ethanporcaro/eric-fulltext-meta huggingface dataset:
Go8 Guiding Principles for Implementing Part B of the &quot;Australian Code for the Responsible Conduct of Research&quot;. Go8 Consultation Paper
Author: Group of Eight (Australia)
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Public Agencies,Foreign Countries,Government School Relationship,Administrative Principles,Program Implementation,Research Administration,Policy Formation,Educational Policy,Ethics,Consultation Programs,Performance Factors,Barriers,Integrity,Delivery Systems,Standard Setting,Best Practices,Research Problems

The release of the &quot;Australian Code for the Responsible Conduct of Research 2007&quot; by the Australian Government in 2007 was welcomed by Go8 (Group of Eight) institutions, particularly in relation to the improvements and broader scope of the matters covered by Part A of that Code. However, as foreshadowed by the Go8 during the consultation phase of the preparation of the Code, significant risks to researchers and institutions arise from Part B of the Code, especially as a result of the unavoidable confluence of considerations relating to allegations of research misconduct and the terms of employment of university staff. The Go8 has engaged in a very constructive dialogue with the National Health and Medical Research Council (NHMRC) about these issues. This consultation paper has been prepared in response to the NHMRC's written confirmation of January 2008 that Part B of the Code is intended as: (1) &quot;a guide to good practice&quot; only; and (2) &quot;a principles-based approach, rather than being prescriptive.&quot; The purpose of this consultation paper is to set out the principles upon which Go8 responses to the Code will be based. Once these principles have been agreed by Go8 institutions this paper will be provided to the NHMRC. It is hoped that the NHMRC's endorsement of the proposed approach will be forthcoming--allowing institutions to move to implementation of the Code and participation in enterprise bargaining processes with certainty. Through adoption of such guiding principles, the expectation is that Go8 universities will eventually have in place arrangements for handling allegations of research misconduct, which while responsive to particular requirements of each institution and State, will be broadly consistent and readily understood by university staff, students, government agencies and the wider community. Appended are: (1) Background discussion about issues arising from Part B of the Code; (2) Go8 &amp; NHMRC correspondence over the Code. (Contains 1 footnote.)
New Orleans-Style Education Reform: A Guide for Cities--Lessons Learned 2004-2010
Author: Brinson, Dana
Date: 2012-01-00
Type: Guides - Non-Classroom
Subjects: School Districts,Urban Education,Educational Change,Academic Achievement,Achievement Gains,Charter Schools,Educational Development,Educational Improvement,Educational Finance,Innovation,Expertise

New Schools for New Orleans (NSNO) commissioned this guide, in collaboration with the Louisiana Recovery School District and the Tennessee Achievement School District, to meet the Investing in Innovation (i3) requirement that grantees disseminate the lessons of their work. To create this guide, NSNO worked with Public Impact to build on prior research and conduct interviews with people across the New Orleans education sector: school leaders, state and district officials, charter leaders, support organization leaders, education reformers and experts, reporters, community-based organization leaders, and philanthropists. Specifically, the guide has two overarching purposes: (1) To capture the insights and lessons learned from the city's effort to develop a choice-based, predominantly charter system; and (2) To aid other cities' efforts to build on New Orleans' success by providing tools and resources to guide their initial thinking, early work, and longer-term planning. Many urban centers in the United States face similar academic crises to the one New Orleans experienced before Katrina: dismal academic results, entrenched district practices limiting opportunities for reform and innovation, and generations of students leaving school ill-prepared for college and career. New Orleans' current system of schools--unique in the country--has achieved strong academic gains and warrants a deeper look at what New Orleans-style reforms can teach other districts struggling to remedy widespread school system failure. This guide is intended for a diverse audience, including state, district, and city leaders, policymakers, and advisors in cities considering dramatic charter-based reforms. It will also be useful for cities considering more modest charter-based school reforms focused on steadily growing the high-quality charter market share by replacing low-performing schools. Preparedness Checklist is appended. (Contains 5 figures and 12 footnotes.) [Funding for this paper was provided by the U.S. Department of Education, Investing in Innovation (i3) Program. This guide was co produced/published by New Schools for New Orleans.]
Reputation and Image: Some Connections to Resource Environments
Author: Hoagland, Steven R.
Date: 2012-05-04
Type: Reports - Research
Subjects: Research Universities,Reputation,Institutional Evaluation,Evidence,Electronic Learning,Distance Education

