ethanporcaro/eric-fulltext-meta huggingface dataset:
The Principal Pipeline: Highlights of Race to the Top State Efforts to Develop Effective Leaders for Turnaround Schools
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Principals,Management Development,Instructional Leadership,Leadership Effectiveness,Educational Change,School Turnaround,Faculty Recruitment,Staff Orientation,State Programs,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Educational Strategies,Certification

The goal of this publication is to provide a snapshot of some of the publicly available resources describing efforts across Race to the Top States to ensure that turnaround schools have effective leaders. It is based on a review of Race to the Top State Annual Performance Reports, including State reports of Year 1 accomplishments and second year plans moving forward, as well as a review of highlights on State Race to the Top websites. This is not intended to be an exhaustive review of school leadership initiatives; rather, the highlights focus on recent and Race to the Top-supported, State-driven efforts to improve the &quot;principal pipeline&quot; by adopting strategies for recruitment, induction and preparation of aspiring school leaders, particularly for the State's lowest performing schools.
Academic Language Proficiency: English for Academic Purposes (EAP)
Author: Rao, V. Chandra Sekhar
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Language,Language Proficiency,Language Skills,English for Academic Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Grammar,Vocabulary Development

This paper presents Academic Language Proficiency and how to use general and content-specific vocabulary, specialized or complex grammatical structures-all for the purpose of acquiring new knowledge and skills. English for Academic Purposes (EAP) has emerged out of the broader field of English for Specific Purposes (ESP). EAP teachers often attempt to choose the best way to assist students with Academic English. EAP educators show wholeheartedly their expertise in classroom instruction, their responsiveness to students' needs through educational programs arranging and materials improvement.
Engaging Educators: A Reform Support Network Guide for States and Districts
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Participation,Educational Change,Teacher Role,State Departments of Education,School Districts,Role,Unions,Teacher Evaluation,Language Usage,Guidelines

This guide proposes a framework for engaging teachers in evaluation reforms and proposes new roles that State and local education agencies (SEAs and LEAs) and State and local union affiliates can play to support their engagement.
Engaging Educators: A Reform Support Network Guide for States and Districts toward a New Grammar and Framework for Educator Engagement
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Teacher Participation,Educational Change,Teacher Evaluation,State Departments of Education,School Districts,Teacher Role,Language Usage,Guidelines,Federal Programs

This publication highlights a series of video clips featuring an overview and discussion of the Engaging Educators guide among State and local educational agency leaders from Race to the Top grantee States. [For &quot;Engaging Educators: A Reform Support Network Guide for States and Districts,&quot; see ED611481.]
Turnaround Leadership: How to Identify Successful School Leaders
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Leadership Effectiveness,Success,Check Lists,Principals,Leadership Qualities,Competence,Leadership Training

A turnaround is a quick, dramatic, sustained change in the performance of an organization. Although teachers are the single most important school-based factor in student learning, in low-performing schools, the principal's role is paramount for dramatically improving student performance. Turnarounds do not happen without bold leadership. Bold leaders are necessary to take steps such as replacing ineffective teachers, lengthening school days, setting a high bar for achievement and attendance, or changing a curriculum that may be popular among staff, while at the same time garnering community and district leadership support. How can districts and States find, develop and support these bold leaders? Several Race to the Top States are implementing new strategies for identifying and training turnaround leadership.
A Culture of Excellence: A Case Study of the Benjamin Banneker Charter Public School
Author: Rennie Center for Education Research and Policy
Date: 2020-00-00
Type: Reports - Research
Subjects: Case Studies,Excellence in Education,Charter Schools,Public Schools,Attendance,Awards,Educational Innovation,African Americans,Community Leaders,Educational History,Institutional Mission,Educational Quality,Neighborhood Schools,Educational Improvement,Achievement Gains,Trust (Psychology),School Administration,School Effectiveness,Grade 6,Mathematics Achievement,Educational Change,Benchmarking,Accountability,Faculty Development,Kindergarten,Elementary School Students

