on states to take advantage of new opportunities to combat uneven access to quality instruction in world languages--a key component of a well-rounded education. This National Association of State Boards of Education (NASBE) policy update discusses ways state boards can bridge the divide between English-only and non-English speakers by promoting policies to increase world language workforce capacity and better align language programs to communities and national need.
Evidencing the Impact of Pre-Service Teachers: Shifting the Conversation
Author: Brett, Peter
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Foreign Countries,Preservice Teacher Education,Instructional Effectiveness,Graduate School Faculty,Academic Achievement,College School Cooperation,Partnerships in Education

There are challenges in obtaining robust, valid evidence that identifies the impact of pre-service teachers upon learners. The University of Tasmania is taking a research-based approach to determine the evidence needed to showcase the impact of its pre-service and graduate teachers on student learning. This paper offers a reflection upon thinking and planning in the &quot;impact&quot; space. We discuss our initial attempts to model analysis of evidence collected during our programs and we provide examples of responses prompted by AITSL templates of evidence that drive teacher education providers to capture impact in its multi-layered forms. We discuss the efficacy of collecting various types of impact evidence that can provide an authentic assessment of the impact of pre-service teachers across a range of initial teacher education programs. In coming back into dialogue with the research literature, we conclude with a plea to shift the conversation. Rounded assessment of the impact of pre-service teachers on learners depends on knowledge, capabilities and dispositions developed during university-based training, as well as field-based experience. Verification of ability to have reliable, sustained impact on students' learning must be based on evidence from both. Evidence from a narrow range of learning episodes is insufficient.
Does Cognition Matter? Current Pedagogical Practice and the Need for Reform
Author: Coleman, Clara
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Metacognition,Teaching Methods,Lifelong Learning,Foreign Countries,Educational Policy,Thinking Skills,Skill Development,Secondary School Teachers,Faculty Development,Preservice Teacher Education,Educational Needs

Recent debate in the educational sphere highlights the continuing dilemma that is the creation and implementation of a true 21st century classroom in secondary schools across Australia. A difficulty with these ongoing attempts to reform teaching and learning is the behaviourist educational paradigm through which Western schools operate. This traditional perspective influences the ways in which modern researchers, policy-makers, teachers and the wider community all conceptualise education and its purpose. As such, this paper aims to establish that this understanding of education needs to be overthrown, in light of a changing global context and the evolving needs of students. Thus, an alternative paradigm will be discussed, specifically with reference to the explicit and effective incorporation of metacognition and metacognitive strategies, which are conducive to lifelong learning. For such a teaching and learning focus to become a reality, however, the re-training of needs of educators would be extensive, as would be the restructuring of pre-service teachers' programs. This paper therefore aims to establish the need for future research into education programs, as well as the current ability of teachers to incorporate further skills and instruction into their pedagogical practice. Such evidence would contribute to the ongoing discussion surrounding the creation and application of modern schooling practices.
The Resistible Rise of the Ultranet
Author: McShane, Ian
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Computer Software,Technology Integration,Failure,Administrative Organization,Educational Policy,Inquiry,Purchasing,Audits (Verification),Ethics,Technological Literacy,Access to Information,Information Security,Privacy,Entrepreneurship,Risk Management,Integrated Learning Systems,Networks

This paper examines the rise and fall of the Victorian education department's learning management system Ultranet. The Ultranet was conceived as a web-based portal that was designed to integrate and deliver on a range of policy objectives in the areas of student management, school networking and communication, and teaching and learning. Heavily promoted by the Victorian educational bureaucracy and the government, the Ultranet, which operated between 2010 and 2013, proved a costly failure and became the subject of an inquiry by Victoria's anti-corruption commission. This paper looks beyond the inquiry's focus on the conduct of senior departmental officials involved in Ultranet's procurement to examine the policy, technological and pedagogical contexts that framed the project. We argue that the project had its roots in pre-digital educational policy settings of devolution and entrepreneurship, which supported a transformative agenda focused on digital information and communication technologies. While the Ultranet software had fatal design and usability flaws, we broaden the scope of analysis to argue that the project rested on problematic assumptions about the digital literacy and connectivity of parents and teachers, and the viability of a technology-based response to risk and privacy embodied in a 'closed' network, that compromised the venture from its inception.
States Set Sights on Growth of Low-Performing Students. Policy Update. Vol. 25, No. 7
Author: Hedger, Joseph
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Growth Models,Low Achievement,Accountability,National Competency Tests,State Policy,Educational Policy,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement

