ethanporcaro/eric-fulltext-meta huggingface dataset:
High-Impact Succession Management. Executive Summary
Author: Lamoureux, Kim
Date: 2009-04-00
Type: Reports - Research
Subjects: Management Development,Best Practices,Administrative Change,Organizational Change,Interviews,Occupational Surveys,Change Strategies,Trend Analysis,Strategic Planning,Industrial Psychology,Performance Technology,Administrator Attitudes

Most companies have an opportunity to improve their succession management programs. The number one challenge for succession management (as identified by both HR leaders and executives) is developing a succession planning strategy. This comprehensive industry study sets out to determine how succession management (when done well) helps improve business performance. Extensive research was conducted into this complex and rapidly evolving market. Through a WhatWorks[R] research methodology, several best practices and trends in succession management processes were uncovered. Interviews and surveys were conducted with business leaders, succession management program managers, and talent managers. Overall, the researchers found that many organizations are spending a lot of energy creating succession plans, but few are able to integrate succession management in all company operations and among all levels of employees. They learned that the companies struggle most with identifying employees with high potential, development planning and global implementation. The key findings addressed in the full report are: (1) great opportunity exists for companies to enhance their succession management strategies; (2) Best-practice organizations address succession management consistently across all key positions at all levels; (3) Development planning is a differentiator between those with high-impact succession management programs and those without such a program; (4) For a company to achieve best-practice succession management, its executives have to be as engaged in succession management as its HR leaders; (5) global succession management is an untapped source of top talent for multinational companies; (6) companies must focus their succession management strategies on both technical/professional and management roles; (7) a strong talent review process is critical for highly effective succession management; and (8) good succession management is clearly correlated to business success. The full report provides supportive data analysis, detailed examples, best practices and actionable steps to help one develop or enhance their organization's succession management strategy. (Contains 1 figure and 5 footnotes.) [This executive summary was co-produced by Bersin & Associates.]
High School Literacy: A Quick Stats Fact Sheet
Author: Rutenberg, David
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: High School Students,Literacy,Interpersonal Competence,Job Skills,Employment Qualifications,Thinking Skills,Role of Education,Outcomes of Education,Reading Skills,Reading Achievement,Scores,Reading Instruction,Writing Instruction,Racial Differences,Hispanic American Students,White Students,African American Students,Postsecondary Education,Asian American Students,Pacific Islanders,Labor Force Development,Remedial Reading

From helping to achieve economic well-being to constructing a sense of self, literacy plays a central role in how people interact with each other and with the world around them (Phelps, 2005). The importance of being literate has only increased over the decades and stands to become even more important in the future. Fifty years ago, an abundance of manufacturing and other well-paying jobs for those with low levels of literacy allowed them to maintain a middle-class lifestyle (Biancarosa & Snow, 2004). However, the American economy has seen the flight of these low-skilled and well-paying jobs to other countries, with a simultaneous growth of service sector jobs requiring high levels of literacy from employees (National Center on Education and the Economy, 2007). These jobs require employees to integrate new information with the old, critique opinions, understand context, and synthesize new ideas--all high-order thinking skills facilitated by being fully literate. Unfortunately, the American high school is failing large proportions of its students, leaving them ill-equipped to compete in this new economy. The statistics provided herein paint a portrait of some of the challenges high school students encounter in obtaining high levels of literacy. (Contains 1 footnote.)
State Education Agencies &amp; Learning Supports: Enhancing School Improvement, Spring 2009. A Policy and Practice Analysis Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Intervention,Educational Change,State Departments of Education,Leadership Responsibility,Administrator Role,Teaching Methods,Educational Improvement,Systems Approach,Educational Policy,School Districts,Barriers,Educational Environment,Instructional Effectiveness,Change Strategies,Educational Innovation,Guides,Educational Quality,Governance,Resource Allocation,Ancillary School Services,Educational Administration,At Risk Students,Public Education,Student Needs,Health Promotion,Well Being,Child Development,Prevention,School Community Relationship,Family School Relationship,Transitional Programs,Outreach Programs,Crisis Management,Family Programs,Holistic Approach,Early Intervention,Student Motivation,Student Participation,Neighborhoods,Environmental Influences,Peer Influence,Family Influence,State Government,Federal Legislation

