ethanporcaro/eric-fulltext-meta huggingface dataset:
NDPC-SD Data Probes Worksheet
Author: National Dropout Prevention Center for Students with Disabilities
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Grade Repetition,Dropout Rate,Dropout Prevention,Graduation Rate,Enrollment Trends,Attendance Patterns,Disabilities,Data Analysis,School Buildings,Worksheets,Guides,Data Collection,Evaluation Methods,Time to Degree,Learner Engagement,Discipline,Parent Participation,Special Education,Educational Environment,Board of Education Policy,Professional Development,Transitional Programs

This worksheet from the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) is an optional tool to help schools organize multiple years of student and program data for the purpose of identifying school-completion needs that can be addressed through the implementation of research-based interventions. It is designed for use at the school building level. Another tool is under development for organizing and working with data at the State level. The first section of the worksheet collects data about a school's enrollment, graduation and dropout rates for students with and without disabilities. The guiding questions in this section are designed to provoke thought and discussion about patterns and trends in the data, as well as current programs at the school that address graduation and dropout. The next section, beginning on page 3, organizes the school's data related to academic engagement. It considers assessment data and academic targets as well as information about course-completion, instruction, whether students are on track to graduate in a timely manner, and grade retention. Schools may need to adapt the tables to reflect the particular assessments in use at the State or local level. If a school administers any diagnostic measures, an individual may also want to include information from these in this section. The section on attendance begins on page 6 of the worksheet. The tables organize the data based on the number of days students are absent and on attendance patterns by grade level. The guiding questions are intended to stimulate consideration of, and discussion around the school's attendance patterns, policies and procedures.
Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers
Author: Smith, Sandra Covington
Date: 2008-00-00
Type: Guides - Classroom - Teacher
Subjects: Learner Engagement,Student Attitudes,Antisocial Behavior,Dropout Prevention,Negative Attitudes,Academic Failure,Teacher Role,At Risk Persons,Intervention,Guides,Student Participation,Classroom Environment,Teacher Student Relationship,Peer Relationship,Teacher Expectations of Students,Teaching Methods,Student Behavior,Disabilities,Student Needs

As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior). As a result, teachers' roles in dropout prevention are critical. Teachers have the opportunity to intervene naturally and frequently within their classrooms each day. Teachers can provide support and opportunities for students that buffer "push effects" that lead to dropout (e.g., academic failure; feelings of alienation and isolation; negative attitudes toward school; poor relationships with teachers and peers; and antisocial behavior). In this practice guide, evidence-based strategies and recommendations are provided that teachers may implement within their classrooms to maximize student engagement and buffer "push effects". In order for teachers to effectively address dropout related factors, it is imperative to view the classroom within the context of three systems: (1) environmental, including adult interactions and peer relationships; (2) instructional, including both curriculum and instruction; and (3) behavioral, including expectations and rules. Within each of these systems are key variables that greatly affect students and their in-school experiences. When properly managed, these three systems work collectively to increase school engagement for students with disabilities. (Contains 7 resources.)
Addressing Dropout Related Factors at the Local Level: Recommendations for Administrators
Author: Smith, Sandra Covington
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Dropouts,School Districts,State Departments of Education,At Risk Students,Graduation Rate,Teamwork,Dropout Prevention,Data Collection,Secondary School Students,Educational Policy,Barriers,Outcomes of Education,Interviews,Administrator Role,Instructional Effectiveness,Learner Engagement,Educational Environment,Disabilities,Educational Change

State Education Agencies (SEAs) lead the charge for effective change, impact, and sustainability in the adoption and implementation of programs and practices that promote school completion. Steps taken by state and local education agencies to decrease dropout include (a) collection, analysis, and public reporting of "dropout" rates and related information for all secondary schools; (b) conducting causal analyses and needs assessments to identify causes and target resources; (c) reviewing and revising relevant policies (attendance, behavior, credit accrual, exit examinations, professional development) that impact school completion; and (d) collecting post-school outcomes data from youth including interviewing "dropouts" to find out why they left school. In order for administrators to effectively attend to dropout and the factors that lead to dropout, they must first view change at the local level occurring within a framework that involves: (1) an efficient infrastructure that utilizes data-based decision making; (2) effective instruction that challenges and actively involves students within the learning process; and an engaging school climate which allows all students to feel welcome and supported. As administrators initiate efforts to address and eventually impact school completion rates among students with disabilities, this report provides recommendations that will provide a number of necessary strategies to successfully create change at the local level. [For related report, "Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers," see ED526385.]
Preventing the Use of Restraint and Seclusion with Young Children: "The Role of Effective, Positive Practices". Issue Brief
Author: Dunlap, Glen
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Disabilities,Behavior Problems,Discipline,Discipline Policy,Prevention,Interpersonal Relationship,Young Children,Child Behavior,Behavior Modification,Positive Reinforcement,Intervention