The Benjamin Banneker Charter Public School in Cambridge--winner of the 2019 Pozen Prize for Innovative Schools--was founded in 1996 by a group of Cambridge-area Black parents and concerned community leaders who acted on the reality that their children did not have access to a rigorous, high-quality education in the traditional neighborhood public schools. Despite dedicated staff and a deep commitment to the school's mission, the Banneker struggled for much of its first decade. In 2003, only 6% of Banneker 6th graders were proficient in math. That's when the school's leadership launched an intensive, community-wide effort to improve performance. Since 2003, the number of students meeting or exceeding expectations in 6th grade math has improved by 62 percentage points and the school now performs in the 85th percentile when compared to all schools in the state. The Banneker also has higher attendance rates and lower churn rates than the surrounding district. This case study delves into the school's secrets of success, including its comprehensive support for teachers, culture of trust among staff, and commitment to affirming each student and staff member's culture. [This report was prepared by the Pozen Prize for Innovative Schools at the Boston Foundation.]
Culminating Experience Action Research Projects, Volume 19, Spring 2017, Part 2
Author: McAllister, Deborah A., Ed.
Date: 2021-02-21
Type: Collected Works - General
Subjects: Action Research,Educational Research,Secondary Education,Social Studies,Outdoor Education,Kindergarten,Elementary School Students,Reading Tests,Reading Fluency,Emergent Literacy,Technology Integration,Citizen Participation,STEM Education,College Readiness,Reading Instruction,Reading Ability

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2017, are presented. This Action Research Project includes: (1) Effect of Social Perspective Taking in Secondary Education Social Studies Classrooms (Leah Flowers); (2) A Comparison of Classroom Settings: Does Outdoor Education in Kindergarten Increase Student Growth in DIBELs? (Jason Hobbs); (3) Incorporating Technology in an Open-classroom Social Studies Lesson and its Impact on Likely Political Participation (Erica D. Kelley); (4) A Casual-Comparative/Ex Post Facto Study of STEM Education on College Readiness (Nathan McKinley Maples); and (5) The Relationship between Guided Reading and the Reading Abilities of Elementary Students (Rachel van de Bovenkamp). (Individual papers contain references and figures.) [For &quot;Culminating Experience Action Research Projects, Volume 19, Spring 2017, Part 1,&quot; see ED603453.]
Blended Learning: A New Hybrid Teaching Methodology
Author: Rao, V. Chandra Sekhar
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Educational Technology,Educational Benefits,Student Centered Learning,Instructional Effectiveness,College Students,Barriers,Technological Literacy

Blended Learning is an approach that provides innovative educational solutions through an effective mix of traditional classroom teaching with mobile learning and online activities for teachers, trainers and students. The concept of blended learning is rooted in the idea that learning is not just a one-time event--learning is a continuous process. Blending provides various benefits over using any single learning delivery medium alone- Singh (2003). According to Friesen and Norm (2012), Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace.
A Mixed-Methods Exploration of the Outcomes of the Research-Aligned Mentorship Program at Farmingdale State College
Author: Kahn, Beverly
Date: 2020-11-18
Type: Speeches/Meeting Papers
Subjects: Mentors,State Colleges,Undergraduate Students,Program Effectiveness,College Programs,School Holding Power,Academic Persistence,Grade Point Average,College Credits,Graduation Rate,Intervention,Student Attitudes,Time to Degree,Student Participation,Minority Group Students,Low Income Students,First Generation College Students,Student Research

Increasing 4-year graduation rates among US students, particularly those historically disadvantaged in higher education, is a national imperative. The purpose of this study is to test the efficacy of the multifaceted Research Aligned Mentorship Program in advancing the academic success of low income, first generation college, and minority students at Farmingdale State College. The Program was launched in 2015 with a First in the World FIPSE Grant from the US Department of Education. In this rigorous study, Farmingdale conducts a Randomized Controlled Trial that annually selects 400 entering first-generation, minority, and/or low income first-year students (approximately 220 treatment and 180 control) by applying an algorithm to the database of all entering students who fall into these demographics: first-generation, minority, and/or low income. Using student data (N=1,462), this paper examines the impacts of the Research Aligned Mentorship Program on whether students are on track to graduate within four years. Qualitative and quantitative data and analytic approaches are integrated to explore significant outcomes, including year-to-year retention, annual grade-point average, annual credits earned, and whether students succeed in graduating at the end of four academic years. The central research questions guiding this study are: (1) What is the impact of participation in the program on annual retention, annual credits earned, GPA, and four-year graduation rates? (2) Do impacts vary by level of participation? The Program provides such interventions as a first-year experience seminar, collaborative learning workshops, intensive counseling, and mentored research experiences. The overriding goal of the Program is to increase the four-year graduation rate of students by 20 percentage points over the 2015 IPEDS 4-year rate of 20%. Data show that active engagement is positively and significantly associated with students having higher GPAs, annual credits earned, persistence from year-to-year, and 4-year graduation. The first cohort of 216 students arrived in 2016. 199 of those students entered as first-year students. Of those entering first-year students, 49% graduated within 4 years (29 percentage points over the IPEDS baseline). The Research Aligned Mentorship Program is a proven example that can be replicated by institutions across the US -- especially by second tier public institutions like Farmingdale that educate the majority of our nation's minority, low-income, and first-generation college students. The appendices include: 73 references, six tables of data, and six deidentified student testimonials.
Lost in the Masked Shuffle &amp; Virtual Void: Children and Youth Experiencing Homelessness amidst the Pandemic
Author: University of Michigan, Poverty Solutions
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Homeless People,At Risk Students,Student Needs,Federal Legislation,Federal Aid,Enrollment Trends,Distance Education,Economic Factors,Compliance (Legal),Outreach Programs,Identification,Parent Rights,Student Rights,Public Education,Financial Support,Housing,Hunger

