ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentoring for Novice Elementary School Teachers: Its Influence on Retention and Attrition Rates
Author: Potts, Karla Deneen
Date: 2007-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Mentors,Beginning Teachers,Elementary School Teachers,Teacher Persistence,Faculty Mobility,Suburban Schools,Teacher Surveys,Teacher Attitudes

This applied dissertation was designed to examine the influence of a mentoring program on novice elementary school teachers in several suburban elementary schools in the Tidewater area of southeastern Virginia. The purpose of this study was to examine the relationship between mentoring programs and the attrition and retention rates of novice teachers. The writer organized the study around four research questions: 1. How effective are mentoring programs in decreasing teacher attrition and increasing teacher retention rates? 2. How does being involved in a mentoring program influence the novice teacher's decision to remain in the profession? 3. Do novice teachers believe that they receive the needed support during their 1st year of teaching? 4. How important is the role of the mentor to the novice teacher? Evaluation and nonexperimental research methods were used in this study. Cross-sectional surveys that used Likert scales and written responses were mailed to the participating schools. Self-addressed, stamped envelopes for return to the researcher accompanied the surveys. Descriptive statistics were also used in reporting the data that were obtained from the surveys. The results of the surveys revealed that novices who participated in mentoring programs were influenced to remain in the teaching profession. These results may prove beneficial to school districts in improving the mentoring programs they have in place. Appendices include: (1) Principal Response Form; (2) Survey; and (3) Schedule of Novice-Mentor In-Service Meetings.
Effects of Ability Grouping on Math Achievement of Third Grade Students
Author: Thomas, Emily
Date: 2014-10-18
Type: Reports - Research
Subjects: Ability Grouping,Mathematics Achievement,Grade 3,Elementary School Students,Elementary School Mathematics,Homogeneous Grouping,Heterogeneous Grouping,Mathematics Instruction,Pretests Posttests,Scores,Statistical Analysis,Achievement Gains,Action Research,Quasiexperimental Design

The purpose of this study was to examine the effects of heterogeneous and homogeneous grouping on the mathematical achievement of students in third grade. Participants were 16 third graders in a self-contained classroom, assigned to either small homogeneous or heterogeneous group for math instruction for 7 weeks. Pretest-posttest scores and growth of students in both groups were statistically analyzed to determine effect on student achievement. Results indicate that there was no statistically significant difference in effect on student math performance between the heterogeneous and homogeneous grouping types. Both grouping types resulted in comparable academic gains for students. There was not a significant difference between the two groups. Classroom implications are discussed.
A Viable Partnership for School Renewal
Author: Watkins, J. Foster
Date: 1993-00-00
Type: Reports - Evaluative
Subjects: Educational Improvement,School Libraries,Librarians,Instructional Leadership,Role,School Administration,Teamwork,Principals,Elementary Secondary Education

In a foreword introducing a book edited by Carson and Smith (1993), the position is taken that a viable partnership in school renewal should be considered by the principal and the library media specialist. Key elements are discussed in the foreword, and developed further in the book, that must be considered in developing such a team approach. The emerging definition of the role of the library media specialist is advanced as having potential for assisting the principal in his instructional leadership responsibilities. Such a team approach has significant implications for improving classroom instruction. [This article was printed as the Foreword in: &quot;Renewal at the Schoolhouse: Management Ideas for Library Media Specialists and Administrators&quot; edited by Ben B. Carson and Jane Brady Smith (Englewood, CO: Libraries Unlimited, Inc., 1993), ix-xi.]
Allocating the Higher Education Book Budget: A Process That Works
Author: Wright, C. D.
Date: 1977-03-00
Type: Journal Articles
Subjects: Resource Allocation,Budgets,Educational Finance,Higher Education,Schools of Education,Libraries,Graduate Students,Undergraduate Students,Enrollment Trends,Funding Formulas,Expenditures,Catalogs

The problem of allocating increasingly limited funds appropriately in higher education is discussed in an introductory manner. The article describes the development of an allocation process that was developed and used in a college of education in making allocations of library/media funds to departments and program.
The Alabama First Year Teacher: A Documentary Look
Author: Bradshaw, Wayne Ellis
Date: 1977-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Documentaries,Educational History,Partnerships in Education,Teamwork,College School Cooperation,State Departments of Education,Teacher Education Programs,Questionnaires,Statistical Analysis,Teacher Student Relationship,Teacher Administrator Relationship,Educational Resources,Collegiality,Teacher Evaluation,Teaching Conditions,Institutional Characteristics,Teacher Characteristics,Career Choice,Curriculum Development,Teacher Participation,Inservice Teacher Education,Teacher Attitudes