When the 2017 National Assessment of Educational Progress was released earlier this year, most states learned that their average scores in grades 4 and 8 reading and mathematics remained relatively flat since 2015. More troubling though, students performing at the lowest 10th and 25th percentiles saw a decline in their scores. To confront this decline, states like Mississippi and Wyoming are focusing their accountability systems on improving the academic growth of their lowest-performing students. This policy update discusses how Mississippi and Wyoming measure academic growth. States like Mississippi and Wyoming provide useful examples of how officials can incorporate growth measures, as well as measures focused on the growth of low performers, in their accountability systems. These states are able to set goals for these students' achievement and track progress toward them.
Is the School Experience for Early Phase Students, Their Parents, and Teachers Improved through the Use of Managed Online Tools?
Author: Banjer, Fiona
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Integrated Learning Systems,Blended Learning,Networks,Foreign Countries,Communities of Practice,Barriers,Teacher Participation,Teacher Attitudes,Family School Relationship,Elementary Schools,Parent Participation

Positive authentic partnerships value those developing the building blocks for successful transition of students beginning their early years at school. A Learning Management System (LMS) encourages new community members to observe and interact as they get a 'feel' for school through genuine communication online in a 'third space'. This research seeks to identify opportunities for parents, teachers and students to be involved in the use of online LMS communication tools. It is hoped that the development of the platform will support a blended online and face-to-face network replicable for future cohorts and at different schools. Strategies to increase participation will highlight the impact of the school community's attitude towards online communication. How use is made of the LMS will become apparent and through descriptive case study methodology, a rich narrative will contribute to the understanding of the needs of those involved. Empowering parent involvement is integral to the common goal of supporting student success. With the early years' student at the centre of an ecological view of school, parental involvement is a most significant factor affecting sustained engagement, achievement and success at school. An opportunity is presented here for recognising the transfer of knowledge between both home and school.
Identity as an Embedder-of-Numeracy: Numeracy and Teaching Science out of Field
Author: Bennison, Anne
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Science Instruction,Teacher Qualifications,Science Teachers,Secondary School Teachers,Case Studies,Pedagogical Content Knowledge,Professional Identity,Faculty Mobility,Foreign Countries

Teaching subjects they are not formally qualified to teach presents those teaching out of field with many challenges. Being expected to promote numeracy learning in contexts where numeracy is seen as an across the curriculum responsibility places additional expectations on out-of-field teachers. This paper draws on some findings from a study that investigated how to support teachers to promote numeracy learning across the curriculum. The study developed and evaluated a conceptual framework for identity as an embedder-of-numeracy and employed an adaptation of Valsiner's zone theory to understand how such an identity is formed. The purpose of this paper is to highlight some of the issues faced by out-of-field teachers when they are also expected to promote numeracy learning. The case study of a secondary school teacher who was teaching science out of field is presented. Limited opportunities to develop the subject knowledge needed to teach science and how she viewed the representational tools she employed were identified as contributing to the way in which she addressed numeracy learning opportunities in science. Further research is needed to investigate ways to assist out-of-field teachers to promote numeracy learning in ways that assist them to address the other challenges they face.
Trends in Student Data Sharing and Privacy in 2018. Policy Update. Vol. 25, No. 9
Author: Hedger, Joseph
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Shared Resources and Services,Privacy,Data,Information Security,State Policy,Testing,Confidentiality,State Boards of Education,Access to Information,Student Records

In 2018, state boards of education discussed and adopted policies to increase accountability for student data protection and to increase transparency of schoolwide data through data dashboards. This analysis highlights policy changes in state data protection requirements, test administration and security, records retention, and confidentiality protocols.
The Uptake and Use of Digital Technologies in a 1:1 Laptop Initiative Exploring the Parent Perspective
Author: Lindqvist, Marcia Håkansson
Date: 2016-00-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Secondary School Students,Attitudes,Parent Attitudes,Teaching Methods,Laptop Computers,Barriers,Foreign Countries,Access to Computers,Technological Literacy,Computer Mediated Communication

