ethanporcaro/eric-fulltext-meta huggingface dataset:
Cedefop Annual Report, 2013
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Annual Reports,Accountability,Educational Change,Educational Research,Vocational Education,Career Development,Transitional Programs,Experiential Learning,Skill Analysis,Minimum Competencies,Communication Skills,Communication Strategies,Information Dissemination,Progress Monitoring,Program Implementation,Policy Analysis,Barriers,Qualifications,Outcomes of Education,Adult Learning,Organizational Communication,Documentation,Knowledge Management,Consciousness Raising,Stakeholders,Academic Standards,Foreign Countries

Accountability and dissemination of its work are important elements of Cedefop's policy to provide assurance to stakeholders for resources used and results achieved. For a centre of expertise and policy advice like Cedefop, the impact of which is hard to gauge for the common European citizen, legitimacy of public expenditure is important, and is even more important in time of crisis and budget constraint. Cedefop's annual report is intended as a presentational and accountability tool which can help stakeholders and the general public to understand Cedefop's priorities and specific objectives, analyse main output and outcomes from its work, present information on each project in a standard format, and monitor and review project implementation. Following a foreword by James Calleja and Christian Lettmayr, this report provides details on the following: (1) Key achievements in 2013; and (2) Monitoring performance and assessing implementation of the 2013 work programme by medium-term priority, activity, and project. The following annexes are included: (1) Cedefop Governing Board; (2) Cedefop Organisation Chart; (3) Human Resources; (4) Cedefop Staff by Area; (5) Budget Implementation 2013; (6) Activity-Based Budget 2013; (7) Performance Indicators Cedefop 2013; (8) Major Publications 2013; (9) Major Conferences 2013; (10) Europass Statistics 2013; (11) Study Visits Statistics 2012/13; and (12) ReferNet--Cedefop's Network for VET.
What&apos;s Driving K-12 School Costs? 2014
Author: Empire Center for New York State Policy
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Costs,Trend Analysis,Educational Trends,Retrenchment,Teacher Salaries,Enrollment Trends,Teacher Student Ratio,Compensation (Remuneration),Expenditures

New York's annual budget battles over state aid to public schools have taken on a new urgency in the wake of the Great Recession and the 2011 enactment of a law empowering local voters to cap their property taxes. Education spending advocates say the tax cap and a statutory limit on school aid increases are forcing school districts to slash budgets and cut programs. The latest State Education Department (SED) data highlight two important trends: (1) From 2008-09 to 2013-14, the statewide median teacher salary rose by 10 percent; and (2) Schools in 2013-14 were still employing almost as many professional staffers as they did in 2000-01 when there were 284,335 more pupils. The full extent of the continuing rise in school spending since the recession was not inevitable or unavoidable. It was the result of: (1) increasing teacher compensation costs driven largely by automatic pay raises; and (2) continued relatively high levels of staffing, relative to enrollment, especially in non-teaching titles. State law clearly is a major factor in the first trend, while the second needs to be more closely examined. [For the 2015 update of this report, see ED562012.]
Building Blocks, Learning Goals, and Success Criteria: Planning Instruction and Formative Assessment for K-8 Math Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers
Author: Tobiason, Glory
Date: 2014-00-00
Type: Guides - Classroom - Teacher
Subjects: Career Readiness,College Readiness,Educational Resources,Educational Practices,Educational Change,Teaching Guides,Teaching Methods,Formative Evaluation,Lesson Plans,Elementary School Mathematics,Middle Schools,Gifted Disadvantaged,At Risk Students,Educationally Disadvantaged,English Language Learners,Disabilities,Common Core State Standards,Behavioral Objectives,Teacher Collaboration,Collegiality,Success,Educational Strategies,Articulation (Education),Prior Learning,Needs Assessment,Demonstrations (Educational),Mathematics Education

