ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Student Learning: Action Principles for Families, Classrooms, Schools, Districts, and States
Author: Walberg, Herbert J.
Date: 2010-00-00
Type: Books
Subjects: Student Improvement,Change Strategies,Educational Practices,Instructional Effectiveness,Classroom Environment,Family Environment,Peer Influence,Family Characteristics,Family Influence,Prior Learning,Parent Attitudes,Parent Child Relationship,Parent Education,Preschool Education,Literacy,Skill Development,Teaching Methods,Mathematics Instruction,Science Instruction,Immersion Programs,School Support,Educational Quality,Time Factors (Learning),School Administration,Social Development,Emotional Development,Parent School Relationship,Instructional Leadership,Educational Policy,Teacher Qualifications,Teacher Effectiveness,State Action,State Standards,Charter Schools,School Restructuring,Accountability

This book summarizes the major research findings that show how to substantially increase student achievement. This book draws on a number of investigators who have statistically synthesized many studies. A new education method showing superior results in 90% of the studies concerning it has more credibility than a method that shows results in only 60% of the cases. Research synthesis of many studies can also test the possibility that the new method works with a variety of students and circumstances. A robust method shown to work well at many grade levels with boys and girls in cities and suburbs is more desirable than one that only works well in special cases. Subsequent chapters weigh these considerations. Obviously policymakers and educators must also consider the costs and difficulties of implementing new policies and practices. Some innovations, however, are not only more effective but less costly. Teachers well prepared in their subject matter are usually a better investment than small classes, and, despite conventional beliefs, the Internet and other distance instruction delivery can be both more effective and cheaper than traditional classroom teaching. Thus, both old and new methods should be viewed in terms of efficacy, frugality, ethics, and other considerations. The remaining chapters begin with the most fundamental, well-established principles of academic learning within and outside schools. Because children spend approximately 92% of the total hours in the first 18 years of life outside school and under the responsibility of parents, the features of home conditions and parents' behaviors that foster learning before and during the school years are described. In successive chapters, the book describes the most effective classroom practices and school, district, and state policies.
Lead Turnaround Partners: How the Emerging Marketplace of Lead Turnaround Partners Is Changing School Improvement
Author: Corbett, Julie
Date: 2011-00-00
Type: Reports - Research
Subjects: Partnerships in Education,School Turnaround,Educational Change,Educational Improvement,Grants,School Surveys,Interviews,Content Analysis,Position Papers,State Agencies,Program Implementation,Administrator Attitudes,Agency Role,Definitions,Educational Responsibility,Educational Planning,Strategic Planning,Government Role,Sustainability,Federal Legislation,Research Needs,Educational Administration,Educational Practices

This report describes the use of Lead Turnaround Partners (LTPs) in the current School Improvement Grant (SIG) program and provides the results of document review, surveys, and interviews with eight State Education Agencies and seven Lead Turnaround Partner organizations. The study focuses on the implementation of the transformation and turnaround models under the SIG program during the 2010-2011 school year. The current marketplace of Lead Turnaround Partner (LTP) providers and the organizational structures of existing LTPs are explored. In addition, the communication strategies and the roles of various players involved in aspects of SIG implementation, including State Education Agencies (SEAs), Local Education Agencies (LEAs) and LTPs are discussed. Lessons learned and recommendations for improvement for each entity are summarized. Document review, surveys, and interviews were gathered/conducted from/with: Colorado, Hawaii, Illinois, Indiana, Massachusetts, New York, Tennessee, and Virginia. Document review, surveys, and interviews were gathered/conducted from/with the following LTPs: Academy for Urban School Leadership (AUSL), America's Choice, Cambridge Education, EdisonLearning, Learning Point Associates/AIR, Pearson School Achievement Services, and WestED. Based on the findings, this report offers recommendations for states; districts; the field; states, districts, and LTPs; and the U.S. Department of Education (USED) and states. An appendix provides LTP profiles.
No Time to Lose: Turnaround Leader Performance Assessment
Author: Rhim, Lauren Morando
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Leadership Effectiveness,Administrator Evaluation,Accountability,Academic Achievement,Educational Change,Low Achievement,Evidence Based Practice,Educational Improvement,Educational Strategies,Educational Practices,Educational Administration