As digital technologies have spread rapidly through all parts of society, these technologies have been slower to gain foothold in schools. The uptake and use of digital technologies and the conditions for technology enhanced learning and school development were studied in the research project Unos Umeå, a joint One-to-One (1:1) research project between Umeå University and the municipality of Umeå in Sweden. In two schools, an upper-secondary school and a compulsory school, the work with digital technologies in practice in the classroom was studied for a period of three years from the student, teacher, school leader and school perspectives. This paper will provide further insight into this work, by providing the parent perspective of this 1:1 initiative. Using the Ecology of Resources Model (Luckin, 2010) for analysis, possibilities were seen in using the laptop as a pedagogical tool for structure and support in learning activities, responsibility for school work, and issues of digital equality. Challenges regarded increased laptop use, difficulties in monitoring schoolwork and students' focus on schoolwork in the classroom environment. It is concluded that the parent perspective provides important insights for teachers and schools leaders which may help in supporting students' learning through the use of digital technologies in the classroom.
Engaging Philosophy in the Quest for K-12 Deeper Learning. Policy Update. Vol. 25, No. 3
Author: Colletti, Gary
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Philosophy,Instruction,Elementary Secondary Education,Elementary School Students,Secondary School Students,Classroom Communication,Discussion (Teaching Technique),Critical Thinking,Creative Thinking,Inquiry,Foreign Countries,Teacher Education Programs

Students gravitate toward philosophy. As a 10th grade philosophy teacher, I once had a student ask for detention so we could continue a discussion about Plato and Aristotle without tarnishing his reputation as a respected gang member. That request revealed the paradox of teaching philosophy in K-12 classrooms: Many find it an unsuitably difficult subject to teach to children, and yet children are drawn to its ability to help them make sense of a complex world.
Collaborating to Support the Early Childhood Workforce. Policy Update. Vol. 25, No. 6
Author: Argenti, Courtney
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Stakeholders,Early Childhood Education,Cooperation,Barriers,State Government,Local Government,Professional Associations,Professional Personnel,Government Employees,Partnerships in Education

Collaboration among stakeholders in the early childhood education (ECE) field is often upheld as a goal--and with good reason: It promotes effective, sustainable policymaking, creates consistency, reduces redundancy, and fills gaps across local, state, and national systems, policies, and infrastructure. Yet the obstacles to collaboration are persistent and pervasive, particularly between stakeholders with divergent perspectives and levels of engagement and responsibility.
A Qualitative Analysis and Comparison of the Two Contemporary Models of Instructional Design
Author: Mutlu, Gülçin
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Models,Curriculum Development,Foreign Countries,Comparative Analysis

This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Isman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself.
Agency Financial Report, FY 2017
Author: US Department of Health and Human Services
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Federal Government,Public Agencies,Health Services,Human Services,Annual Reports,Federal Programs,Accountability,Institutional Mission,Budgets,Income,Expenditures,Money Management,Compliance (Legal),Administrative Organization,Financial Audits,Grants,Federal Aid,Costs,Resource Allocation,Policy

