ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. North Dakota
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the North Dakota edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While North Dakota is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed nine goals, met a small portion of two, partially met two, nearly met one and fully met one. North Dakota's best performance is in its requirement of multiple formal evaluations for new teachers. Remaining work includes ensuring only factors that advance teacher effectiveness are required for permanent licenses, articulating consequences for teachers with unsatisfactory evaluations and strengthening its policies regarding teacher compensation issues. North Dakota's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. North Dakota has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional funding was provided by The Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Pennsylvania
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Pennsylvania edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Pennsylvania is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed five goals, met a small portion of three, partially met four and nearly met three. Pennsylvania's best performances are its requirement of multiple formal evaluations for new teachers, its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching and its support of differential pay in shortage subject areas and high-needs schools. The state has the most work to do in making tenure decisions meaningful, ensuring only factors that advance teacher effectiveness are required for permanent licenses and strengthening some policies regarding teacher compensation issues. Pennsylvania's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Pennsylvania has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 tables.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Oregon
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Oregon edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Oregon is making progress toward meeting a few of the goals, it lags behind other states in most goals. The state completely missed eight goals, met a small portion of three, partially met three and nearly met one. Oregon's best performance is in ensuring its pension system is neutral. Remaining work includes requiring instructional effectiveness in teacher evaluations, making tenure decisions meaningful and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. Oregon's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Oregon has an overall performance of D- for 2008. Goals for each area are appended. (Contains 57 tables.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Oklahoma
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Oklahoma edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. Overall, Oklahoma has done a good job in meeting some of the goals; however, significant room for improvement remains in several others. The state completely missed five goals, met a small portion of three, partially met two, nearly met two and fully met three, including one best practice designation. Oklahoma's best performances are in its requirement of multiple formal evaluations for new teachers, its articulated consequences for teachers with unsatisfactory evaluations and its support of differential pay in shortage subject areas and high-needs schools. The state has the most work to do in making tenure decisions meaningful, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Oklahoma's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Oklahoma has an overall performance of C for 2008. Goals for each area are appended. (Contains 57 tables.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Minnesota
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Minnesota edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Minnesota is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed eight goals, met a small portion of two, partially met two, nearly met one and fully met two. Minnesota's best performances are in its support of performance pay and its neutral pension plan. Remaining work includes making tenure decisions meaningful, requiring a mentoring program for new teachers, articulating consequences for teachers with unsatisfactory evaluations and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. Minnesota's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Minnesota has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Maine
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Maine edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Maine is making progress toward meeting a few of the goals, it lags behind other states in most other goals. The state completely missed nine goals, met a small portion of one, partially met four and nearly met one. Maine's best performance is in its effective induction for new teachers. Remaining work includes requiring instructional effectiveness in teacher evaluations, making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations and strengthening its policies regarding teacher compensation issues. Maine's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Maine has an overall performance of F for 2008. Goals for each area are appended. (Contains 57 tables.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Maryland
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Maryland edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Maryland is making progress toward meeting a few of the goals, it lags behind other states in most other goals. The state completely missed eight goals, met a small portion of two, partially met three, nearly met one and fully met one. Maryland's best performance is in its requirement of multiple formal evaluations for new teachers. Remaining work includes making tenure decisions meaningful, ensuring only factors that advance teacher effectiveness are required for permanent licenses and articulating consequences for teachers with unsatisfactory evaluations. Maryland's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Maryland has an overall performance of D- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Massachusetts
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Massachusetts edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Massachusetts is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed seven goals, met a small portion of four, partially met one, nearly met one and fully met two. Massachusetts's best performances are in its effective induction for new teachers and its support of differential pay in shortage subject areas and high-needs schools. The state has the most work to do in making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations, ensuring its pension system is neutral and fair, and strengthening some policies regarding teacher compensation issues. Massachusetts's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Massachusetts has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 tables.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Michigan
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Michigan edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Michigan is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of five, partially met five and nearly met one. Michigan's best performance is in its effective induction for new teachers. The state has the most work to do in ensuring only factors that advance teacher effectiveness are required for permanent licenses and strengthening some policies regarding teacher compensation issues. Michigan's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Michigan has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 tables.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
The Emotions in Teaching and Learning Nature Sciences and Physics/Chemistry in Pre-Service Primary Teachers
Author: Brigido, Maria
Date: 2010-12-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Physics,Chemistry,Foreign Countries,Sciences,Preservice Teacher Education,Emotional Response,Elementary School Teachers,Science Instruction,Gender Differences,Secondary Education,Course Selection (Students),Negative Attitudes,Correlation,Memory,Secondary School Science

A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the specialty they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences (biology/geology). The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. (Contains 2 tables and 6 figures.) [An earlier version of this article was presented as a paper at ESERA Conference 2009, Istanbul, Turkey, August 31st-September 4th. This work was financed by Research Project of the Ministry of Education and Science (Spain) and European Regional Development Fund (ERDF).]
Perception of Nigerian Secondary School Teachers on Introduction of e-Learning Platforms for Instruction
Author: Ajelabi, Peter Ayo
Date: 2010-12-00
Type: Journal Articles
Subjects: Electronic Learning,Likert Scales,Foreign Countries,Secondary School Teachers,Teacher Attitudes,Educational Technology,Computer Uses in Education,Attitude Measures,Questionnaires,Gender Differences,Institutional Characteristics,Teaching Methods,Private Schools,Public Schools

This paper examines the view of Nigerian secondary school teachers on the introduction and utilization of e-learning platforms (blackboard, moodle, e-college, Web CT) to support and enhance learning. Six hundred teachers were drawn from 50 different schools in all the education districts located in Lagos state, Nigeria. A 25-item, 5-point likert scale questionnaire was validated and used for the study. The result showed that there was no significant difference in perception based on gender. However, there was significant difference as a result of the school type. Findings further showed that the teachers were of the view that e-learning platforms should be utilized in schools as soon as possible to support learning. Suggestions were given on how to make this feasible in Nigerian schools despite the challenges. (Contains 2 tables.)