Effective leadership is critical to successful school turnaround efforts. Yet, district leaders have historically been hesitant to hold leaders accountable for bold change efforts. As federal and state dollars flow to districts and individual schools charged with embarking upon transformative change efforts, districts must adopt a laser-sharp focus on assessing turnaround leaders' performance on an accelerated timeline. The students enrolled in schools identified for targeted turnaround efforts have no time to lose. This brief presents the rationale supporting aggressive turnaround leader assessment efforts and outlines seven critical actions steps to increase the success rate of turnaround efforts.
December 2012 Policy Update: School Climate and Bully Prevention Trends State-by-State Assessment. School Climate Brief, Number 6
Author: Bellizio, Dan
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Educational Environment,Bullying,School Culture,State Policy,Prevention,State Legislation,Financial Support,Discipline,Federal Aid,School Safety

This December 2012 Brief updates NSCC's 2011 report &quot;State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil School&quot;s (www.schoolclimate.org/climate/papers-briefs.php). This Brief provides a summary of State level: (1) anti-bullying legislation; (2) school climate policies; (3) funding trends; (4) disciplinary practice trends; and (5) federally supported school climate efforts. [For the 2011 report &quot;State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil Schools,&quot; see ED566375.]
Exploring the Pathway to Rapid District Improvement
Author: Lane, Brett
Date: 2009-00-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Change,School Districts,School District Wealth,Case Studies,Educational Environment,Performance Factors,Strategic Planning,Organizational Communication,Improvement Programs,Change Strategies,Educational Practices,Educational Administration

The purpose of this report is to describe a &quot;Framework for District Capacity Building and Improvement&quot; and, through the use of two illustrative case stories, explore how districts can engage in rapid and sustainable improvement efforts. The supporting research, our framework, and a corresponding set of rapid improvement indicators is provided here and in the following pages, followed by case stories of Burrton Public Schools (a rural district in central Kansas) and Kansas City, Kansas Public Schools, an urban district with over 19,000 students. Included in the report is a summary of issues for consideration by state officials and districts focused on creating the conditions necessary to catalyze rapid and sustainable district improvement. Three appendices provide: (1) a description of the case study methodology and protocols; (2) a one-page summary of the Rapid District Improvement Pathway; and (3) a full-page version of the Framework for District Capacity Building and Improvement and a matrix of the Framework elements, variables, and indicators for each framework element.
Fulcrum of Change: Leveraging 50 States to Turn around 5000 Schools
Author: Rhim, Lauren Morando
Date: 2011-00-00
Type: Reports - Research
Subjects: School Turnaround,Educational Improvement,Grantsmanship,Grants,State Action,Evidence Based Practice,Administrative Organization,Partnerships in Education,Human Capital,Capacity Building,Incentives,Educational Practices,Change Strategies,Educational Change,State Agencies,Agency Role,Resource Allocation,Barriers,Interviews,Transcripts (Written Records),Position Papers,Administrator Attitudes,Educational Administration

In 2010, unprecedented levels of resources began to flow through state education agencies (SEAs) to support dramatic change in persistently low-performing schools under the expanded federal School Improvement Grant (SIG) program. The challenge for states is to leverage the federal investment to drive dramatic and sustainable change efforts in low-performing schools in a coherent manner that does not simultaneously undermine established support networks designed to benefit all schools. Driven by the broader goal of culling lessons related to states playing a substantive role in dramatic school-improvement efforts, this monograph and practice guide examines the early implementation of the revised SIG program in select states (AL, AK, ID, IL, LA, MI, MT, OK, and VA) to identify: (1) how states are integrating the expanded grant program into existing school improvement efforts; and (2) emerging lessons for states interested in fully leveraging their roles to drive turnaround efforts relevant to the future rounds of SIG awards. The monograph examines nine states' initial approaches to supporting dramatic school improvement initiatives by strategically allocating state resources, building district and school capacity to support change, and monitoring districts' turnaround efforts. Three appendices provide supplemental tables and the data collection instrument. A list of references and resources is included.
Breaking the Habit of Low Performance: Successful School Restructuring Stories
Author: Brinson, Dana
Date: 2009-00-00
Type: Reports - Research
Subjects: School Restructuring,School Effectiveness,School Turnaround,Effective Schools Research,Low Achievement,Profiles,Change Strategies,Administrator Role,Agency Role,Educational Resources,Change Agents,Barriers,Educational Practices,Educational Administration,Educational Change,Educational Strategies,School Culture