As a move to strengthen the preparation of and induction of first year teachers into the challenges of their chosen profession, the State Department of Education was making moves in the direction of providing additional support in that transitional process. Bradshaw with encouragement from his major professor who was involved in planning the support program, took a documentary look at first year teachers during the 1972-73 school year. The results of that look was utilized in the planning that resulted in a cooperative supportive team for teachers entering the field consisting of a representative from the preparation institution, a state department of education participant and the local school supervising teacher. The program seemingly worked well for a number of years but had to be cut back as budgets tightened.
A Team Approach for Improved Instruction
Author: Watkins, J. Foster
Date: 1986-00-00
Type: Journal Articles
Subjects: Media Specialists,Librarians,Instructional Improvement,Administrator Responsibility,Administrator Role,Teamwork,Teacher Selection,Curriculum Development,Professional Development

The two authors from their respective leadership/administration and library/media specialist&apos;s backgrounds share their thoughts about a &quot;Team Approach&quot; to improved instruction. Basic elements of a shared approach are discussed with attention to the changing role of the library/media specialists in schooling.
The Taking Ways of an Old School Bus
Author: Kelley, Joan Thompson
Date: 1969-02-00
Type: Journal Articles
Subjects: Bus Transportation,Libraries,Rural Areas,Preschool Children,Elementary School Students,Early Intervention,Access to Education,At Risk Persons,Disadvantaged Youth,Learning Activities,School Readiness

The conversion of an &quot;old school bus&quot; in the late 1960s into a mobile library is discussed. The conversion was an element of educational service developed cooperatively between a regional educational laboratory and a rural school system. The project endeavored to improve the early experiences of future students, many of whom would have never been beyond &quot;the cross-road store within walking distance&quot; before they entered the public education system.
Recent Physics Doctorates: Skills Used &amp; Satisfaction with Employment. Data from the Degree Recipient Follow-Up Survey for the Classes of 2009 and 2010. Focus On
Author: Anderson, Garrett
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Doctoral Degrees,College Graduates,Physics,Graduate Surveys,Followup Studies,Job Satisfaction,Skills,Employment,Postdoctoral Education,Qualitative Research

By the time people earn physics PhDs, they have learned a great deal about physics and how research is conducted. However, physics PhDs also develop skills and knowledge in a number of related areas, such as advanced mathematics, programming, modeling, and technical writing. New physics PhDs draw upon an arsenal of skills and knowledge in their early careers. This &quot;Focus On&quot; in the series about new physics doctorates begins with a discussion about the types of skills and knowledge that physics PhDs from the classes of 2009 and 2010 used regularly in the jobs they held one year after earning their degrees. A summary of qualitative job satisfaction measures follows.
Roster of Physics Departments with Enrollment and Degree Data, 2012: Results from the 2012 Survey of Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2013-08-00
Type: Reports - Evaluative
Subjects: Physics,Science Departments,Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Undergraduate Students,Graduate Students,Majors (Students),Introductory Courses,School Surveys

The number of physics degrees earned in the U.S. continues to rise, with bachelor&apos;s and PhDs yet again reaching all-time highs. The 6,776 physics bachelor&apos;s degrees awarded in the 2011-2012 academic year represent an 8% increase over the previous year and an 86% increase from a recent low in 1999. Similarly, the number of PhDs (1,762) in the class of 2012 is up 4% from the previous year and 62% from a recent low in 2004. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of 2012 and covers all degree-granting physics departments in the United States.
Number of Women in Physics Departments: A Simulation Analysis. Report
Author: White, Susan
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Physics,Science Departments,Women Faculty,College Faculty,Simulation,School Demography,School Size

Women&apos;s representation in physics lags behind most other STEM disciplines. Currently, women make up about 13% of faculty members in all physics degree-granting departments, and there are physics departments with no women faculty members at all. These two data points are often cited as evidence of a lack of equity for women. In this article, the authors demonstrate that two factors affect the representation of women in a single physics department: (1) the number of faculty members in the single department; and (2) the overall proportion of women among all current physics faculty. The authors begin by presenting the current situation of women&apos;s representation in physics departments. Next, they present the results of simulations that calculate the expected number of departments that have no women faculty members. Finally, they compare these expected proportions to the actual proportions of departments with no women. They also include an analysis using hypothetical values for the proportion of women among the physics faculty to examine what might happen as the representation of women increases.
RESET: Information Services Trends in 2012. Selected Papers from PIALA Conference 2012, Pacific Islands Association of Libraries, Archives, and Museums Annual Conference (22nd, Tumon, U.S. Territory of Guam, Nov 13-16, 2012)
Author: Drake, Paul B., Ed.
Date: 2013-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Information Services,Trend Analysis,Student Research,Elementary Secondary Education,Critical Thinking,Problem Solving,Educational Facilities,Web 2.0 Technologies,Local History,Cancer,Beliefs,Religious Factors,Information Retrieval,Books,Internet,Motor Vehicles,Outreach Programs,Public Libraries,Conferences (Gatherings),Library Associations