In early August 2020, as educators prepared for an uncertain school year, there was a worrying theme from school district homeless liaisons: numbers of identified homeless students were down--in some cases, significantly down--despite evidence of increased need. In September and October of 2020, a survey was conducted of local educational agency homeless liaisons who are designated under federal law (the McKinney-Vento Act) to carry out specific responsibilities to ensure the identification, enrollment, and support of children and youth experiencing homelessness. The liaisons were asked whether their numbers of identified homeless students were higher or lower than at the same time in the previous school year and by how much, and their perception of the reasons for these trends. They were also asked to describe the greatest unmet needs of children and youth experiencing homelessness in their communities; whether their school districts were directing the federal Coronavirus Aid, Relief, and Economic Security (CARES) Act education dollars to homeless students, and if so, how those funds were being used. This report examines the findings of the survey that show a drop in the number of children and youth experiencing homelessness who have been identified and supported by public schools in the fall of 2020, despite evidence of increased need during the pandemic. Liaisons also described significant unmet needs beyond access to education, and the failure of federal CARES Act dollars to reach some of the most vulnerable students--children and youth whose invisibility prevents them from being prioritized in policy and funding decisions. It concludes with recommendations for policymakers, educational and relief agencies, and philanthropic organizations. [This report was prepared with the SchoolHouse Connection.]
Investigation of the Effect of Peer Pressure Levels on the Risk-Taking Tendency of Teacher&apos;s Candidates
Author: Koc, Kenan
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Preservice Teachers,Preservice Teacher Education,Peer Influence,Risk,Scores,Friendship

The aim of this research is to examine the relationship between the peer pressure levels of prospective teachers and their risk-taking tendencies. In order to achieve this aim, 503 students at Erciyes University studying in the physical education and sports, mathematics, physics, chemistry, classroom, biology, geography and Turkish teaching departments were selected by coincidental methods for this research. To collect data, the students filled out, the 'Peer Pressure Scale' for Peer Pressure Levels (UOI) developed by Kiran Esen (2003), the Risk-Taking Scale developed by Bayar and Sayil (2005), and the &quot;Personal Information Form&quot; prepared by the researcher. The survey data were used to determine the students' risk-taking tendencies. The data obtained from the Personal Information Sheet were analyzed via the SPSS 20.0 package program. The personal information and inventory total scores and factor scores for the candidates were determined by determining the frequency (f) and percentage (%) values. Multiple regression analysis ([beta]) was used to determine whether Pearson Moments Multiplication Correlation analysis (r) and their scores were predictive of each other in order to reveal the relationship between the scores obtained from the scales. Indirect peer pressure and direct peer pressure have significant effects on the risk-taking tendencies of teacher candidates. At the same time, when looking at the general dimension of peer pressure, it was found that it increased the risk-taking tendency significantly and accounted for 38.1% of the total variance.
Using CEDS Align for P-20 Collaboration: A Reference Guide
Author: Reform Support Network (RSN)
Date: 2013-11-00
Type: Guides - Non-Classroom
Subjects: Data,Standards,College School Cooperation,Alignment (Education),Preschool Education,Elementary Secondary Education,Higher Education,Data Collection,Quality Assurance,Validity