As the focus on school improvement at a state education agency moves from mostly a compliance approach to playing a greater role in capacity building, the agency's leadership needs to rethink student and learning supports. That is the focus of this report. Given that almost half of the chief state school officers have assumed their position in the last three years, major changes are underway across the country. The authors hope the content of this report can help focus agency leadership on the importance of fashioning systemic changes that recognize the primary and essential role a &quot;system&quot; of learning supports can play in school improvement policy and practice. They begin with a look at how state education agencies currently conceive and organize efforts to guide and support district and school approaches to addressing external as well as internal barriers to learning. Specifically, they highlight what they have garnered from each State Education Agency's (SEA) website about its: (1) Policy priority related to addressing barriers to learning; (2) Intervention framework for conceptualizing a comprehensive and cohesive system for schools to address barriers to learning; and (3) Operational infrastructure for transforming student and learning supports into a coherent, integrated system of intervention for addressing barriers to learning and teaching. In addition, they look at how the need to develop a comprehensive and cohesive system for addressing barriers to learning at schools is or is not dealt with in school improvement guidance. Then, they explore recommendations for state education agencies to expand school improvement policy, frame intervention, and rework operational infrastructure. They conclude by delineating specific implications for revising school improvement guidance. (Contains 11 exhibits and lists 11 resources.)
Selected States' Responses to Supporting High School English Language Learners. Policy Brief
Author: Koelsch, Nanette
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: High Schools,Graduation Rate,Educational Objectives,Outcomes of Education,Academic Achievement,Second Language Learning,Educational Change,State Departments of Education,Accountability,English (Second Language),Language Skills,High School Students,Educational Opportunities,Achievement Gains

State educational agency efforts to promote linguistic and academic achievement for English language learners (ELLs) are critical to improving educational outcomes, such as high school achievement, graduation rates, and postsecondary opportunities. This brief begins with a national snapshot of the achievement and educational outcomes of ELLs and efforts to improve the assessment and reporting of these outcomes. It then focuses on the efforts of Florida, California, Texas, and New York--the four states with the largest population of ELLs in schools--to use their state-level accountability systems and the No Child Left Behind (NCLB) mandate to implement and refine policies designed to support ELLs at the high school level. By working to increase the capacity of their region's state departments of education, Regional Comprehensive Centers (RCCs) play an important role in assisting states to meet the goals of NCLB, including those provisions that relate to ELLs. For this reason, this brief also examines how state departments of education and RCCs in the selected states collaborate to promote positive changes to help strengthen the education of ELLs at the secondary level. The profiles of these states are intended (a) to provide a nuanced picture of how states with large populations of ELLs are using the NCLB mandate to improve educational outcomes for ELLs at the high school level and (b) to chart the considerable ground left to cover if people are to see significant, widespread and concrete gains in the support of ELL students. (Contains 16 endnotes and lists 70 resources and references.)
Making the Transition from Non-Native Speaker to Near-Native Speaker Teachers of English: Facing Globalization Challenges in Teaching English
Author: Bin Mohamed Ali, Haja Mohideen
Date: 2009-12-24
Type: Information Analyses
Subjects: Native Speakers,English Teachers,English (Second Language),Second Language Learning,Communicative Competence (Languages),Global Approach,Foreign Countries