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 22th annual conference was held in Tumon, Territory of Guam USA, November 13-16, 2012. The volume begins with a listing of the members of the PIALA 2012 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. John Fernandez, Superintendent of the Guam Department of Education, provided the keynote address. James Lonergan, U.S. Institute of Museum and Library Services provided opening remarks. Presentations include: (1) Pathways to Excellence And Achievement in Research and Learning (PEARL): Training K-12 School Teams to Support Student Research (Violet H. Harada and Michael-Brian Ogawa); (2) 21st Century Skills and Web Tools for the Library (Sudi Q. Napalan); (3) Guam And Chamorro Educational Facility (Ken Baki); (4) Web 2.0 Technology Tools for the School Library (Alicia Diego and Rose Unpingco); (5) Localizing History for Community Relevance author talk (Judy Flores); (6) &quot;Let Go and Let God&quot; author talk (Genevieve Leon Guerrero); (7) Data Mining Techniques Using a Spreadsheet (Manny Hechanova); (8) Highlights from the IFLA International Leaders Programme (Atarino A. Helieisar); (9) The Instrument of the Book, the Instrument of the Internet: &quot;Thinking&quot; &quot;Information&quot; in the Pacific (Nicholas J. Goetzfridt); (10) Creating Quality Services: Palau Bookmobile Panel Discussion (Joycelene Moses, Mary Arius, Grace Merong, and Pasquana Tirso) and (11) Guam Public Library Bookmobile Outreach Services (Terry Kennimer, Doris A Francisco, and Victor Palomo). Presentations contain individual references. Appended are: (1) PIALA Executive Board Meeting Agenda; (2) American Pacific Territories' &quot;Librarians Say Books Are Here to Stay&quot;. &quot;Radio Australia &quot;Pacific Beat&quot; interview : November 15, 2012; (3) Program from Welcome Dinner; (4) Guam Public Library System Bookmobile Brochure; (5) Guam Public Library System Bookmobile Cutout; (6) Guam Public Library System Bookmobile Library Card Group Form; (7) Guam Public Library System Bookmobile Tour Request Form; (8) Guam Public Library System Bookmobile schedule November, 2012; (9) Chronology of PIALA Conferences; and (10) Conference Registration Form.
Bilingualism: A Bridge to Cosmopolitanism?
Author: Mora, Raúl A.
Date: 2011-08-13
Type: Speeches/Meeting Papers
Subjects: Bilingualism,Second Language Learning,English (Second Language),Second Language Instruction,Seminars,Foreign Countries,Educational Policy,Bilingual Education,Role,Teacher Education,Literacy,History,International Relations,World Views,Cultural Awareness,Nationalism,Advantaged,Language Role

The literature in English education has discussed at length the proposed goals of English as a tool for international communication, diversity, and the mutual sharing of cultures. In Colombia, different policies have aimed at making &quot;bilingualism&quot; a policy and educational priority that wants to help Colombian students turn these goals about communication and diversity into a reality. However, a more critical view of bilingual education and its larger role within culture questions what bilingualism really fosters. Specifically, there is a concern about the larger question of whether or not being &quot;bilingual&quot; does indeed make one more &quot;cosmopolitan&quot; or simply perpetuates certain cultural views to the detriment of others. Based on the presenters' positions as researchers in the fields of teacher education and literacy (Dr. Mora) and history and international relations (Dr. Golovátina-Mora), this presentation wants to offer a starting point for what the presenters hope will be a much larger conversation beyond this seminar. The seminar will comprise three parts: In the first part, there will be a discussion of different views about bilingualism and cosmopolitanism as social, linguistic, and cultural constructs. In the second part, the presenters will address how bilingualism may (or may not) contribute to a more cosmopolitan worldview. Finally, the presenters will discuss some possible implications for education of a more comprehensive view of bilingualism as a construct that may really promote a larger understanding of culture.
Are Low-Performing Schools Adopting Practices Promoted by School Improvement Grants? NCEE Evaluation Brief. NCEE 2015-4001
Author: Herrmann, Mariesa
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Grants,Federal Programs,Low Achievement,Intervention,School Turnaround,School Closing,Educational Change,Models,Change Strategies,Surveys,Individualized Instruction,Data Analysis,Technology Uses in Education,Access to Computers,Faculty Development,Teacher Collaboration,Incentives,Recruitment,Principals,Teacher Competencies,Educational Improvement,Educational Quality,School Districts,Charter Schools,Elementary Schools,Secondary Schools,Institutional Characteristics,Adoption (Ideas),Educational Practices,Teacher Effectiveness,Administrator Effectiveness,Time Factors (Learning),School Community Relationship,Technical Assistance,Governance

