ethanporcaro/eric-fulltext-meta huggingface dataset:
RTI Scheduling Processes for Middle Schools. Information Brief
Author: Prewett, Sara
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Middle Schools,School Schedules,Personnel Management,Student Evaluation,School Administration

Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilities (National Center on Response to Intervention, 2010, p. 2). Having a workable schedule for faculty, staff, and students is important in making the RTI essential components cohesive and feasible to implement. This brief addresses frequently asked questions (FAQs) about scheduling issues in middle schools. The responses were derived from observations, surveys, and interviews with administrators and staff at 11 middle schools that were implementing RTI. Throughout the text, readers will find "summary questions" and "guiding questions". The "summary questions" are designed to help practitioners make sense of existing practices at other schools. The "guiding questions" are designed for practitioners to use as a guide or checklist during RTI implementation as they create or modify their middle school schedules. A description of the authors' approach to collect descriptive data from middle schools that were implementing RTI is appended. (Contains 1 table, 1 figure and 2 footnotes.)
RTI Implementation Processes for Middle Schools. Information Brief
Author: Prewett, Sara
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Middle Schools,Response to Intervention,Credits,Organizational Change,Program Implementation,Program Development,Secondary Schools,School Culture,Leadership,Principals,Interpersonal Communication,School Districts,Student Evaluation,Screening Tests,Formative Evaluation,Learning Disabilities,Disability Identification

Planning, developing, implementing, and sustaining organizational change, such as Response to Intervention (RTI), is a complex endeavor. This brief is designed to give practitioners guidance based on the implementation activities of middle school practitioners across the country. The authors recognize that secondary schools must consider many unique features when implementing RTI (e.g., student class schedules, grading requirements, course credits, and curricular focus) (National High School Center, National Center on Response to Intervention, & Center on Instruction, 2010). Thus, the stages and processes of implementation need to be considered carefully when practitioners expand RTI from elementary to secondary settings (Fuchs, Fuchs & Compton, 2010). A description of the authors' approach to collect descriptive data from middle schools that were implementing RTI is appended.
Using School Leadership Teams to Meet the Needs of English Language Learners. Information Brief
Author: Movit, M.
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Intervention,Second Language Learning,Instructional Leadership,English (Second Language),Teamwork,Outcomes of Education,Cultural Relevance,Student Needs,Bilingual Students,General Education,Special Education,Parent Participation,Student Characteristics,Problem Solving,Guides,Success

To ensure that the implementation of Response to Intervention (RTI) strategies effectively addresses the needs of all students, the National Center on Response to Intervention (NCRTI) recommends that schools and districts establish "leadership teams" that focus on issues affecting culturally and linguistically diverse students. New leadership teams can be added to what already exists, or current leadership teams can be refocused on these issues. Leadership teams should meet regularly and include diverse representation across areas of "professional expertise" (e.g., general education, bilingual education, and special education) and "cultural experience" (e.g., parents, community members, and others with rich relationships and knowledge of student backgrounds). Although most schools already have some form of student support or problem-solving teams in place, these teams are not always fully prepared--professionally and/or culturally--to address the needs of specific populations of students. This paper provides tips for a school leadership team that will effectively address the needs of English language learners (ELLs). (Contains 1 exhibit.)
Providing Support to Families with Specific Regard to the Removal of Barriers that Exist for Families Trying to Provide Academic Support at Home
Author: Martin, Christine
Date: 2011-08-00
Type: Reports - Research
Subjects: Reading Improvement,Parents,Literacy,Grade 1,Reading Instruction,Barriers,Family Programs,Elementary School Students,Reading Skills,Program Effectiveness,Family School Relationship,Instructional Materials,Parents as Teachers,Homework,Check Lists,Reading Assignments,Pretests Posttests,Surveys,Parent Attitudes,Reading Aloud to Others