The components of a successful school are clear. Many educators can easily list them: high expectations for all students, a safe and orderly learning environment, strong instructional leadership, highly qualified teachers, data-driven decision making, etc. Then why don't more schools change the what they are doing to mirror them? Knowing the components of effective schools and using that knowledge to transform schools that have none of them into shining examples of success is not an easy or clear task. Certainly, the recipe is different for each school. In nearly every case of a chronically failing school, however, true change requires breaking the habit of dysfunctional processes and raising expectations--for staff and students--that has been low for years. Public Impact, working on behalf of the Center on Innovation &amp; Improvement, examined five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. Their stories are told herein. Two appendices are included: (1) School Section Methodology; and (2) School Profile Sources.
Promoting Learning in Rural Schools
Author: Redding, Sam
Date: 2012-00-00
Type: Reports - Research
Subjects: Rural Schools,Student Motivation,Outcomes of Education,Barriers,Teacher Effectiveness,Teacher Persistence,School District Size,School Size,Self Efficacy,Metacognition,Teacher Student Relationship,Parent Education,Preschool Education,Elementary Secondary Education,Program Effectiveness,Mass Media,Extracurricular Activities,Distance Education,Independent Study,Mastery Learning,Program Evaluation,Incentives,Educational Change,School Culture,Rural Areas

The research reviewed in this report suggests that some of the contentions about schools, districts, and communities in rural areas are mistaken. Many of the issues they face also confront urban and suburban educators, and rural communities offer several distinctive educational advantages. A lack of student motivation to learn is a problem often cited by rural educators. This problem seems to be a widespread problem in most of the nation's schools--rural, urban, and suburban. This report gives special attention to student motivation to learn, along with other contributing factors to student outcomes in rural schools. Rural educators often attest to a dampening effect on student aspirations where families do not see education as an essential vehicle to advancement in life, and the improved life chances an education provides require a relocation away from a shrinking rural community. When the remoteness of a rural community is a barrier in attracting and retaining school leaders and teachers, the school's internal systems for ensuring consistent application of effective practice is paramount. The policies, programs, procedures, and practices must be engrained in the daily operations of the school in ways that optimize the productivity of current staff and readily assimilate new staff. With this in mind, this report recommends actions that drive student learning in any school setting and are necessary and achievable in rural schools. The recommendations in this report build upon the advantages of rural settings and address their perceived disadvantages.
Achieving More, Spending Less in Schools, Districts, and States
Author: Walberg, Herbert J.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Costs,Instructional Effectiveness,Cost Effectiveness,Productivity,Educational Research,Educational Innovation,Budgeting,Surveys,Merit Pay,Teacher Competencies,Web Based Instruction,Computer Assisted Testing,Transformational Leadership

In an era of financial stringency and demands for better school performance, it is useful to think about several means of raising school productivity: (1) increase learning effectiveness without increasing costs; (2) reduce costs without diminishing effectiveness; or (3) both, that is, increase effectiveness and simultaneously reduce costs. The purpose of this document is to concisely summarize research on how learning productivity can best be increased by all three means. It is aimed to serve responsible officials in schools, districts, and states. Though the present document emphasizes new research on &quot;learning more, spending less,&quot; much past research on effective methods is described in greater detail in a related book from the Center on Innovation &amp; Improvement (CII), &quot;Improving Student Learning: Action Principles for Families, Classrooms, Schools, Districts, and States&quot; (Walberg 2011), which emphasizes rigorous, statistically controlled, contrast-group research. Intended for busy educators and policy makers, this document is an overview of actionable productivity innovations. Compared to the huge underlying research literature, this document is purposely concise but refers to and serves as an index to many of CII's resources responding to the needs of states and school districts. These provide further explanations, references to research, and examples in practice. New in this document are Transformational Innovations. Several are less well researched than those previously summarized by CII, but in the current era of budgetary stringency, are increasingly put forward by policy analysts and legislators as having considerable potential to meet the productivity challenge. This document also invites state, district, and school officials to contribute examples of policies and practices they have successfully employed. The following are appended: (1) Achieving More, Spending Less--Innovation for Productivity Survey; (2) Time Influences and School-Level Influences on Student Learning; and (3) Database of Resources. [For &quot;Improving Student Learning: Action Principles for Families, Classrooms, Schools, Districts, and States&quot; (Walberg 2011), see ED573685.]
Violence Prevention and School Climate Reform. School Climate Brief, Number 5
Author: Nader, Kathleen
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Violence,Prevention,School Culture,Educational Environment,Aggression,Student Behavior,Well Being,Victims,School Safety,Interpersonal Relationship,School Size,Leadership Styles,Bullying,Incidence,Homosexuality,Sexual Orientation,Sexual Identity,Computer Mediated Communication,Parent Child Relationship