The purpose of this paper is to extend knowledge about the external environment in which educational organizations operate and the patterns by which their resource flows translate into sources of uncertainty.  Methods include examination of cross sectional and longitudinal data from secondary sources and a survey on a random sample of 80 public research institutions. Results include evidence of associations at group and subgroup levels among uncertain outcomes, resource flows, and institutional prestige.  Those findings help clarify a model of linkages to the environment and they lend support to that previously-untested model.  Correlation analyses and differences in means tests using  the 0.10 level of statistical significance led to several conclusions.  As its main conclusion, this research highlights interactions among the strategic moderation of environmental uncertainty, as achieved through the flexible and convenient modes for course and program delivery, and the dimensions of institution reputation and image.  Those interactions point toward a theme of managerial quiescence and lead to recommendations for additional research focusing on how the perceptions of institution prestige relate to various measures of  uncertainty and strategy effectiveness.  As items seemingly relevant to that research venue, the paper concludes with a discussion of characteristics that serve to differentiate institutions with e-Learning programs from other institutions. Three appendixes present: (1) Sample Descriptive Statistics on Munificence and Dynamism; (2) Components and Factor Loading Results; and (3) Sample and Subsamples: Number of Institutions by Delivery Mode and Format. (Contains 5 tables and 2 figures.) [Sources of support for this paper and its presentation include a grant from Walden University's Research Dissemination Program and an honorarium from the Aultman College of Nursing and Health Sciences.]
A Snapshot of Philadelphia's Accelerated Schools
Author: Edmunds, Kimberly
Date: 2011-07-00
Type: Guides - Non-Classroom
Subjects: Acceleration (Education),School Activities,High Schools,Graduation Rate,Secondary School Curriculum,Continuation Students,High School Equivalency Programs,Developmental Studies Programs,Transitional Programs,Outreach Programs,College Readiness,Career Readiness,Profiles,Institutional Characteristics,Academic Persistence,School Holding Power

This snapshot is a guide to the School District of Philadelphia's (the District's) 13 accelerated high schools in the 2010-11 school year. The accelerated high schools were the result of a partnership between the District and Project U-Turn, a city-wide coalition dedicated to reducing student drop-out and increasing graduation rates and readiness for college or employment. The authors produced this guide to assist those individuals and agencies, inside and outside the District, who work with youth in danger of not graduating or who are already out of school but want to return, to find a high school program that meets his or her needs. This guide and a year-long study, &quot;Boosting Adolescent and Young Adult Literacy: An Examination of Literacy Teaching and Learning in Philadelphia's Accelerated Schools,&quot; were undertaken to complement a focus on literacy adopted by the OMP, and supported by Project-U-Turn. The goal was to infuse strong literacy practices across the content areas through implementation of the Jobs for the Future (JFF) Common Instructional Framework. The hope was that a strong focus on literacy would counteract the low reading levels (nearly 75% of students in accelerated schools were reading at a seventh grade level or below) that served as a barrier to many students meeting the content requirements of high school curriculum programs. The guide, therefore, pays particular attention to the literacy strategies used by each of the schools. (Contains 3 footnotes.)
A View from the Inside: Teachers' Perceptions of the MDC Initiative and Their Use of the Formative Assessment Lessons
Author: Research for Action
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: State Standards,Formative Evaluation,Suburban Schools,Urban Schools,Rural Schools,Pilot Projects,Networks,Secondary School Teachers,Teaching Methods,Core Curriculum,Curriculum Implementation,Secondary School Mathematics,Mathematics Education,Mathematics Instruction,Lesson Plans,Inservice Teacher Education,School Districts,Alignment (Education),Learner Engagement,Educational Policy,State Policy,Program Implementation,Program Effectiveness,Program Evaluation,Guidelines,Philanthropic Foundations,Mathematics Teachers,Teacher Attitudes,Interviews,Observation,Statistical Analysis,Teacher Surveys

The Bill and Melinda Gates Foundation has invested in the development and dissemination of instructional tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year's curriculum. The Foundation has asked RFA to study teachers' early adoption of the FALs, focusing particularly on their response to and use of the lessons. The lessons were piloted in urban, rural, and suburban school districts in four states and two national networks of schools during the 2010-11 school year, which is referred to as Year 1 in this booklet. This booklet is a synthesis of what the authors learned from practitioners over the course of the pilot year, 2010-11. It highlights how Math Design Collaborative (MDC) worked in schools and includes what teachers can expect when using the formative assessment lessons (FALs), points out promising practices, as well as teachers' early impressions about MDC's impact on their teaching and student learning.
Robust Implementation of LDC: Teacher Perceptions of Tool Use and Outcomes. Brief Two
Author: Reumann-Moore, Rebecca
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Secondary School Teachers,Science Instruction,Teacher Surveys,Mixed Methods Research,Theories,Social Studies,Teaching Methods,Beliefs,Pedagogical Content Knowledge,Learner Engagement,Feedback (Response),Classroom Techniques,Formative Evaluation,State Standards,Core Curriculum,Curriculum Implementation,Literacy,English Instruction,Language Arts,Content Area Writing,Lesson Plans,Inservice Teacher Education,Educational Policy,State Policy,Program Implementation,Program Effectiveness,Program Evaluation,Outcome Measures,Qualitative Research,Interviews,Observation,Statistical Analysis,Philanthropic Foundations