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States' CCRS, including the CCSS. The content of this resource is drawn from leading theory and research about learning and formative assessment and from an examination of the CCSS. This resource is the second in a suite of resources that helps teachers merge content and practice standards of CCRS for Mathematics in daily instruction. The first in this suite, &quot;What's Learned First, What's Learned Together? Developing a Yearlong Plan from the K-8 College and Career Ready Standards for Mathematical Content,&quot; helps teachers arrange and sequence content standards into a Yearlong Plan. This resource assists teachers in moving from a Yearlong Plan to establishing Learning Goals and Success Criteria for daily lesson plans and formative assessment. This resource is divided into two sections: (1) Teachers determine the &quot;Building Blocks&quot; (i.e., series of changes that occur in student thinking or ability) that lead from the previous grade's learning to achievement of the current grade's standards; and (2) For each Building Block, teachers determine associated Learning Goals and Success Criteria--two key elements of formative assessment. Contains a list of references and background materials. The following templates are provided: (1) Building Blocks of a Standard; and (2) Lesson-Sized Learning Goals and Success Criteria. [For &quot;What's Learned First, What's Learned Together? Developing a Yearlong Plan from the K-8 College and Career Ready Standards for Mathematical Content,&quot; see ED565345.]
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
Author: Clarke, Ben
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Mathematics,Intervention,At Risk Students,Randomized Controlled Trials,Mathematics Achievement,Pretests Posttests,Comparative Analysis,Scores,Program Effectiveness,Mathematics Tests,Teaching Methods,Achievement Tests,Standardized Tests,Mathematics Skills,Program Implementation,Fidelity,Check Lists,Faculty Development,Statistical Analysis,Formative Evaluation,Response to Intervention,Numbers

This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. A series of random-effects models were estimated to compare gains between treatment and control conditions. Gain scores of intervention students were significantly greater than those of control peers on a proximal measure of mathematics achievement. The role of a strong theory-of-change model in the development and evaluation of mathematics interventions is articulated. Implications for researchers and educators designing and delivering instruction for at-risk students in a response-to-intervention model are discussed.
The 2013 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation&apos;s Schools
Author: Kosciw, Joseph G.
Date: 2014-00-00
Type: Reports - Research
Subjects: Social Bias,Homosexuality,Sexual Orientation,Sexual Identity,Educational Environment,Well Being,At Risk Students,School Safety,Curriculum,National Surveys,Middle School Students,High School Students,Language Usage,Aggression,Bullying,Social Discrimination,Student Personnel Services,Academic Achievement,Disclosure,Clubs

&quot;The 2013 National School Climate Survey&quot; is GLSEN's 8th biennial report on the school experiences of LGBT youth in schools, including the in-school resources that support LGBT students' well-being, the extent of the challenges that they face at school, and insights into many other aspects of LGBT students' experiences. The survey has consistently indicated that a safer school climate directly relates to the availability of LGBT school-based resources and support, including Gay-Straight Alliances, inclusive curriculum, supportive school staff, and comprehensive anti-bullying policies. The full 2013 &quot;National School Climate Survey&quot; report includes information LGBT middle and high school students' experiences with: (1) hearing biased language; (2) experiences of harassment and assault; (3) anti-LGBT discrimination at school; and (4) the availability and impact of supportive school resources. The authors also examine: (1) the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being; (2) whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and (3) how the school experiences of LGBT students differ by personal and community characteristics. [For the 2011 survey, see ED535177.]
Unlocking Young Children&apos;s Potential: Governors&apos; Role in Strengthening Early Mathematics Learning. NGA Paper
Author: Szekely, Amanda
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: State Officials,Role,Mathematics Education,Early Childhood Education,Educational Change,Educational Policy,State Policy,Educational Improvement,Alignment (Education),Educational Assessment,Faculty Development,Preservice Teacher Education

As governors respond to the need to significantly improve the quality of public education, they should consider incorporating stronger actions to improve mathematics instruction as part of their overall reform agenda. Governors can take the following actions to promote high-quality mathematics instruction for young children: (1) Become a champion for improvements in the quality of early math education with legislators, business leaders, educators, parents, and students; (2) Align high-quality mathematics standards through the educational pipeline, and support appropriate use of student assessments to measure results. State leaders could consider raising standards for the math skills and concepts children should learn in their state's early learning guidelines; and (3) Promote changes in policies that improve educator preparation and that support their capacity to teach mathematics to young children. Although governors are already strong proponents of early reading initiatives, they have an opportunity to become champions for improving early mathematics instruction in their states, as well. Many of the actions described in this brief require no or minimal new state funding and can help lay the groundwork for a state's focus on high-quality early mathematics teaching and learning.
What Is a &quot;Good&quot; Social Network for a System?: The Flow of Know-How for Organizational Change. Working Paper #48
Author: Frank, Kenneth
Date: 2014-04-00
Type: Reports - Research
Subjects: Social Networks,Hypothesis Testing,Educational Policy,Social Systems,School Role,Business,Sociology,School Personnel,Interpersonal Relationship,Group Dynamics,Teamwork,Teacher Collaboration,Organizational Change,Information Dissemination,Elementary School Teachers,Questionnaires,Teacher Surveys,Scientific Concepts,Program Effectiveness,Program Implementation,Interaction,Statistical Analysis