Many job advertisements seeking teachers of English to work in Japan, China, South Korea and Thailand, for instance, specify that they are looking for native speaking teachers from USA, UK, Australia and New Zealand. They do not seem to be interested even in trained non-native speaking teachers from their own countries. This situation also exists in many other countries where there is a clear preference for native speaking teachers. This paper discusses the characteristics, according to scholars in language acquisition, that a native speaker possesses and how non-native speaker teachers who vastly outnumber the native speakers can aspire to approximate to the notion of nativeness in language output. Even though the concept of a native speaker, for that of English has become somewhat subjective due to its globalized role, there are some basics that define a native speaker. A non-native speaker is generally one who does not speak a particular language as his/her first language.
Comparison of Knowledge Scores of Medical Students in Problem-Based Learning and Traditional Curriculum on Public Health Topics
Author: Gurpinar, Erol
Date: 2005-00-00
Type: Journal Articles
Subjects: Medical Students,Public Health,Problem Based Learning,Foreign Countries,Teaching Methods,Comparative Analysis,Medical Education,Conventional Instruction,Multiple Choice Tests,Health Promotion,Chronic Illness,Scores

Background: The purpose of the study was to compare the knowledge scores of medical students in Problem-based Learning and traditional curriculum on public health topics. Methods: We planned a cross-sectional study including the fifth and sixth year medical students of Dokuz Eylul University in Turkey. The fifth year students (PBL group, n = 56) were the pioneers educated with PBL curriculum since the 1997 - 1998 academic year. The sixth year students (traditional education group, n = 78) were the last students educated with traditional education methods. We prepared 25 multiple-choice questions in order to assess knowledge scores of students on selected subjects of Public Health. Our data were collected in year 2002. Results: Mean test scores achieved in PBL and traditional groups were 65.0 and 60.5 respectively. PBL students were significantly more successful in the knowledge test (p = 0.01). The knowledge scores of two topics were statistically higher among PBL students. These topics were health management and chronic diseases. Conclusion: We found that mean total evaluation score in the PBL group was 4.5 points higher than in the traditional group in our study. Focusing only on the knowledge scores of students is the main limitation of our study. Upon the graduation of the first PBL students in the 2002 - 2003 academic year, we are planning additional studies regarding the other functions of a physician such as skill, behaviour and attitude. (Contains 1 table.)
Highly Qualified Teachers Equity Plan Update
Author: Horne, Tom
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Academic Achievement,Minority Group Children,Educational Quality,School Districts,Teacher Qualifications,Equal Education,Data Collection,Data Analysis,Information Dissemination,Local Government,Poverty,Disadvantaged Youth,Teacher Influence,Teaching Skills,Evaluation Methods,Feedback (Response),Strategic Planning,Change Strategies,Achievement Gap,Alternative Teacher Certification,Faculty Development,Program Effectiveness,Internship Programs