In recent years, there have been major concerns expressed regarding the use of restraint and seclusion to control the behavior of children with disabilities and/or challenging behavior. In May of 2009, for example, the US Government Accountability Office (GAO) released findings regarding a number of cases in which seclusion and restraint were abused to the point that children were physically and psychologically injured. Some children even died while being restrained. The great potential for abuse and injury has led many school districts, state agencies, and state governments to issue policies, regulations and laws that limit the use of restraint and seclusion. Many of these regulations and statutes effectively prohibit the use of restraint and seclusion except in cases of orthopedic necessity and obvious emergencies in which a child is in imminent danger. Still, there remains uncertainty about what constitutes restraint and seclusion and what should be done as an alternative. The purpose of this document is to review these issues and discuss positive strategies that can be used to prevent behaviors that could lead to considerations of these invasive and potentially-dangerous practices.
Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging Behavior
Author: Mincic, Melissa
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Emotional Intelligence,Program Implementation,Fidelity,Educational Strategies,Models,Interpersonal Competence,Emotional Development,Social Development,Child Development,Administrative Policy,Program Effectiveness,Sustainability,Training,Coaching (Performance),Data,Decision Making,Administrator Effectiveness,Administrator Role,Intervention,Preschool Children,Measures (Individuals),Guidelines,Family Role

Implementing the Pyramid Model with fidelity and achieving positive outcomes for children and their families requires that administrators understand their roles in the implementation process. Every administrative decision impacts program quality and sustainability. This Policy Brief underscores the importance of facilitative administrative practices that provide sustained commitment, timely training, competent coaching, the use of process and outcome data for decision-making, and the development of policies and procedures that are aligned with high fidelity implementation. (Contains 12 endnotes and 1 resource.)
College Students with Psychiatric Disabilities
Author: Singh, Delar K.
Date: 2011-11-20
Type: Reports - Evaluative
Subjects: Anxiety Disorders,Personality Problems,College Students,Eating Disorders,Mental Disorders,Disabilities,Emotional Disturbances,Student Needs,Teacher Role,Academic Accommodations (Disabilities),College Faculty,Federal Legislation,Psychosis,Substance Abuse

This paper focuses on college students with psychiatric disabilities. It defines and discusses various psychiatric conditions such as mood disorders, anxiety disorders, eating disorders, and personality disorders. It concludes with accommodations that a college professor can make to help these students succeed in higher education. (Contains 1 figure and 21 online resources.)
State of the States 2011: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies
Author: National Council on Teacher Quality
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,Educational Policy,State Legislation,State Regulation,Educational Trends,Federal Legislation,Evaluation Methods,Evaluation Utilization

Each year, the National Council on Teacher Quality (NCTQ) publishes the &quot;State Teacher Policy Yearbook,&quot; a comprehensive examination of the state laws, rules and regulations that govern the teaching profession, measured against a realistic set of reform goals. For five years running, the full &quot;Yearbook&quot; compendium (www.nctq.org/stpy) presents the most detailed, thorough analysis of teacher policy in the United States, covering topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal policies. The next full nationwide analysis of state teacher policy will be released in January 2012, presenting the legislative, regulatory and policy developments achieved in 2011. In advance of the next &quot;Yearbook,&quot; this paper offers a closer look into what is shaping up to be a very important education policy trend. With unprecedented momentum toward performance-based teacher evaluation across the states, the goals of this paper are to: (1) Present a detailed picture of the teacher evaluation policy landscape across the states; (2) Highlight noteworthy state policies; and (3) Provide early observations on current challenges. Appended are: (1) Links to state legislation/regulations and resources on teacher evaluation systems; and (2) Results of the states examination. (Contains 13 figures and 33 footnotes.)
Teacher Quality Roadmap: Improving Policies and Practices in Springfield, Massachusetts
Author: National Council on Teacher Quality
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Teacher Effectiveness,Public Schools,Urban Schools,Educational Policy,Academic Achievement,Standards,Teacher Evaluation,Teacher Selection,Tenure,Compensation (Remuneration),Working Hours,Scoring Rubrics