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks (City, Elmore, Fiarman, & Teitel, 2010; Hiebert and Carpenter, 1992; Hiebert and Wearne, 1993; Jones et al, 1994) and use of formative assessments embedded in those tasks (Black et al, 2004; Clarke and Shinn, 2004; Fuchs, 2004; Tunstall, 1996) are essential if teachers are to meet the demands of the CCSS. Experts from the Literacy Design Collaborative (LDC) developed a set of templates that can be customized by English/language arts (ELA), social studies and science teachers into writing tasks designed to facilitate CCSS-based student literacy and content learning and provide teachers with feedback about student mastery. LDC also developed a module structure that teachers can use to create a plan for teaching students the content and literacy skills necessary to complete the writing task. The tools are designed to target the "instructional core" by: (1) Raising the level of content; (2) Enhancing teachers' skill and knowledge about instruction, content and formative assessment; and (3) Catalyzing student engagement in their learning so that they will achieve at high levels (City et al., 2010). These tools have been in use for two years (the 2010-2011 and 2011-2012 school years). This brief highlights and assesses the status of elements of robust implementation of the LDC tools, which are represented by the small blue circles in the Theory of Action. These six indicators, which fall into two main categories--Teacher Beliefs and Knowledge and Classroom Changes--are instrumental in understanding teachers' disposition towards the tools and their perceptions of how their instruction and student learning have changed as a result of their participation in the LDC initiative. Robust implementation should lead to several intermediate and long-term outcomes, among them Broad and Deep Instructional Change. The authors present their findings for this outcome as well. (Contains 17 figures and 6 footnotes.)
A View from the Inside: Teachers' Perceptions and Use of the LDC Framework
Author: Research for Action
Date: 2011-10-00
Type: Reports - Research
Subjects: State Standards,Suburban Schools,Urban Schools,Rural Schools,Secondary School Teachers,Science Instruction,Social Studies,Teaching Methods,Core Curriculum,Curriculum Implementation,Literacy,English Instruction,Language Arts,Content Area Writing,Inservice Teacher Education,School Districts,Leadership,Alignment (Education),Learner Engagement,Educational Policy,State Policy,Program Implementation,Program Effectiveness,Program Evaluation,Guidelines,Philanthropic Foundations,Teacher Attitudes,Teacher Role,Outcome Measures,Interviews,Observation,Statistical Analysis,Teacher Surveys,Networks,Middle School Teachers

The Bill and Melinda Gates Foundation has invested in the development and dissemination of instructional tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers and other educators can use to develop content area modules focused on high-quality writing tasks closely tied to subject area texts. The Foundation has asked Research for Action (RFA) to study the early adoption of the framework, focusing particularly on teachers' response to and use of the framework. The framework was piloted in urban, rural and suburban school districts in six states and two national networks of schools/teachers during the 2010-11 school year. This booklet is a synthesis of what RFA learned from practitioners over the course of the first pilot year, 2010-11. It highlights how Literacy Design Collaborative (LDC) worked in schools, including what to expect when using the framework and promising practices, as well as teachers' early impressions about LDC's impact on their teaching and student learning.
Establishing a Strong Foundation: District and School Supports for Classroom Implementation of the LDC Framework
Author: Reumann-Moore, Rebecca
Date: 2011-09-00
Type: Reports - Research
Subjects: Administrator Role,Principals,Guidelines,Case Studies,Teacher Surveys,Philanthropic Foundations,Secondary School Teachers,Networks,Middle School Teachers,Science Instruction,Theories,Social Studies,Teaching Methods,State Standards,Core Curriculum,Curriculum Implementation,Literacy,English Instruction,Language Arts,Content Area Writing,Inservice Teacher Education,School Districts,Leadership,Alignment (Education),Learner Engagement,Educational Policy,State Policy,Program Implementation,Program Effectiveness,Program Evaluation,Sustainability,Teacher Attitudes,Teacher Role,Outcome Measures,Qualitative Research,Interviews,Observation,Data Analysis,Mixed Methods Research,Online Surveys,Focus Groups