Ensuring that all Arizona children receive the high-quality education they deserve requires an effective teacher in every classroom along with school and district leadership that is focused on raising student achievement. Arizona's educators, from the classroom teacher to the district superintendent, are the most important component of the state's strategy for educational success. In keeping with this policy, Arizona is committed to the goal that poor and minority children must not be taught at higher rates than other children by inexperienced, unqualified, and/or out-of-field teachers. Arizona further recognizes that teacher quality has a major impact on student achievement. It remains committed to the goal of ensuring that every child in Arizona is taught by a highly qualified teacher who is equipped to teach in a way that enables every student to experience academic success. Arizona identified &quot;Five (5) Next Steps&quot; in the &quot;Arizona Revised Teachers Equity Plan (2006)&quot;. These steps were: Step 1-Dissemination of Information; Step 2-Data Collection and Analysis; Step 3-Communication with Identified Local Education Agencies (LEAs); Step 4-Modifying LEA Plans and Step 5-Monitoring Equitable Distribution Teachers. Responses to all Five Steps identified in the Arizona Revised Equity Plan submitted to the USDE are provided in the &quot;Arizona Highly Qualified Equity Plan Update&quot;. The response format includes: Identification of each Step, Update on each Step, and identification of Next Steps.
Arizona Academic Standards: Grade 7
Author: Arizona Department of Education
Date: 2009-01-19
Type: Reports - Descriptive
Subjects: Federal Legislation,Health Education,Sex Education,Public Health,Consumer Education,Environmental Education,Family Life Education,Accident Prevention,Safety,Mental Health,Nutrition,Physical Health,Prevention,Goal Orientation,Decision Making,Substance Abuse,Physical Activities,Life Style,Self Control,Academic Standards,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,State Standards,Public Schools,Art Education,Music Education,Dance Education,Theater Arts,Visual Arts,Motion,Human Body,Psychomotor Skills,Cognitive Development,Literacy,Cooperative Learning,Creativity,Evaluation Methods,Health Promotion,Student Evaluation,Cultural Influences,Physical Education,Health Behavior,Parent Role,Second Language Instruction,Native Language Instruction,Interpersonal Competence,Interpersonal Communication,Cultural Pluralism,Reading Instruction,Reading Fluency,Vocabulary Development,Reading Comprehension,Literature,Writing Instruction,Revision (Written Composition),Visual Literacy,Punctuation,Language Arts,Listening Skills,Speech Skills,Public Speaking,Mathematics Instruction,Numeracy,Mathematical Concepts,Number Concepts,Data Analysis,Probability,Algebra,Geometry,Problem Solving,Graphs,Mathematical Logic,Validity,Measurement,Science Instruction,Inquiry,Science Process Skills,Scientific Principles,Science and Society,Social Studies,United States History,World History,Geography,Government Role,Civil Rights,Economics,Social Influences,Technology Education,Computer Literacy,Ethics,Job Skills,Teamwork

This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 --Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003--Grade 7; (5) Writing Standard Articulated by Grade Level 2004--Grade 7; (6) Language Arts Standards 1996--Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008--Grade 7; (8) Science Standard Articulated by Grade Level 2004--Grade 7; (9) Social Studies Standard Articulated by Grade Level 2006--Grade 7;  (10) Technology Standards 2000--Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997--Essentials (Grades 4-8).
Summary of 2008 Mathematics Standard Changes
Author: Arizona Department of Education
Date: 2009-01-19
Type: Reports - Descriptive
Subjects: Grade 8,Secondary School Mathematics,Academic Standards,State Standards,Mathematics Education,Mathematics Skills,Vocabulary,Data Collection,Mathematical Concepts,Problem Solving,Graphs,Algebra,Geometry,Equations (Mathematics),Mathematical Logic

This document presents a summary of changes made to the 2008 Mathematics Standard for grade 8. The table presented in this document offers a summary of the: (1) Removed Performance Objectives (POs); (2) POs Moved to a Different Grade Level; (3) POs Moved within the Grade Level or from another Grade Level; and (4) New POs.
Arizona Academic Standards: Kindergarten
Author: Arizona Department of Education
Date: 2009-01-19
Type: Reports - Descriptive
Subjects: School Readiness,Federal Legislation,Health Education,Sex Education,Public Health,Consumer Education,Environmental Education,Family Life Education,Accident Prevention,Safety,Mental Health,Nutrition,Physical Health,Prevention,Goal Orientation,Decision Making,Substance Abuse,Physical Activities,Life Style,Self Control,Kindergarten,Academic Standards,Public Schools,Art Education,Music Education,Dance Education,Theater Arts,Visual Arts,Motion,Human Body,Psychomotor Skills,Cognitive Development,Literacy,Cooperative Learning,Creativity,Evaluation Methods,Health Promotion,Student Evaluation,Cultural Influences,Physical Education,Health Behavior,Parent Role,Second Language Instruction,Native Language Instruction,Interpersonal Competence,Interpersonal Communication,Cultural Pluralism,Reading Instruction,Reading Fluency,Phonics,Phonemic Awareness,Vocabulary Development,Reading Comprehension,Literature,Writing Instruction,Revision (Written Composition),Visual Literacy,Language Arts,Listening Skills,Speech Skills,Public Speaking,Mathematics Instruction,Numeracy,Mathematical Concepts,Number Concepts,Data Analysis,Probability,Algebra,Geometry,Problem Solving,Graphs,Mathematical Logic,Validity,Measurement,Science Instruction,Inquiry,Science Process Skills,Scientific Principles,Science and Society,Social Studies,United States History,World History,Geography,Government Role,Civil Rights,Economics,Social Influences,Technology Education,Computer Literacy,Ethics,Job Skills,Teamwork