The purpose of this study was to provide resources for families such that they would be well equipped to provide academic support at home; hence examining the impact of providing said resources and the subsequent impact on a first grade child's reading development. In this study, the researcher took a group of twenty students and divided them into two groups.  One group was given a weekly literacy backpack with related activities that were clearly defined and required a minimal time commitment. The second group was given a reading log to record books that were read each night, with no directives, scaffolded support, or additional resources offered.  The researcher showed that when families receive guidance, directives, related necessary materials, and support, they are subsequently better equipped to assist their child academically at home; the impact is subsequently seen in each child's respective literacy development. Appended are: (1) Figure 1: Research Matrix; (2) Benchmark Assessments; (3) Homework & Reading; (4) Conferring Checklist; (5) Parent Pre-Survey; (6) Parent Post-Survey; and (7) Parent Survey. (Contains 14 figures.)
Pre-Service Teachers' Attitudes toward Graphing Calculators in Math and Science. Case Study 10
Author: Texas Instruments
Date: 2007-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Graduate Students,Methods Courses,Graphing Calculators,Preservice Teachers,Student Attitudes,Teaching Methods,Elementary School Teachers,Secondary School Teachers,Science Instruction,Data Collection,Preservice Teacher Education,Self Efficacy

The need exists for methods courses to address the pedagogy issues of using graphing calculators. There needs to be a teacher candidate forum to examine their pedagogical perspectives on using graphing calculators in teaching, to explore when and how to use graphing calculators in the classroom, and to provide opportunities to practice teaching with graphing calculators. A recent study by Lyublinskaya, Donoghue and Zhou (2006) tracked the effects of such training on elementary and secondary pre-service teachers in methods classes for math and science. All students were divided into two groups. The first group consisted of undergraduate and graduate students preparing to teach secondary science and math, and who were enrolled in math and science methods courses. The second group consisted of undergraduate students preparing to teach in the elementary schools and who were enrolled in science methods courses. This study concludes that the perspectives and attitudes of pre-service teachers in their methods courses strongly depend on the intensity and length of experience they have with use of graphing calculators and calculator-based data collection devices (probe ware). The study also concludes that participants' confidence in the use of technology is somewhat independent of their perspective.
Lycoming County Women's History Curriculum Guide
Author: Rogers, Amy
Date: 2011-09-29
Type: Guides - Classroom - Teacher
Subjects: Local History,Females,Primary Sources,Counties,History Instruction,Secondary School Students,Archives,Womens Studies,Electronic Libraries,Curriculum Guides,Lesson Plans,Learning Modules,Secondary School Curriculum,Social Studies,Educational Resources

This project plays upon technology and an innovative way to research history -- the use of online primary source data that highlight the history of women in volunteer and reform organizations, education, the arts, the workplace, and private lives.  Using an archival  database from the Lycoming County Women's History collection, this curriculum guide provides lesson plans and educational modules designed for middle and secondary school students but could be easily adapted for primary age classrooms.  The stories of the women from the Lycoming County Women's History collection share much that is true of the women in the United States as a whole, making the archive an excellent teaching tool. There is a multitude of pedagogical opportunities for educators to use for a women's history class, the study of local history, or research methods classes.
Students Achieve More in New York Integrated Math AB with TI Graphing Calculators and the TI-Navigator[TM] System. Case Study 3
Author: Morse, Dana F.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Graphing Calculators,Mathematics Instruction,Mathematics Achievement,Mathematics Skills,Mathematics Curriculum,Integrated Curriculum,Technology Uses in Education,Instructional Effectiveness,Achievement Gains,Teaching Methods,Mathematics Tests,Case Studies

This study took place at Skaneateles High School in Skaneateles, New York in a grade 10 Integrated Math AB course with 52 students in 3 sections using the TI-84 Plus family graphing calculators and the TI-Navigator classroom learning system with a projector and interactive whiteboard. New York State is phasing in a new curriculum that integrates Algebra I and Geometry in Math A, and Algebra II and Trigonometry in Math B. The course in the study represents an integrated Math AB class for grade 10. In a typical day throughout the year, students use their graphing calculators to compute answers, to compare answers with other students (via the TI-Navigator system), to generate their own examples or make predictions, and to discuss problem solving strategy with other students. Weekly tests and quizzes are also administered via the graphing calculator. In each of the past three years, 100% of the students have passed the New York State Regents Math A. But closer examination of the percent of students scoring at or above 90% on the Regents Math AB test shows the dramatic impact of the TI-Navigator system: with the TI-Navigator system an impressive 27% more students scored in the 90% range in 2007--62% in 2007 vs. 35% in 2005 without the TI-Navigator system.
2011 Internship & Co-Op Survey. Research Brief
Author: National Association of Colleges and Employers
Date: 2011-04-00
Type: Reports - Research
Subjects: Experiential Learning,Recruitment,Occupational Surveys,Employer Attitudes,Internship Programs,Employment Opportunities,Employment Practices,Employment Projections,Student Employment,Personnel Selection,Workers Compensation,Tenure,College Graduates,Education Work Relationship

