ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers Negotiate with Their School Boards. Bulletin, 1964, No. 40. OE-23036
Author: Steffensen, James P.
Date: 1964-00-00
Type: Historical Materials
Subjects: Unions,Collective Bargaining,Boards of Education,Teacher Associations,Position Papers,Teacher Rights,Superintendents,Administrator Role

The purpose of this bulletin is to describe the current status of proposals for formalizing negotiation procedures between teachers and their boards of education, indicating some potential trends. The entire issue of collective negotiation by teachers remains of relatively recent origin in terms of interest on a national scale, and the directions which such formalized negotiation procedures will take must await a passage of time. Recent legislatures in a number of States have considered bills for the establishment of collective bargaining for teachers, for example. The interested State educational organizations in at least one State have cooperatively agreed upon some suggested guidelines and then differed upon the need for legislation to mandate them. Teachers and their boards of education in local school districts throughout the Nation are considering the advisability of a policy statement on the matter. Because of the significance which the formalization of board of education-teacher organization relationships might have for education in the decades ahead, this bulletin examines a few of the major practices, issues, problems, and possible trends. Appended are representative statements on board-staff relations which have been issued by national, State, and local education organizations, including: National Education Association; National Schools Boards Association; American Federation of Teachers; Committee on Working Relations Between Boards of Education and Teachers Organizations [Connecticut]; Norwalk, Connecticut; Denver, Colorado; Butte, Montana; Bremerton, Washington; and Champaign, Illinois. A bibliography is included. (Contains 46 footnotes.) [Best copy available has been provided.]
NDEA Language and Area Centers: A Report on the First 5 Years. Bulletin, 1964, No. 41. OE-56016
Author: Bigelow, Donald N.
Date: 1964-00-00
Type: Historical Materials
Subjects: Second Language Learning,Area Studies,Federal Aid,Federal Government,National Security,Educational Improvement,Second Language Instruction,Surveys,Uncommonly Taught Languages,Tables (Data),Statistical Data,Summer Programs,Administrator Attitudes,Latin Americans,Spanish

This bulletin reports on the contributions of the Federal Government to the improvement of language and area studies. This report indicates that two fundamental conclusions have become readily apparent: (1) non-Western studies have received material assistance under the National Defense Education Act of 1958 (NDEA) without which the present high level of scholarly activity at 55 language and area centers would not have been possible and without which the increase in manpower trained in modern foreign languages would not have been effected; and (2) this has been accomplished without suggestion of Federal interference. In its assessment of the impact of NDEA on non-Western studies, this report has drawn heavily on the considerable body of literature now available on this subject. The present report covers the first 5 years of the NDEA language and area centers program, although for the fourth year (1963-64) some of the data are based on advance estimates rather than on final reports. Appendices include: (1) U.S. Office of Education Policy Bulletins on the NDEA Language and Area Centers Program (L. G. Derthick); (2) Statement of 53 University Foreign Language and Area Center Directors on Title VI of the National Defense Education Act, October 14, 1962; (3) A Survey of Intensive Programs in the Uncommon Languages, Summer 1962 (Henry M. Hoenigswald, Ernest N. McCarus, Richard B. Noss, Joseph K. Yamagiwa); (4) Report on Chicago Seminar of the Committee on Summer Programs in Connection with NDEA Language and Area Center Programs; and (5) statistical tables. A selected bibliography is also included. (Contains 5 footnotes, 11 tables, and 6 figures.) [Best copy available has been provided.]
The Efficacy of Private Sector Providers in Improving Public Educational Outcomes
Author: Heinrich, Carolyn
Date: 2012-12-31
Type: Reports - Research
Subjects: Supplementary Education,After School Programs,Private Sector,Electronic Learning,Program Effectiveness,Urban Schools,Public Schools,School Districts,Outcomes of Education,Scores,Achievement Tests,Mathematics Achievement,Reading Achievement,Achievement Gains,Elementary School Students,Secondary School Students,Federal Legislation,Educational Legislation