This report provides an overview of the U.S. Department of Health and Human Services (HHS) programs, accomplishments, challenges, and Management's accountability for the resources. It provides fiscal and summary performance results that enable the President, Congress, and the American people to asses their accomplishments for the reporting period October 1, 2016 through September 30, 2017. The document consists of three primary sections and supplemental appendices. Section 1: Management's Discussion and Analysis, provides an overview of HHS's mission, activities, organizational structure, and program performance. It also includes an overview of the systems environment; a summary of the Department's financial results and compliance with laws and regulations; and provides management's assurances on HHS's internal control. Section 2: Financial Section, begins with the independent auditor's report and management's response to the audit report. It also includes the financial statements with accompanying notes, and required supplementary information, including the Combining Statement of Budgetary Resources, Deferred Maintenance and Repairs, and Social Insurance information. Section 3: Other Information, contains additional financial information and real property footprint data. It also includes a summary of the financial statement audit and management assurances, civil monetary penalties, grant closeout efficiencies, and a detailed payment integrity report. It concludes with the Inspector General's assessment of the Department's management and performance challenges. The appendices provide data that support the main sections of the Agency Financial Report (AFR). This includes a glossary of acronyms used in the report and resources for connecting with the Department.
Teaching Gifted Students through Authentic Instruction: Reflections from the EFL Teachers
Author: Mutlu, Gülçin
Date: 2017-00-00
Type: Journal Articles
Subjects: Academically Gifted,English Language Learners,Teaching Methods,Critical Thinking,Problem Solving,Inquiry,Second Language Instruction,Interdisciplinary Approach,English (Second Language),Language Teachers,Foreign Countries,Teacher Attitudes,Barriers

The review of literature highlighted that gifted students may gain a lot from authentic instruction in that this methodology may serve well to their needs for inquiry, meaning-making and higher level thinking. Therefore, this qualitative study realized in a phenomenological design aims to provide an in-depth analysis of the EFL teachers' ways of integrating authentic pedagogy into their teaching situations with gifted students. Thus, part of the aim of this study is to investigate how foreign language teaching and gifted education could be linked to one another and in this way it also aims to propose an interdisciplinary focus of research. The participants were six EFL teachers that were sampled from those teaching gifted language learners at Science and Arts Centers (BILSEMs) in one geographical region of Turkey and asked to share their experiences about the implementation of authentic instruction in their gifted classrooms. The results showed that the EFL teachers mostly followed the firmly established standards of the authentic instruction in the literature and they believed that authentic instructional practices enhance gifted learners' learning and intellectual capacities. However, there were some problems or barriers such as class size and time constraints against the better implementation of authentic instruction in their gifted EFL classrooms as reported by these teachers.
Mental Health Staff in Public Schools, by School Racial and Ethnic Composition. Data Point. NCES 2019-020
Author: Nagaswami, Megha
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Mental Health,School Psychologists,School Counselors,Caseworkers,Counselor Characteristics,Racial Composition,Public Schools,Professional Personnel

This Data Point uses data from the 2015-16 National Teacher and Principal Survey (NTPS) School Questionnaire. NTPS is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This Data Point compares levels of mental health staffing in schools in which more than half of the students are racial or ethnic minorities and schools in which at least half of the students are White and non-Hispanic. The following questions are answered: (1) How do types of mental health staff differ between schools where more than half of students are racial or ethnic minorities and schools where most students are White? and (2) How do levels of mental health staffing differ between schools where more than half of students are racial or ethnic minorities and schools where most students are White?
Elementary Teacher&apos;s Knowledge of Response to Intervention Implementation: A Preliminary Factor Analysis
Author: Al Otaiba, Stephanie
Date: 2019-00-00
Type: Reports - Research
Subjects: Elementary School Teachers,Knowledge Level,Program Implementation,Response to Intervention,Factor Analysis,Dyslexia,Special Education Teachers,Special Education,Teacher Surveys,Scores,Learning Disabilities

In the U.S., many states have adopted Response to Intervention (RTI) or Multi-tiered Systems of Supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so it is necessary to understand the knowledge they have about the structure of RTI in their individual schools. This study reviews the results of an exploratory factor analysis of a survey aimed at measuring teachers' knowledge about RTI implementation and their understanding of RTI implementation within their school. The 52-item survey was administered online to 139 general and special education teachers. The three final factors from this factor analytic work were: (1) Teacher Knowledge about Tier 1 Implementation; (2) Teacher Knowledge about Leadership and School Systems, and (3) Teacher Knowledge about Data-Based Decision Making. Factor determinacy scores demonstrated that the survey had high internal consistency. On average, teachers' survey scores were higher on the first two factors, and slightly lower on the third factor. Implications of the findings for teachers of students with learning disabilities, including dyslexia, and directions for future research were discussed. [This paper will be published in &quot;Annals of Dyslexia.&quot;]