ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons from a Decade of Mathematics and Science Reform: A Capstone Report for the Local Systemic Change through Teacher Enhancement Initiative
Author: Banilower, Eric R.
Date: 2006-12-00
Type: Reports - Evaluative
Subjects: Faculty Development,Elementary Secondary Education,Science Instruction,Educational Change,Audiences,School Districts,Systems Approach,Program Evaluation,Curriculum Development,Teaching Methods,Methods,Reliability,Educational Strategies,Teacher Attitudes,Resistance to Change,Attitude Change,Teacher Expectations of Students,Context Effect,Teacher Effectiveness

In 1995, the National Science Foundation (NSF) initiated the Local Systemic Change through Teacher Enhancement program. The initiative's primary goal is to improve instruction in science, mathematics, and technology through teacher professional development within whole schools or school districts. NSF funded the first cohort of Local Systemic Change (LSC) projects in 1995, and an additional cohort of projects each year, for a total of 88 projects funded by 2002. NSF's Local Systemic Change program is in its final stages, with 18 of the 88 funded projects still active. Over the last decade, the initiative has left its mark on teachers, classrooms, schools, and districts. The purpose of this Capstone report is to look at the impact of the LSC from both a cross-site and longitudinal perspective. In particular, key findings from the analysis of core evaluation data provide some insights into topics relevant for other large-scale reform efforts--for example, the selection and preparation of professional development providers; designing effective interventions; reaching targeted audiences; and strategies for building stakeholder, policy, and "system" support for reforms. The authors believe that these findings will be of use to those who are designing and/or leading similar kinds of reforms that seek to influence classrooms and systems alike. First, this paper takes a look at the design and format of LSC professional development activities; the use of professional development providers; attention to content, pedagogy, and materials; and support for teachers. It then describes some of the LSC strategies used to garner stakeholder and policy support for institutionalizing the reforms initiated with NSF funds. Part 3 looks at the extent to which LSCs reached eligible teachers, and some of the factors that influenced both the quality and reach of LSC professional development. Part 4 takes a look at how LSC professional development has influenced the quality of teaching and learning in the classroom. Part 5 looks at the extent of support LSCs built for reform, and the likelihood that interventions initiated by the LSCs will be sustained over time. Part 6 looks at some of the LSC's key successes and challenges, and the implications of the LSC experience for others engaged in the reform of mathematics and science education. (Contains 15 figures, 26 tables and 15 footnotes.)
National Board for Education Sciences 2009 Annual Report, August 2008 through June 2009. NBES 2009-6020
Author: National Board for Education Sciences (ED)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Programs,Educational Research,Federal Legislation,Special Education,Peer Evaluation,Conferences (Gatherings),School Statistics,Program Evaluation,Technical Assistance,Clearinghouses

On November 5, 2002, Congress passed the Education Sciences Reform Act of 2002 (ESRA), establishing the Institute of Education Sciences (IES, or the Institute) and its board of directors, the National Board for Education Sciences (NBES, or the Board). The Institute reports to Congress yearly on the condition of education in the United States. The Institute provides thorough and objective evaluations of federal programs, sponsors research relevant and useful to educators and others (such as policymakers), and serves as a trusted source of unbiased information on what works in education. This paper presents the annual report of the National Board for Education Sciences for 2009. Appendices include: (1) Members of the National Board for Education Sciences (as of July 1, 2009) and Ex Officio Members; and (2) Approved National Board for Education Sciences Resolutions. [For &quot;National Board for Education Sciences 2008 Annual Report, August 2007 through July 2008. NBES 2008-6009,&quot; see ED504450.]
Child Care Use in Minnesota: 2009 Statewide Survey Summary
Author: Chase, Richard
Date: 2010-11-00
Type: Reports - Research
Subjects: Child Care,Low Income Groups,Caregivers,Telephone Surveys,State Surveys,Interviews,Children,Family Characteristics,Family Income,Family Needs,Public Policy,Costs,Barriers,Employed Parents,Selection

Nearly 500,000 households in Minnesota include a parent or parents with at least one child age 12 and under. About three-quarters use some type of child care. The strength of the economy depends on families having high-quality, affordable child care, so parents can work and children have the early learning opportunities they need to perform better in school and later in the workforce. To better serve parents and their children, The Minnesota Department of Human Services commissioned a study by Wilder Research to inform, develop and assess Minnesota's child care policies and programs, with particular attention to choices and challenges among low-income households for high-quality care. This summary highlights key findings from the study, including current use and types of care, accessibility, and choices and challenges, especially among low-income families. It also proposes recommendations to ensure that high quality, affordable child care is available for all families who need it. [For &quot;Child Care Use in Minnesota: Report of the 2009 Statewide Household Child Care Survey,&quot; see ED518425.]
Local Systemic Change through Teacher Enhancement: 2003-06 Cross-Site Report
Author: Banilower, Eric R.
Date: 2006-08-00
Type: Numerical/Quantitative Data
Subjects: Faculty Development,Science Instruction,Educational Improvement,School Districts,Teacher Education,Teacher Effectiveness,Excellence in Education,Program Evaluation,Program Effectiveness,Instructional Materials,Methods,Reliability