This study concerns how intra-organizational networks affect the implementation of policies and practices in organizations. In particular, we attend to the role of the informal subgroup or clique in cultivating and distributing locally adapted and integrated knowledge, or know-how. We develop two hypotheses based on the importance of intra-organizational coordination for an organization's capacity for change. The first emphasizes the importance of distributing know-how evenly to potential recipient subgroups. The second emphasizes the importance of restricting know-how to flow from high know-how subgroups. We test our hypotheses with longitudinal network data in 21 schools, finding stronger support for the second hypothesis than the first. Our findings can help managers cultivate know-how flows to contribute to organizational change. The following are appended: (1) Technical Appendix; and (2) Multilevel Estimation of Main Models.
Moving towards an Integrated Theory of Policy Networks: A Multi-Theoretical Approach for Examining State-Level Policy Change in U.S. Subsystems. Working Paper #45
Author: Galey, Sarah
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Educational Policy,State Policy,Policy Formation,Network Analysis,Theories,Networks,Advocacy,Governance,Entrepreneurship,Political Influences,Decision Making,Feedback (Response)

Scholars have developed a wide range of theories to explain both stability and change in policy subsystems. In recent years, a burgeoning literature has emerged that focuses on the application of network analysis in policy research, more formally known as Policy Network Analysis (PNA). This approach, while still developing, has great potential as an integrated theoretical framework that brings together multiple theories under a single conceptual paradigm. In this paper, the authors demonstrate how the insights of three other established policy theories--namely, the Advocacy Coalition Framework (ACF), Punctuated-Equilibrium theory (PET), and the Policy Entrepreneur Model (PEM)--may be augmented under a synthesis theory of policy networks to provide a more conceptually coherent theory of policymaking that may be useful for explaining periods of both stability and change.
Liability and Remedies for School Segregation in the United States and the European Union. Working Paper #44
Author: Bowman, Kristi
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Desegregation Litigation,School Desegregation,Foreign Countries,United States History,Educational History,Civil Rights,Minority Group Students,Equal Education,Racial Discrimination,Ethnic Groups,Public Schools,African American Students,School Districts

In 1954, the United States Supreme Court decided &quot;Brown v. Board of Education,&quot; a case that is known throughout the US and around the world for its strong statements about equality and about the importance of education. The years since the &quot;Brown&quot; decision have been filled with many changes in US law and society. From the perspective of civil rights advocates, many of those changes have resulted in great progress, but others have fallen far short of &quot;Brown's&quot; lofty ambitions. Today, if Americans who are committed to achieving more integrated schools and broader access to quality education look only inside our own law and our own borders, the situation is discouraging. At first glance, however, recent developments in Europe seem to pursue one road not taken by the US Supreme Court. In 2007, the European Court of Human Rights, the most influential international human rights court in the world, decided what some commentators have referred to as &quot;Europe's Brown v. Board of Education.&quot; Informed by the contours of what constitutes illegal discrimination under different legal regimes' statutes and judge-made law, this working paper analyzes school desegregation liability and remedies available in the US and the EU (specifically the Czech Republic). Turning to the EU, the authors see how an international human rights court is redefining the way national remedies against discrimination are construed. Before beginning their analysis, the authors explore some similarities and differences between US and European conceptions of race and ethnicity.
Knocking on the Door to the Teaching Profession? Modeling the Entry of Prospective Teachers into the Workforce. Working Paper 105
Author: Goldhaber, Dan
Date: 2014-01-00
Type: Reports - Research
Subjects: Longitudinal Studies,Student Teachers,Models,Individual Characteristics,Student Teaching,Student Experience,Teacher Selection,Public School Teachers,Probability,Employment Level,Age Differences,Racial Differences,Ethnic Groups,Geographic Location,Labor Turnover,Scores,Teacher Certification,Teacher Shortage,STEM Education,English Language Learners,Special Education,Student Records,Internship Programs,Labor Market