The National Association of Colleges and Employers' (NACE's) "2011 Internship & Co-op Survey" indicates that internships are an integral and ever-important part of the college recruiting scene. The survey finds that employers expect to increase internship hiring by about 7 percent this year and co-op positions by nearly 9 percent. Furthermore, they will draw approximately 40 percent of their new college hires for 2011 from their internship and co-op programs. These figures demonstrate the central role that experiential education plays in the overall college recruiting process. This paper presents additional key findings drawn from the survey.
Public Schools, Private Markets: A Reporter's Guide to Privatization
Author: Elliott, Scott
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,School Restructuring,Privatization,Parent School Relationship,News Reporting,Research Reports,Student Records,Accountability,Audits (Verification),Barriers,Achievement Gains,Educational Vouchers,Educational Finance,Contracts,Public Schools,Educational Policy,Educational Practices,Politics of Education,Change Strategies,Program Guides

More and more, private for-profit and non-profit organizations are involved in schools. No longer limited to support services like transportation and food services, companies are providing tutoring, directing classroom instruction and managing public and charter schools. School reform has raised the stakes for schools and students, asking for greater accountability and companies are directly involved in raising achievement and taking the place of the traditional school. Private companies are not always required to make their books and their studies available to the public. This is a challenge to education reporters who help make school decision making transparent to the public. This report is a guide for beat reporters in covering this emerging and growing phenomena.
Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Report. DFE-RR172a
Author: Snowling, Margaret J.
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Communication Research,Research Projects,Educational Attainment,Identification,Profiles,Reading Skills,Language Skills,Educational Policy,Scores,Students,Models,Foreign Countries,Longitudinal Studies,Language Acquisition,Literacy,Evaluation,Formative Evaluation,Disadvantaged Environment

It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children's performance on entering primary school. Moreover, children who enter school with poorly developed speech and language are at risk of literacy difficulties and educational underachievement is common in such children. Whatever the origin of children's problems with language and communication, the poor educational attainment of children with language learning difficulties is an important concern for educational policy. This research addressed the question of whether teacher assessment and monitoring could be used to identify children with language difficulties in need of early interventions. The findings have important implications for Government proposals for implementing the recommendations of the Tickell Review of the Early Years Foundation Stage (EYFS), in particular the proposals for a simplified framework and assessment process. The Government undertook a consultation on the Tickell Review which ended 30 September 2011. Key findings include: (1) Teachers, when appropriately trained, can make valid judgments of children's development in language and literacy when guided by a well validated, reliable measure; (2) Teachers can accurately monitor their pupils' progress in key reading skills without the need for formal tests; and (3) These findings make it clear that a reduced EYFS Profile (EYFSP) could be used to support monitoring and early identification of difficulties with language and communication. Appended are: (1) Early Years Foundation Stage Profile (2008-11); and (2) Items from EYFSP Scales which loaded on the validated constructs. (Contains 11 tables, 6 figures and 20 footnotes.) [For &quot;Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Brief. DFE-RB172a,&quot; see ED526910.]
The Importance of Music: A National Plan for Music Education
Author: Department for Culture, Media and Sport
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Needs,Music Education,Music,Musical Instruments,Foreign Countries,Students,Educational Finance,Financial Support