Research has demonstrated that a positive school climate is an essential part of violence prevention. Many factors influence the association between school climate and behavioral outcomes. Positive school climate alone cannot prevent all variables that may contribute to the expression of aggression. Nevertheless, positive school climates influence behavioral outcomes (e.g., lower rates of aggression, victimization, and dropout), may add to youth's resilience factors, and can provide conditions that foster proactive behaviors and well-being. For example, schools may influence youth's exposure to aggression such as bullying. After a brief discussion of the multiple associations of aggression, this article specifically addresses the role of aspects of school climate--school environment, safety, and relationships--in the prevention of violence. As will be shown, factors discussed in this article may influence each other. For example, safety influences relationships as well as performance and behaviors. Relationships affect safety, performance, and behaviors.
Change Leadership: Innovation in State Education Agencies
Author: Redding, Sam
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Guidelines,Educational Change,Instructional Leadership,State Departments of Education,Productivity,Role,Decision Making,Change Strategies,School Districts,Elementary Secondary Education,Educational Innovation

This paper presents a Change Leadership Framework and applies the framework to the role of leadership in a State Education Agency (SEA) in setting the conditions for change to accelerate student learning. These conditions include the way the SEA directs its own change and the way it inspires and leads constructive change in districts and schools. The Change Leadership Framework includes a Change Cycle with four components--Intentionality, Capacity, Implementation, and Productivity. The Cycle revolves around Execution, the role of the Leadership Team (CEO or CSSO and executive staff) as the decision-making catalyst among the four components. The paper emphasizes the importance of (1) strategy-aligned initiatives launched by the Leadership Team; (2) functional, motivational, social, and technical capacities necessary for implementation; (3) consideration for the human dynamics attendant to change; (4) indicators of effective practice to guide implementation, and (5) monitoring effectiveness and productivity. The following are appended: (1) Change Cycle Dashboard; and (2) Glossary of Terms.
Teacher Opinions on the Implementation of Values Education in Teaching Turkish
Author: Kirbas, Abdulkadir
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Opinions,Curriculum Implementation,Values Education,Native Language Instruction,Turkish,Likert Scales,Questionnaires,Statistical Analysis,Validity,Reliability

The aim of this study is to determine the realization levels of values education implementations in teaching Turkish by taking the opinions of Turkish teachers. The sample of this study conducted in the survey model comprises 108 Turkish teachers employed at different secondary schools in Erzurum, Bayburt, Gümüshane and Trabzon in the Spring semester of 2015/2016 academic year. &quot;Teachers' opinions on the implementation of values education in teaching Turkish scale&quot;, which consists of 21 questions in the form of a 5-point Likert-type scale allows responses of &quot;always, often, sometimes, rarely, never,&quot; and it was prepared by considering the &quot;Values Education Yearly Plan&quot; published jointly by Erzurum Governorship and Provincial Directorate for National Education in accordance with the aim of this study, and receiving opinions of Turkish educators, Turkish teachers and domain experts. The data were evaluated by performing frequency analysis in the SPSS 18 package program. Validity and reliability of the scale were found to be 0.81 as the Cronbach's Alpha value as a result of analysis, and 0.649 as the test statistic as a result of the KMO (Kaiser-Meyer-Olkin) test. This result shows that the scale applied in the study is valid and reliable. As a result of the study, it was found that Turkish teachers implemented the cleaning value always; salutation and smile, tolerance, determination and stability, helpfulness, compassion and grace, friendship values often; love and respect, patience, apologizing and forgiveness, empathy, gift giving, and fidelity values sometimes; saving, responsibility, sacrifice, fairness, generosity, reliability values rarely in values education in teaching Turkish.
Reflective and Reflexive Beliefs of Two Pre-Service Secondary Mathematics Teachers
Author: Belbase, Shashidhar
Date: 2016-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Student Teacher Attitudes,Beliefs,Reflection,Geometry,Mathematical Concepts,Handheld Devices,Interviews,College Seniors,Constructivism (Learning),Grounded Theory,Case Studies,Epistemology

The objective of this paper is to present two preservice secondary mathematics teachers' beliefs about teaching Geometric Transformations (GTs) using Geometer?s Sketchpad (GSP). The study comprised of series of five task-based interviews with each of two participants, who were senior undergraduate preservice teachers, at a medium-sized public university in the Rocky Mountain Region of the United States. I used radical constructivist grounded theory (RCGT) as a theoretical frame to guide this study process. The results of study include reflective and reflexive beliefs about teaching GTs with GSP. These beliefs have been further explored as pre-reflective, in-reflective, post-reflective, pre- reflexive, in-reflexive, and post-reflexive beliefs of two preservice secondary mathematic teachers about teaching GTs with GSP. Pedagogical implications of these belief categories are widely discussed.