We use a unique longitudinal sample of student teachers (&quot;interns&quot;) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. Specifically, we estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences on the timing and probability of initial hiring as a public school teacher. Not surprisingly, we find that interns endorsed to teach in &quot;difficult-to-staff&quot; areas are more likely to be hired as teachers than interns endorsed in other areas. Younger interns, white interns, and interns who did their student teaching in suburban schools are also more likely to find a teaching job. Prospective teachers who do their internships at schools that have more teacher turnover are more likely to find employment, often at those schools. Finally, interns with higher credential exam scores are more likely to be hired by the school where they did their student teaching. Contrary to expectations, few of the measures of the quality or the experience of an intern's cooperating teacher are predictive of workforce entry in the expected direction.
What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? CPRE Research Report. #RR-82
Author: Ingersoll, Richard M.
Date: 2014-07-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Beginning Teachers,Teacher Persistence,Labor Turnover,Elementary Secondary Education,National Surveys,Mathematics Instruction,Science Instruction,Teacher Competencies,Pedagogical Content Knowledge,Teaching Skills,Teacher Characteristics,Graduate Study,Course Content,Experience,Feedback (Response),Observation,Educational Attainment,Correlation,Institutional Characteristics,Statistical Analysis,Probability

This study addresses the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? We examine a wide range of measures of teachers' subject-matter education and pedagogical preparation. We also compare different fields of teaching, with a particular focus on mathematics and science. Our data source is the National Center for Education Statistics' nationally representative 2003-04 Schools and Staffing Survey and its supplement, the 2004-05 Teacher Follow-up Survey. Our analyses show that beginning teachers widely varied in the pre-service education and preparation they received. In general, mathematics teachers and, especially, science teachers tended to have more subject-matter content education and more graduate-level education, and to have less pedagogical and methodological preparation than other teachers. Our analyses also show that, after controlling for the background characteristics of teachers and their schools, some aspects of the education and preparation that beginning teachers received were significantly associated with their attrition, while others were not. Specifically, the type of college, degree, entry route or certificate mattered little. What did matter was the substance and content of new teachers' pedagogical preparation. Those with more training in teaching methods and pedagogy--especially practice teaching, observation of other classroom teaching and feedback on their own teaching--were far less likely to leave teaching after their first year on the job.
Preparing World-Class Teachers: Essential Reforms of Teacher Preparation and Credentialing in California
Author: Freedberg, Louis
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Teacher Competencies,Educational Change,Teacher Education,Teacher Certification,Public Education,Change Strategies,Teacher Education Programs,Barriers,Teaching (Occupation),Student Teaching,State Standards,Student Teacher Supervisors,College School Cooperation,Middle School Teachers,Preschool Teachers,Faculty Development,Incentives,Teacher Shortage,Special Education Teachers,Beginning Teacher Induction,Mentors,Career Choice

Despite the fundamentally important role of teachers in our public school system, how they are prepared is receiving far less attention than other current reforms, such as the Common Core State Standards, the Local Control Funding Formula, and new ways to assess and hold schools accountable for student performance. It has been more than 15 years since the last major reform of California's system of teacher preparation and credentialing (with the passage of Senate Bill 2042 in 1998). Fortuitously, numerous groups have carried out a substantial amount of work that focuses on this crucial element of the state's education system. Most influential have been the California Commission on Teacher Credentialing, which issues credentials and oversees preparation programs; the Task Force on Educator Excellence, which released its influential &quot;Greatness by Design&quot; report in 2012; and the Teacher Preparation Advisory Panel, which concluded its work in 2013. This EdSource report is intended to highlight the most promising reforms proposed by these panels and other groups that would contribute to a more effective teaching force. Its purpose is to draw attention to reforms that are arguably as important as those dealing with school financing, curriculum, and testing and accountability. The authors aim to spotlight model programs and broader reform strategies that have the potential to raise the bar for teacher training and simultaneously elevate the prestige of a profession that is crucial to the future of the Golden State. EdSource has reviewed key reports along with thousands of pages of studies and background documents on redesigning the state's system of teacher preparation and credentialing. They have interviewed key experts as well as new teachers who have recently gone through the credentialing process. On the basis of that work, EdSource has identified seven key challenges--and the most promising strategies to address them at a local and statewide level.