At the request of the Massachusetts Business Alliance for Education, and with additional support from the Springfield Business Leaders for Education, the National Council on Teacher Quality (NCTQ) undertook this analysis of teacher policies in the Springfield Public Schools. It is important to consider this examination of teacher policies in the context of Springfield's students. Like many other urban districts in this country, far too many of Springfield's students are underperforming academically. Only 53 percent of Springfield's 9th graders graduate four years later, compared to the Massachusetts average of 82 percent. The gap is just as large between Springfield students reaching proficiency on the state MCAS exam and their peers across the state. NCTQ frames this analysis around five standards for improving teacher quality. These standards are supported by a strong research rationale and best practices from the field: (1) Staffing; (2) Evaluations; (3) Tenure; (4) Compensation; and (5) Work Schedule. For each standard, a list of recommendations for Springfield Public Schools but also the state of Massachusetts is provided. Appended are: (1) a comparison between the Springfield's current instrument rubric and a rubric used in D.C. Public Schools; (2) A commentary &quot;&quot;Mini-Observations&quot;: Seven Decision Points for the Principal&quot;. (Contains 39 figures and 23 footnotes.) [This study is done in partnership with the Massachusetts Business Alliance for Education (MBAE).]
Science Instruction in Newark Public Schools. CPRE Research Report # RR-71
Author: Corcoran, Thomas B.
Date: 2011-09-00
Type: Reports - Research
Subjects: Strategic Planning,Campuses,Public Schools,Program Evaluation,Teacher Surveys,School Location,Science Instruction,Science Education,Educational Policy,Educational Improvement,Interviews,School Districts,Teacher Attitudes,Educational Quality,Classroom Observation Techniques,Vignettes,Educational Indicators,Definitions,Science Curriculum

The Consortium for Policy Research in Education (CPRE) has prepared this report on the  Newark Public Schools (NPS) for the Merck Institute for Science Education (MISE) to assist them with the development of a strategic plan for improving science education in the district. The data used in the report have been gathered and analyzed through the collaborative efforts of CPRE, MISE, and Horizon Research, Inc. (HRI). MISE and CPRE collaborated on two rounds of school site visits; CPRE conducted interviews with district officials; MISE staff analyzed Newark's curriculum documents and administered a survey of Newark teachers and administrators; and HRI reviewed a sample of interim science assessments developed by the NPS staff. Most of this work has been done under considerable time pressure and we want to thank all of those who contributed to this report. The authors believe that the report presents a rich and detailed portrait of science instruction in Newark. Appended are: (1) Definition of the School Quality Indicators; (2) Definition of the Classroom Quality Indicators; (3) Classroom Observation Protocol; (4) The MISE Teacher Survey; (5) School Vignettes; (6) The MISE Review of the NPS Curriculum Documents; and (7) HRI Review of the Interim Assessments. (Contains 12 tables and 21 footnotes.) [Funding for this paper was provided by the Merck Institute for Science Education (MISE).]
How Much Ivory Does This Tower Need? What We Spend on, and Get from, Higher Education. Policy Analysis. No. 686
Author: McCluskey, Neal
Date: 2011-10-27
Type: Reports - Evaluative
Subjects: Higher Education,Economic Climate,Tuition,Paying for College,Loan Repayment,Student Loan Programs,Expenditures,Student Financial Aid,Enrollment,Budgets,College Students,Educational Finance,Financial Support

It is commonly asserted, especially by people within higher education, that the American Ivory Tower is strapped for cash and tightfisted taxpayers are to blame. Taxpayer support for postsecondary education has long been in decline, this narrative goes, and has forced schools to continually raise tuition to make up for the losses. Tallying taxpayer-backed expenditures on higher education over the last quarter-century, and separately tallying 15 years of taxpayer burdens after accounting for student loans being paid back, reveals that this narrative is inaccurate. No matter how one slices it, the burden of funding the Ivory Tower has grown ever heavier on the backs of taxpaying citizens. Whether one examines taxpayer dollars in total, per enrollee, per degree, or per tax-paying citizen, real spending has gone up. Unfortunately, financial costs are only part of the story. While the evidence is not conclusive, it appears that the additional spending and the additional students and degrees it has helped to fund do not ultimately constitute a net societal gain. Instead, all the coerced, third-party support has likely produced several damaging, unintended consequences: credential inflation, sky-high noncompletion rates, and rampant tuition inflation. In other words, the money taken from taxpayers, in total and on an individual basis, to "invest" in higher education has been on the rise, and it appears to be hurting both taxpayers individually and society as a whole. Money has been taken from people who would have used it more efficiently than has the system to which it was given. (Contains 10 figures and 35 notes.)
Manga as a Teaching Tool: Comic Books without Borders
Author: Kunai, Ikue
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Student Interests,Cartoons,Foreign Countries,English (Second Language),Second Language Learning,Intensive Language Courses,Second Language Instruction,Reading Materials,Translation,Teaching Methods,Lesson Plans