England is a world leader in music education. Provision has existed locally for over 50 years. Recent developments have added national funding to the picture so that all pupils have the opportunity to learn a musical instrument. The number accessing regular weekly instrumental tuition has grown from 438,772 (8.4%) in 2005 to a projected figure of over 1.15 million (17.4%) in 20112. New partnership working is starting to develop in many areas of the country. However, as Darren Henley recognised in his report, music education is patchy across the country, and change is needed to enable all pupils to receive a high quality music education. This National Plan provides a flexible template for high quality music provision throughout a pupil's education. It aims for equality of opportunity for all pupils, regardless of race; gender; where they live; their levels of musical talent; parental income; whether they have special educational needs or disabilities; and whether they are looked after children. Annexed are: (1) The funding process for music education hubs; (2) Music technology; (3) The benefits of music (academic literature review); and (4) Case studies. (Contains 46 endnotes.)
Better Communication Research Programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Brief. DFE-RB172a
Author: Snowling, Margaret J.
Date: 2011-11-00
Type: Reports - Research
Subjects: Communication Research,Research Projects,Low Achievement,Educational Attainment,Literacy,Language Skills,Foreign Countries,Language Acquisition,Teacher Evaluation,Reading Comprehension,Listening Comprehension,Correlation,Phonics,Child Development,Parents,Children,Students,National Curriculum,Grouping (Instructional Purposes),Elementary Education,Writing Achievement,Mathematics Achievement

It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children's performance on entering primary school. Moreover, children who enter school with poorly developed speech and language are at high risk of literacy difficulties and educational underachievement is common in such children. Whatever the origin of children's problems with language and communication, the poor educational attainment of children with language learning difficulties is an important concern for educational policy. The research to be reported here addressed the question of whether teacher assessment and monitoring could be used to identify children with language difficulties in need of early interventions. Key findings include: (1) Children with poor language and literacy development at 5 years are at substantial risk of low achievement at 7 years; (2) A revised version of the Early Years Foundation Stage Profile focussing on Communication, Language and Literacy is highly predictive of children's literacy at the end of Key Stage 1; and (3) The research supports the recommendations of the Tickell Review to shorten the EYFSP and for a manageable system of teachers monitoring children's progress over the early years, supported by a valid and reliable tool. (Contains 2 tables, 1 figure and 9 footnotes.) [For full report, &quot;Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Report. DFE-RR172a,&quot; see ED526908.]
Effective Superintendents, Effective Boards: Finding the Right Fit. Special Report
Author: Education Writers Association
Date: 2003-05-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Superintendents,School Districts,Urban Areas,Boards of Education,Principals,Board Administrator Relationship,Administrator Attitudes,Educational Administration,Leadership Effectiveness

Just what should the public expect from the leadership at the school district level? Why does it seem to be eternally controversial in many places, especially in urban districts? What difference could achieving "the right fit" between superintendents and school boards make in the learning of children? Currently, most of the attention on reforming schools focuses on classrooms. The reasoning is that dedicated, well-qualified teachers can boost student achievement despite the chaos swirling outside their classroom doors. Ideally, they work under a principal who provides them with the right mix of support and autonomy. This paper looks at the relationship between school boards and superintendents and how it affects student achievement. A bibliography is included.
Standards for Education Reporters: Skills, Knowledge, Ethics
Author: Graves, Bill
Date: 2002-10-00
Type: Reports - Descriptive
Subjects: Interviews,Ethics,Standards,Journalism,News Writing,Mass Media,Professional Associations,Guidelines,Resources,Mass Media Role,Educational Environment,Skills

Experienced school reporters know plenty about standards. The struggle to set standards that define what students should know and be able to do at various stages of their education has been at the heart of school reform since the late 1980s. So if journalists are going to understand the value of standards, it will be those covering schools. It is appropriate, then, that the Education Writers Association (EWA), the professional organization for the nation's education reporters, would write standards for the school beat. As schools use standards to define what students should learn, EWA is writing standards to define what education reporters should strive to know. The aim here, however, differs from that of education in that these standards are not for the purpose of evaluating reporters, but to help them do good work. Reporters new to the education beat should be able to use these standards to gauge what they need to learn. EWA's standards are organized in three broad areas: skills, knowledge and ethics. The purpose of this exercise is to document the skills and knowledge that reporters should (and do) bring to the beat. It also offers some advice on ethical situations endemic to covering education, such as interviewing children. Resources for education reporters are included.