The federal School Improvement Grants (SIG) program aims to improve student achievement by promoting the implementation of four school intervention models: transformation, turnaround, restart, and closure. Previous research provides evidence that low-performing schools adopt some practices promoted by the four models, but little is known about how schools combine these practices. This brief describes both the individual SIG-promoted improvement practices and the combinations of these practices that low-performing schools reported adopting. Key findings, based on spring 2013 survey responses from 480 school administrators in low-performing schools that were and were not implementing a SIG intervention model, include the following: (1) Schools on average reported adopting 20 of 32 improvement practices promoted by the SIG transformation or turnaround models; (2) No school reported adopting all practices required under the transformation or turnaround models; (3) More than 96 percent of schools reported adopting each of the 3 most commonly adopted individual practices: using data to inform and differentiate instruction, increasing technology access for teachers or using computer-assisted instruction, and providing ongoing professional development that involves teachers working collaboratively or is facilitated by school leaders; and (4) For 16 of the 32 practices examined, schools implementing a SIG model were statistically significantly more likely than schools not implementing one to report adopting that practice. Almost every school reported adopting a unique combination of practices, but certain practices (for example, the 3 most commonly adopted practices listed above) were much more likely than others (for example, using financial incentives to recruit and retain effective teachers and principals) to be included in these combinations. The following are appended: (1) School Improvement Grant: Intervention Models as Described by the U.S. Department of Education SIG Guidance (2012); and (2) Table B.1. Baseline Characteristics of the State and District Samples and Table B.2. Survey Questions Addressing the SIG Practices.
Challenges and Opportunities for Literacy and Technology in ELT Teacher Education
Author: Mora, Raúl A.
Date: 2011-08-18
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Literacy,Teacher Education Programs,Second Language Instruction,Educational Technology,Internet,Foreign Countries,Correlation,Teaching Methods,Teacher Role,College Faculty,Student Role

Using both data from my dissertation and ideas from my most recent research and academic projects, this paper will discuss some challenges and potential opportunities that the inextricable links between literacy and technology pose for second language educators in this decade and beyond. In the first part of this paper, I will describe a series of considerations about the use of technology within literacy development. These ideas from a group of teachers and teacher educators suggest that a heightened sense of audience, more access to writing genres within technological devices, and more availability of resources are some of the advantages of these connections between literacy and technology. However, they also believed that teachers need to make better sense of how to use and maximize technology for literacy development in their classroom and teacher education programs. The second part of the paper will introduce two ongoing proposals that, in my opinion, are helping address these issues that these participants described. Both proposals look at ideas such as multimodality as a concept that illustrates how to best link literacy and technology. The first proposal is the creation of WebQuests within one of the preservice courses at UPB-Medellín. The second proposal is the multinational research project &quot;Learning by Design&quot;. This section of the paper will explain what each is about, how it is being carried out, and the possibilities for other researchers to contribute to these ideas in their own contexts.
Understanding What Literacy Is and Where It Comes From: Lessons and Implications from a Study of Teachers and Teacher Educators
Author: Mora, Raúl A.
Date: 2011-09-21
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Literacy,English Instruction,Teacher Attitudes,Instructional Materials,Influence of Technology,Technology Uses in Education,Functional Literacy,Critical Literacy,Multiple Literacies,Qualitative Research,Secondary Education,Interviews,College Graduates,College Faculty,Writing (Composition),English (Second Language),Second Language Instruction,Teacher Education Programs

This keynote address will discuss the findings and implications stemming from a study of what literacy means for a group of 12 teachers and teacher educators. It will also discuss the factors that have caused the ongoing evolution of these ideas about literacy. Relying on the idea of a &quot;permeable literacy continuum,&quot; which uses five major literacy paradigms as its unit of analysis, this study shows that ideas about literacy have moved toward more inclusive frameworks, where more diversity of readings and writing genres, a more fluid connection between literacy and technology, and a permanent process of reflection about what literacy means are salient issues in today's conversations about literacy. This plenary will also engage the author and the audience on a reflexivity process about what literacy means in an ELT context and the challenges that rethinking literacy in ELT in this new millennium entails.
High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On
Author: Tesfaye, Casey Langer
Date: 2014-07-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Secondary School Science,Physics,Textbooks,Textbook Evaluation,Science Teachers,Instructional Material Evaluation,Textbook Selection,Science Curriculum,User Satisfaction (Information)

What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report, Tesfaye and White identify the most widely used textbooks for each type of physics class and share the teachers&apos; ratings of the textbooks they use. They then take a closer look at the other types of resources teachers are using for their classes. Teachers demonstrate quite a bit of initiative, creativity, and resourcefulness. Instead of simply using the texts that are supplied to them, they use a wide variety of resources in order to create a curriculum that works well with the needs of their students and the requirements of their schools.