Informed by theories about the use of pleasure-reading to develop students' overall English ability, this demonstration encouraged teachers to use manga (Japanese comics) in their classes. Manga and related comics from Korea, Taiwan, etc., are popular throughout the world for their emotionally-involving stories and high-quality art. Since these publications are aimed at a variety of demographic groups, including adults, many students in intensive English programs are already accustomed to reading manga in their native languages. English translations of manga are increasingly available and can be used in a variety of ways by teachers to increase student interest, particularly to help otherwise uninterested students read for pleasure in English. The use of manga in the classroom is particularly applicable to IEP teachers, but also to any instructor who may have many students from nations where manga is popular. (Contains 4 footnotes.)
On Track for Success: The Use of Early Warning Indicator and Intervention Systems to Build a Grad Nation
Author: Bruce, Mary
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Evidence,Intervention,Academic Achievement,Reading Instruction,Higher Education,Outcomes of Education,Scores,Enrollment,Success,High School Graduates,Graduation,Learner Engagement,Partnerships in Education,Cooperation,Dropouts,Dropout Rate,Graduation Rate,Case Studies,Program Implementation,Best Practices,Educational Indicators,Accountability,School Holding Power,Mathematics Instruction

Over the past decade, schools, districts, and states have become increasingly savvy with data collection and analysis to drive student outcomes. The development and use of Early Warning Indicator and Intervention Systems (EWS) are at the cutting edge of the data-  driven, outcomes-focused, high-impact education movement. These systems can increase educators' effectiveness by helping them use data to identify those students who are on track to graduate, and those who are falling behind, far enough in advance to provide appropriate interventions. This report represents the first national assessment of EWS at the district, state, and national levels. It shares evidence from the latest research and best practices from the field so that parents, educators, administrators, business leaders, and legislators can be better equipped to keep children on track to graduate high school, prepared for college and career success. Appended are: (1) The Civic Marshall to Build a Grad Nation; and (2) Additional Resources on Data Usage and Early Warning Indicator and Intervention Systems. A bibliography is included. (Contains 78 endnotes.) [Funding for this paper was provided by AT&amp;T.]
The Effectiveness of Chinese NNESTs in Teaching English Syntax
Author: Chou, Chun-Hui
Date: 2007-00-00
Type: Reports - Research
Subjects: Syntax,Second Language Learning,Computational Linguistics,English (Second Language),Second Language Instruction,Chinese,Native Speakers,Language Teachers,Classification,Error Analysis (Language),Interference (Language),Teacher Role,Translation,Graduate Students,Essays

This paper evaluates the effect of Chinese non-native English-speaking teachers (NNESTs) on Chinese ESL students' struggles with English syntax. The paper first classifies Chinese learners' syntactic errors into 10 common types. It demonstrates how each type of error results from an internal attempt to translate a common Chinese construction into English. Using a corpus of Chinese-speaking English learners' essays, it first measures the frequency of these errors to establish their relative ordering. By dividing errors into two types--those caused by Chinese-based L1 interference and those not--it finds that roughly half of Chinese-speaking learners' errors result from L1 interference. In light of this, it concludes that Chinese-speaking NNESTs should play an important role in helping Chinese L1 students grasp English syntax. (Contains 1 table.)
Catalyst for Change: The CIC/CLA Consortium
Author: Paris, David C.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Campuses,Critical Thinking,Consortia,College Faculty,Higher Education,Logical Thinking,Private Colleges,Academic Achievement,Administrators,Educational Change,Educational Improvement,Writing Instruction,Outcomes of Education,Accountability,Instruction,Church Related Colleges,Research Methodology,Writing Assignments,Catholic Schools,Liberal Arts

From the fall of 2008 through the spring of 2011, 47 colleges and universities, organized and supported by the Council of Independent Colleges (CIC), administered the Collegiate Learning Assessment (CLA) to their students. The CLA is a test of critical thinking, analytic reasoning, problem solving, and written communication developed by the Council for Aid to Education. The purpose of the CIC/CLA Consortium, underwritten by grants from the Teagle Foundation, was to embed a &quot;culture of assessment&quot; on participating campuses, refine the methods used to assess student learning, and identify &quot;best practices&quot; for the improvement of student learning and teaching that could be confidently shared with other small and mid-sized independent colleges and universities and made known to the public. Each institution was free to develop its own way of administering and using the CLA. In this last phase of the Consortium, summer meetings were held in 2007 through 2011 during which institutions compared notes, tactics, and results as well as discussed strategies to improve student learning on their campuses. This monograph provides a summary of the experiences of Consortium members. Participating in the Consortium led to a wide variety of effects. These ranged from fairly immediate changes in program and pedagogy to indirect, but no less important, shifts in conversations among faculty members and with administrators and in the campus culture. The initiative also led to increased interest in teaching critical thinking through the presentation of ill-structured problems, particularly CLA's &quot;performance tasks.&quot; With each annual iteration, institutions steadily developed better ways of administering and using the CLA and conducting other assessment exercises. Overall, participation in the Consortium had a significant, positive impact on the vast majority of the institutions. The initiative produced a steady expansion of efforts, changes, experimentation, and conversation. (Contains 16 resources.)