In 2010-11, the Literacy Design Collaborative (LDC) framework was piloted in six districts, a teacher network, and a network of schools. In most cases, school districts applied for and received grants to implement LDC; in others, regional intermediaries served as the grantee and as primary organizer of the work; and, in still others, national networks were the grantee and the organizer. In this report, which draws largely on data from the six districts, Research for Action (RFA) identifies the conditions and contexts for successful use of the tools, and examines the actions that district and school-based leaders can take to support teachers' adoption and effective implementation of the literacy tools. It provides specific recommendations to guide local leaders as they gear up to help year one teachers deepen their use of the LDC tools and assist teachers who are just joining the initiative to efficiently gain the expertise and skills they need to successfully implement the tools. This report addresses the following research questions: (1) What are district and school-based educators doing to support robust implementation of the LDC instructional and assessment tools so that the initiative's intended early outcomes are achieved?; and (2) What district and school-based conditions and practices hold particular promise for assuring intended outcomes for teachers and students, as well as for sustaining and scaling up the initiative? Appended are: (1) Survey Measures; (2) Methodology for LDC Research; and (3) References. (Contains 6 tables, 9 figures and 2 footnotes.) [For "Establishing a Strong Foundation: District and School-Level Supports for Classroom Implementation of the LDC and MDC Frameworks. Executive Summary," see ED539593.]
Conditions for Scale and Sustainability. Brief Four
Author: Levin, Stephanie
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Guidelines,Comparative Analysis,Leadership,Educational Change,Formative Evaluation,Sustainability,Alignment (Education),Administrators,School Districts,Secondary School Teachers,Social Studies,Science Instruction,Teacher Surveys,Theories,Teaching Methods,State Standards,Core Curriculum,Curriculum Implementation,Literacy,English Instruction,Language Arts,Content Area Writing,Secondary School Mathematics,Mathematics Education,Mathematics Instruction,Lesson Plans,Inservice Teacher Education,Educational Policy,State Policy,Program Implementation,Program Effectiveness,Program Evaluation,Outcome Measures,Interviews,Observation,Statistical Analysis,Philanthropic Foundations,Mathematics Teachers,Teacher Attitudes,Teacher Role

Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the &quot;instructional core.&quot; A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found evidence of initial success in tool use indicated by teachers' perceptions that the tools positively influenced teacher practice. In the second year of the Initiative (2011-12), tool use grew within and across sites. The focus of the research has expanded accordingly to include an analysis of how the tools are being introduced to additional classrooms, schools and districts, and what strategies are most effective in sustaining and strengthening tool use. This brief focuses on efforts to scale up and sustain broader use of the tools. It begins with an introduction in which &quot;scale-up and sustainability&quot; is defined, providing the framework for this brief. The introduction also provides detail on the extent to which use of the tools has grown within study sites, both in terms of additional teachers/schools/districts/networks, and in terms of the greater integration of the tools into teachers' practice. In addition, the authors provide a review of the theory of action driving the LDC/MDC Initiative, highlighting the underlying conditions necessary for robust implementation to occur. The second section of the brief presents findings on the extent to which the supporting conditions necessary for robust LDC/MDC tool implementation--alignment, leadership and professional learning opportunities--are in evidence at the various study sites. The final section of the brief offers suggestions for supporting enhanced and expanded LDC/MDC tool implementation. Findings in this brief draw on observations of teachers and professional development providers, interview data from tools developers and professional development providers, and interview and survey data from teachers, school administrators, district/regional and network leadership, and state-level policymakers/partners. (Contains 28 figures and 4 footnotes.)
Year One Report on the Campaign for Better Schools: Building a Coalition, Gaining Recognition and Forging a Platform to Influence the Terms of the Mayoral Control Debate in NYC, May 2008-May 2009
Author: Gold, Eva
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Public Schools,Urban Schools,Governance,Grants,Public Officials,City Government,Politics of Education,Political Campaigns,Educational Legislation,Institutional Cooperation,Program Development,Citizen Participation,Parent Participation,Community Involvement,Program Effectiveness

This is the second evaluation of the Donors' Education Collaborative's (DEC) grant making since its founding in 1995. The first evaluation was a cross-case study of three projects that embodied DEC's theory of action: lasting systemic school reform demands sustained funding to build organizational collaboration that simultaneously broadens and deepens constituencies and employs strategies to effect policy change. This second evaluation follows the building of a multi-organization coalition focused on influencing a crosscutting issue--school governance--that has a powerful effect on the school reform work of each of the participating groups. Four DEC grantees, the Alliance for Quality Education (AQE), the Coalition for Educational Justice (CEJ), the Community Involvement Project of the Annenberg Institute for School Reform (CIP) and the New York Immigration Coalition (NYIC) are instrumental in this initiative. Because these groups have been DEC grantees previously, this effort provides an excellent opportunity to explore whether and how DEC's sustained support generates long-term benefits that accumulate over time. This evaluation can contribute further knowledge about DEC's strategy of sustained grant making and its focus on public engagement to foster systemic school reform. (Contains 2 figures and 21 footnotes.)