The purpose of this document is to serve as a reference guide for States involved in the P-20 effort to map data elements to the Common Education Data Standards (CEDS). It describes how one State used Align to assist in development of its P-20 system and describes in detail how this project could be replicated. The CEDS provide a shared vocabulary for education data elements used to streamline the exchange, comparison and understanding of data within and across P-20 institutions and sectors. This guide walks the user through the process for aligning to CEDS, including the mapping process, collection of data sources, formatting and uploading data sources to the Web-based tool, CEDS Align, and alignment to CEDS elements. It is based on the work that Reform Support Network (RSN) experts conducted with the North Carolina Department of Public Instruction (NCDPI) under an individual technical assistance request.
Using Observations to Improve Teacher Practice: How States Can Build Meaningful Observation Systems
Author: Reform Support Network (RSN)
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Evaluation Methods,Observation,Teacher Effectiveness,Summative Evaluation,Feedback (Response),Classroom Observation Techniques,Scoring Rubrics,Principals,Leadership Responsibility,School Districts,Board of Education Role,Trust (Psychology),Information Dissemination,Barriers,Interpersonal Communication,Administrator Role,State Departments of Education,Government Role

The ultimate goal of teacher evaluation systems is to improve the quality of instruction by clarifying expectations for effective teaching and helping teachers meet those expectations through high-quality feedback and support. Classroom observations -- which make up the majority of a teacher's summative rating in most States and districts -- give teachers the opportunity to receive meaningful and direct feedback about their practice. They can also inform the development of resources to help teachers address areas for improvement. But many observers still struggle to accurately assess teacher performance and give teachers high-quality feedback and tools to help them improve their instruction. States play an important role in improving the quality of observations and can employ a variety of mechanisms to make improvements, depending on their policy context. This publication summarizes research, lessons and resources gathered from States, districts and supporting organizations about how States can make observations more meaningful for teachers and observers. The appendix contains guiding questions for States about the effectiveness of their observation frameworks, examples of State plans to communicate with and solicit feedback from stakeholders, and an overview of the different approaches that States might take to improve their observation frameworks and tools.
The Scaling of Playworks: A Case Study
Author: Geisz, Mary B.
Date: 2017-09-00
Type: Reports - Research
Subjects: Case Studies,Educational Innovation,Program Descriptions,Inclusion,Recess Breaks,Elementary School Students,Urban Schools,Games,Metacognition,Cooperative Learning,Self Control,National Organizations,Play,Child Development,Health Promotion,Program Development,Money Management,Strategic Planning,Communications,Futures (of Society)

Since 2005 the Robert Wood Johnson Foundation (RWJF) has supported Playworks, an innovative program that provides supervised, inclusive recess programs at schools across the country. Jill Vialet, who founded Play4Kids, the precursor to Playworks, saw the need, particularly in urban elementary schools, for a new kind of recess that included everyone, taught an array of games, and developed skills in youth such as how to self-regulate, organize, collaborate, and work with others. RWJF's $43.6 million in funding enabled Playworks to grow from a small San Francisco Area nonprofit into a national organization and movement, spreading the idea that play is important for children's cognitive, social-emotional, and physical development. Playworks now serves some 1,300 schools in 23 communities. This case study provides lessons and insights from the scaling of Playworks that may be applicable to other organizations interested in working with RWJF to build a Culture of Health.
Education Enterprise Architecture Guidebook
Author: Reform Support Network (RSN)
Date: 2014-03-00
Type: Guides - Non-Classroom
Subjects: State Departments of Education,Educational Objectives,Educational Planning,Program Implementation,Program Development,Educational Principles,Documentation,Needs Assessment,Strategic Planning,Program Design,Governance,Program Administration,Guidelines,Elementary Secondary Education

This guidebook will help the staff members of education agencies gain an understanding of what Education Enterprise Architecture (EEA) is and how it can help an agency accomplish its vision and goals. The audiences for this guidebook include agency staff already charged with leading agency-wide planning and implementation that encompasses the program side as well as data and technology elements. It may also be used by Chief information officers (CIOs) and agency chief executive officers (CEOs). Program staff can read this guidebook to learn about EEA fundamentals and the importance of their roles in defining the business goals, strategies and processes that determine the data and technology requirements. Section 1 describes the components and processes necessary to develop and implement an EEA blueprint. Section 2 examines how an agency would go about establishing a foundation for an EEA implementation. It explains the four &quot;architectures&quot; that are components of EEA. It then considers establishing a vision and architecture principles to guide EEA implementation and define its scope. This is followed by a more detailed look at the steps of the process, including documenting the current and future states, conducting a gap analysis and devising the implementation plan. Lastly, the section considers several forms of governance for EEA. Section 3 walks through one example of a segment architecture approach to EEA, beginning with determining scope, creating a project plan, and documenting current and future states.