School districts required under No Child Left Behind to provide supplemental educational services (SES) to students in schools that are not making adequate yearly progress rely heavily on the private sector to offer choice in service provision. If the market does not work to drive out ineffective providers, students will be less likely to gain through their participation in SES. We estimate SES provider effects in an urban school district that accounts for a significant share of participating students. Using four different estimation techniques, we identify variation in the effectiveness of different types of providers, as well as across specific providers, in increasing students' math and reading achievement. We expect this research to inform education policy, including the reauthorization of Title I and district tutoring interventions both under NCLB and following federal waivers from NCLB, and to generally address the viability of policy interventions that employ a private market model to improve public sector outcomes. [This research was funded by the Institute for Educational Sciences, PR/Award number: R305A090301, Education Policy, Finance and Systems Research Program, Goal 3.]
Training Teachers of Agriculture: Papers Presented at the Ninth Annual Meeting of the American Association for the Advancement of Agricultural Teaching, Baltimore, Maryland, January 7, 1919. Bulletin, 1919, No. 66
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Collected Works - Proceedings
Subjects: Agriculture,Educational Change,Teacher Improvement,Teacher Education,Agricultural Education,Inservice Teacher Education,Emergency Programs,Science Instruction

Provided herein are seven papers presented at the ninth annual meeting of the American Association for the Advancement of Agricultural Teaching in January 1919. Papers focused on the theme of training teachers of agriculture and included: (1) Training teachers after employment (R. W. Stimson); (2) Improvement of teachers in service (J. T. Wheeler); (3) Organization for teacher training in agriculture (C. D. Jarvis); (4) An emergency course for the preparation of teachers of vocational agriculture (W. F. Lusk); (5) Emergency course for training agricultural teachers in South Carolina (Verd Peterson); (6) Relation of general science to agricultural instruction. Report of committee of the American Association for the Advancement of Agricultural Teaching (K. L. Hatch, W. G. Hummel, and F. E. Heald); and (7) Resolutions pertaining to the training of teachers. (Contains 4 footnotes.) [Best copy available has been provided.]
Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says.
        REL 2013-002
Author: Gill, Brian
Date: 2013-09-00
Type: Information Analyses
Subjects: Teacher Evaluation,Teacher Competencies,Evaluation Methods,Educational Testing,Scores,Educational Objectives,Correlation,Standardized Tests,State Standards,Academic Achievement,Achievement Gains,Incentives,Teacher Effectiveness,Test Reliability,Outcomes of Education,Meta Analysis,High Stakes Tests,Statistical Analysis,Teacher Improvement,Student Evaluation,Alternative Assessment,Public Schools

States are increasingly interested in including measures of student achievement growth, or &quot;value-
        added,&quot; in evaluating teachers. Annual state assessments, however, which are the typical measure of student
        growth, usually cover only reading and math teachers and only in grades 4-8. These state assessments thus cannot
        generally be used to measure contributions to student achievement growth for early elementary school teachers,
        most high school teachers, and teachers of other subjects. As a consequence, a growing number of states and
        school districts are exploring alternatives for measuring teachers' contributions to student learning. These
        alternatives have the potential to be used for evaluating not only teachers who work in grades and subjects
        outside the annual state testing regime but also as complementary growth measures for teachers of tested grades
        and subjects. This report reviews the literature on two categories of alternative measures for evaluating
        teachers: (1) Alternative student outcome measures used in statistical growth (or value- added) models; and (2)
        Teacher-developed student learning objectives used for measuring growth. It also summarizes the evidence on the
        use of three types of alternative growth measures: (1) Student assessments other than annual state assessments
        used in statistical growth models; (2) Nontest student outcomes used in growth models; and (3) Student learning
        objectives (SLOs). Three appendixes are included: (1) Literature search methodology; (2) Results of the
        literature search for alternative student outcomes in statistical growth models; and (3) Results of the
        literature search for student learning objectives. (Contains 3 notes and 16 tables.) [This report was prepared
        for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by
        ICF International. For the report summary, see ED544208.]
Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says. Summary. REL 2013-002
Author: Gill, Brian
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Teacher Competencies,Evaluation Methods,Educational Testing,Scores,Educational Objectives,Correlation,Standardized Tests,State Standards,Academic Achievement,Achievement Gains,Incentives,Teacher Effectiveness,Test Reliability,Outcomes of Education,Meta Analysis,High Stakes Tests,Statistical Analysis,Teacher Improvement,Student Evaluation,Alternative Assessment,Public Schools

States and school districts are exploring alternatives to state tests for measuring teachers' contributions to student learning. One approach applies statistical value-added methods to alternative student assessments such as commercially available tests and end-of course tests. The evidence suggests that these methods can reliably distinguish among teachers. A second approach requires teachers to develop student learning objectives at the beginning of the school year; these can be used in instructional planning as well as evaluation. Ensuring consistency across teachers and schools is challenging, and implementation is demanding, but student learning objectives have the advantage that they can be implemented in any grade or subject. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by ICF International. For full report, see ED544205.]
Strengthening Low-Income Families: A Research Agenda for Parenting, Relationship, and Fatherhood Programs
Author: MDRC
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Low Income Groups,Fathers,Parent Education,Family Relationship,Parent Child Relationship,Parent Role,Family Environment,Parenting Skills,Young Children,Child Development,Early Intervention,Grants