This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Readiness (Kindergarten); (4) Reading Standard Articulated by Grade Level 2003--Kindergarten; (5) Writing Standard Articulated by Grade Level 2004--Kindergarten; (6) Language Arts Standards 1996--Readiness (Kindergarten), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008--Kindergarten; (8) Science Standard Articulated by Grade Level 2004--Kindergarten; (9) Social Studies Standard Articulated by Grade Level 2006--Kindergarten; (10) Technology Standards 2000--Readiness (Kindergarten); and (11) Workplace Skills Standards 1997--Readiness (Kindergarten).
Arizona Mathematics Standard Articulated by Grade Level, Grade 3
Author: Arizona Department of Education
Date: 2009-01-19
Type: Legal/Legislative/Regulatory Materials
Subjects: Numeracy,Number Concepts,Grade 3,Mathematics Education,Academic Standards,State Standards,Elementary School Mathematics,Mathematics Skills,Communication Skills,Problem Solving,Mathematical Logic,Validity,Correlation,Numbers,Mathematical Concepts,Multiplication,Arithmetic,Computation,Data Collection,Data Analysis,Graphs,Probability,Algebra,Geometry,Measurement,Thinking Skills

Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning &amp; Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all mathematical strands. This document presents the Arizona Mathematics Standard for grade 3. Performance objectives, process integration, and explanation and examples are provided for each strand and concept. [This standard was produced by the Arizona Department of Education Standards and Assessment Division. It was approved 6.24.08. Explanations and examples were updated 1.19.09.]
Arizona Mathematics Standard Articulated by Grade Level, Grade 5
Author: Arizona Department of Education
Date: 2009-01-19
Type: Reports - Descriptive
Subjects: Numeracy,Number Concepts,Grade 5,Mathematics Education,Academic Standards,State Standards,Elementary School Mathematics,Mathematics Skills,Communication Skills,Problem Solving,Mathematical Logic,Validity,Correlation,Numbers,Mathematical Concepts,Multiplication,Arithmetic,Computation,Data Collection,Data Analysis,Graphs,Probability,Algebra,Geometry,Measurement,Thinking Skills

Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all mathematical strands. This document presents the Arizona Mathematics Standard for grade 5.  Each strand is followed by a brief explanation of the companion concept. Information is organized into a tabulated form, with 3 column headers. They are entitled: (1) Performance Objectives; (2) Process Integration; and (3) Explanations and Examples.
The American Recovery and Reinvestment Act: Opportunities for High School Improvement. Summary Table
Author: Rutenberg, David
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: High Schools,Educational Finance,Resource Allocation,Federal Legislation,Educational Improvement,Change Strategies,School Districts,State Government,Financial Support,Goal Orientation,Computer Uses in Education,Data Analysis,Faculty Development,Ancillary School Services,Transitional Programs,Urban Schools,Special Needs Students,Teacher Qualifications,English (Second Language),Dropout Prevention,Educational Technology,Access to Education,Homeless People,College Preparation

The American Recovery and Reinvestment Act (ARRA) creates a unique opportunity for states, districts, and high schools to work in concert on behalf of high school students. The table presented in this document provides information on best practices and resources related to the primary funding streams under the 2009 American Recovery and Reinvestment Act that may be used for high school improvement initiatives.