Policymakers need to decide how to invest in strengthening the most basic foundation for early childhood development: family relationships. The challenges: (1) help parents provide the responsive and stimulating environments that will prepare young children for school; and (2) support fathers' engagement with their children regardless of whether they live with them. The federal government has previously addressed these issues through a variety of approaches--economic supports for low-income families; programs for noncustodial fathers ("responsible fatherhood programs"); reforms in the welfare and child support systems; maternal and child health programs; and parenting, relationship, or marriage skills programs. While evidence continues to build from current studies, policymakers should prioritize the investigation of new and innovative approaches based on the importance of a child's earliest years of life and the unique role of fathers in early childhood. Decisions about funding and expanding such programs should hinge upon accumulating evidence about how best to scale up and sustain the most promising ones.
Taking Aim at Gun Violence: Rebuilding Community Education & Employment Pathways
Author: Bryant, Rhonda
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Violence,Weapons,Poverty Areas,African Americans,Males,Homicide,Community Development,Employment Opportunities,Educational Opportunities,Disadvantaged Youth,Federal Aid,State Aid,Capacity Building,Dropout Prevention,Community Services,Trauma

In January 2013, President Obama released a plan for protecting children and communities by reducing gun violence. This plan has generated serious debate from both sides of the issue. The ensuing conversations about how to solve the issue of gun violence have been volatile. The President's plan includes reforms to close loopholes on background checks; banning military style assault weapons; increasing the ability of law enforcement to prevent and prosecute gun crime; ending the freeze on gun violence research; preserving rights of health care providers to talk with patients about gun violence; making schools safer by increasing the use of school resource officers and other measures; and improving mental health services. Missing, however, from the President's plan is a solution to address what is surely the root cause of gun violence in most black communities--concentrated poverty. The absence of opportunities in these communities gives rise to criminal activity and the loss of too many young lives. Solving the crisis of gun violence in communities requires that America address the issue of concentrated poverty and geography. The rebuilding and strengthening of these communities through creating infrastructure to provide improved education and employment opportunities for black youth will significantly reduce issues of gun violence. To have an impact on gun violence among youth in communities of concentrated poverty, five key areas of investment are outlined: (1) Target federal and state investments to communities of concentrated poverty; (2) Build community capacity;  (3) Re- engage and support students who are struggling or have dropped out; (4) Expand opportunities for work; and (5) Promote healing from trauma and adversity. (Contains 2 tables, 3 figures, 1 footnote, and 19 end notes.) [The Center for Law and Social Policy, Inc. (CLASP) acknowledges the Campaign for Black Male Achievement for their support of this work.]
From Knowledge to Wisdom: Using Case Methodology to Develop Effective Leaders. McREL Insights
Author: Lyons, Cherie A.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Leadership Effectiveness,Leadership Training,Case Studies,Leadership Responsibility,Leadership Styles,Best Practices,Educational Needs,Training Methods,Training Objectives,Case Method (Teaching Technique),Role Perception,Inquiry,School Administration,Capacity Building,Instructional Effectiveness,Principals

Traditional professional development focuses on declarative and procedural knowledge. That is, participants usually learn what to do and how to do it rather than when to do it and why it is important. In McREL's leadership development program, they focus first on providing participants with an overview of research findings found in their publication, "School Leadership that Works" (Marzano, Waters, & McNulty, 2005). During the program, participants explore 21 responsibilities of highly effective school leaders and learn about the importance of shared leadership, creating purposeful communities, and managing what McREL calls "first-" and "second-order" changes. In addition, they learn 11 research-based influences on student achievement identified by McREL's research and reported in the ASCD publication, "What Works in Schools" (Marzano, 2003). But that alone is not enough to become a highly effective school principal. Using cases in conjunction with a thorough examination of the research is a simple but powerful method for helping current aspiring school leaders gain the deep levels of knowledge they need to develop true professional wisdom. By reflecting on problems of practice and interacting with fellow principals, professionals can make sense of the consequences of decisions faced by the decision maker in a particular case. By examining the judgements the leader in the case made and reflecting on the results of those decisions, professionals, over time, can develop better judgement. By studying several cases, school leaders shorten their experience curve, compressing the experiences of others into a shorter span of time with the added benefit of not actually suffering the consequences of the mistakes made by the leaders in the cases. A sample case is appended. (Contains 1 exhibit.)
Developmental Education: A Barrier to a Postsecondary Credential for Millions of Americans
Author: MDRC
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Barriers,Community Colleges,Developmental Programs,Remedial Instruction,College Preparation,Mathematics Skills,English,Reading Skills,Language Arts,Postsecondary Education,Secondary School Curriculum,Acceleration (Education),High Schools,At Risk Students

Community colleges across the country confront a clear challenge: too many students arrive on campus unprepared, get placed into developmental (or remedial) courses where they fail to progress, and never complete a credential, graduate, or transfer to a four-year institution. At the same time, community colleges are subject to increasing expectations--and increased scrutiny--about their capacity to prepare workers for a global economy. Community colleges have implemented a variety of reforms in developmental education in recent years. While research shows modest effects for some of these efforts, it is increasingly clear that bolder change--and more evidence of what works--is needed to substantially improve completion rates for the hundreds of thousands of college students who are placed in remedial education each year. As part of MDRC's "Looking Forward" series, this memo provides suggestions for policymakers on ways to make progress on this critical issue.
Delivering on the Promise of Preschool: Investing in Social and Emotional Development and Early Math Skills
Author: MDRC
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Preschool Education,Preschool Children,Academic Achievement,Achievement Gap,Mathematics Skills,Social Development,Emotional Development,Low Income Groups,Classroom Techniques,Faculty Development

Growing investments in preschool at the federal and state levels--particularly in evidence-based approaches to language acquisition and reading--are predicated in part on the hope that high-quality preschools might help close the gap between the school achievement of low-income children and their more affluent peers. Indeed, the problem is substantial: as early as preschool, poor children exhibit substantially lower scores on tests of early literacy and math abilities. Left unaddressed, gaps in school achievement in preschool and kindergarten don’t close and may widen over the ensuing elementary years. Equally concerning, the gains achieved in preschool programs like Head Start appear to decline as children age. How do we make the most of the promise of preschool, particularly as preschool programs scale up and become universal? How do we avoid the "fade out" of early positive effects as children transition to elementary school? Recent investments in testing new approaches to enhancing children's social and emotional development and their early math skills suggest a new direction to address these challenges.
Using Writing in Mathematics to Deepen Student Learning
Author: Urquhart, Vicki
Date: 2009-00-00
Subjects: Mathematics Instruction,Content Area Writing,Writing Instruction,Secondary School Teachers,Mathematics Teachers,Teaching Methods,Mathematics Curriculum,Writing Assignments,Learning Processes,Biographies,Autobiographies,Student Journals,Electronic Publishing,Concept Mapping,Word Problems (Mathematics),Vocabulary,Research Reports,Research Projects

Writing is the ability to compose text effectively for different purposes and audiences. When many of us reflect on our own school experiences, we recall writing in English and history classes, but not in mathematics. Math classes previously relied on skill-building and conceptual understanding activities. Today, teachers are realizing that writing during a math lesson is more than just a way to document information; it is a way to deepen student learning and a tool for helping students gain new perspectives. They realize, too, that students whose strengths are language-based--and many are--use writing as the key to understanding other disciplines, especially mathematics. Like most things, learning to write well requires instruction and practice. In this booklet, the author aims to nudge secondary math teachers who are thinking about using writing in their classrooms more extensively and to encourage those who want to begin. Section One gives a brief background that answers the question you may be wondering: Why write in mathematics? Section Two describes the existing role of writing in the mathematics curriculum, and Section Three provides strategies and ideas to put into practice right away. (Contains 1 footnote.)
Mind the Gap: High Unmet Financial Need Threatens Persistence and Completion for Low-Income Community College Students
Author: Choitz, Vickie
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Paying for College,Higher Education,Tuition,Low Income Groups,Student Financial Aid,Two Year College Students,Community Colleges,Student Needs

Over the last three decades, college tuition and fees have increased nearly four times faster than median income and  four-and-a-half times faster than inflation. The rapid increase in college costs and flat or reduced funding in student aid has resulted in sizable "unmet need" and has forced students-- particularly low-income students--to borrow more, work more hours, take fewer courses, or in some cases, drop out altogether. Unmet need and student loan debt for students at high-cost institutions have attracted widespread public attention. Less attention has been paid to unmet need at community colleges, where 41 percent of all undergraduates living in poverty are enrolled, according to the most recent data available (2007-2008). (Contains 1 table, 2 figures, and 14 footnotes.)