In the spring and summer of 1995, the National Science Foundation (NSF) funded the first cohort of eight projects in a new initiative, the Local Systemic Change through Teacher Enhancement (LSC) program. Eighteen additional projects were funded in 1996, 20 in 1997, 12 in 1998, 13 in 1999, 9 in 2000, 7 in 2001, and 1 in 2002 for a total of 88 projects in Cohorts 1-8. No additional LSC projects were funded since 2002. The goal of the LSC program is to improve the teaching of science, mathematics, and technology by focusing on the professional development of teachers within whole schools or school districts. Each targeted teacher is to participate in a minimum of 130 hours of professional development over the course of the project. In addition to its focus on involving all teachers in a jurisdiction, the LSC initiative is distinguished from previous teacher enhancement efforts by its emphasis on preparing teachers to implement designated exemplary mathematics and science instructional materials in their classrooms. This paper presents the results from the Local Systemic Change core evaluation between 2003 and 2006. Results continue to show areas of both strength and weakness in the design and implementation of the professional development and the impact of those interventions on teachers and their teaching. For the time period covered in this report, the quality of observed lessons was no different for teachers who had and had not participated in LSC professional development. This finding could indicate that LSC professional development was not as effective as desired. The data also indicate that lessons that adhered closely to the designated materials were more than twice as likely to be rated highly than lessons not based on the designated materials. Thus, the impact of LSC professional development may be masked by the widespread use, in both treated and untreated teachers' classrooms, of the designated instructional materials. Summary of the Impact of LSC Professional Development on Teacher Perceptions of Their Preparedness and on Their Teaching is appended. (Contains 10 tables, 38 figures and 17 footnotes.)
Science: It's Elementary. Year Two Evaluation Report
Author: Banilower, Eric R.
Date: 2008-10-00
Type: Reports - Research
Subjects: Program Descriptions,Cohort Analysis,Elementary School Science,Strategic Planning,Hands on Science,Program Effectiveness,Instructional Materials,Educational Change,Science Instruction,Science Education,Inservice Teacher Education,Curriculum Implementation,Program Evaluation,Guidelines,Standards,Alignment (Education),Questionnaires,Teacher Surveys,Observation,Interviews,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Teacher Attitudes,Science Achievement,State Programs,Educational Policy,Instructional Improvement

This report summarizes the activities and findings of the external evaluation of the &quot;Science: It's Elementary&quot; (SIE) program in the period June 2007 through May 2008. The SIE program is managed by ASSET Inc. and overseen by the Pennsylvania Department of Education. SIE is an initiative aimed at improving elementary science instruction across the commonwealth of Pennsylvania. The program is focused on helping schools and districts implement an inquiry-based, hands-on science education program, with the ultimate goal of improving student learning. To accomplish its goals, SIE provides participating schools with module-based science instructional materials; teacher professional development around specific modules and inquiry-based science teaching more generally; and opportunities for strategic planning to help create supportive systems for science education reform. After a brief description of the SIE program and the evaluation plan, this report describes the status of the teachers, schools, and districts participating in SIE; the nature and quality of the services provided by the program; and preliminary evidence of the program's impact on teachers, their teaching, and their students. The report concludes with a summary of major achievements and presents a list of recommendations for the program. Appendices include: (1) District Curriculum Alignment Questionnaire and Summary of Data; (2) Selected Cohort 2 Teacher Curriculum Survey Results; and (3) Composite Definitions. (Contains 15 figures, 20  tables and 21 footnotes.) [For &quot;Year One Evaluation Report,&quot; see ED518457.]
Project Early Kindergarten Evaluation: Summary of Results through 2009-10 of a Saint Paul Public Schools Initiative
Author: Wilder Research
Date: 2010-11-00
Type: Reports - Research
Subjects: Achievement Gap,Public Schools,School Readiness,Second Language Learning,Program Effectiveness,Child Care Centers,Low Income Groups,Preschool Children,Kindergarten,Child Care,Urban Schools,Program Evaluation,Outcomes of Education,Program Implementation,Student Characteristics,Educational Policy,Preschool Education,School Districts,Program Descriptions,Longitudinal Studies,Comparative Analysis,Elementary School Students,English (Second Language),Special Needs Students,Cohort Analysis,Control Groups,Experimental Groups

The Saint Paul Public Schools' Project Early Kindergarten program aims to improve the school readiness of Saint Paul children. The program offers a rigorous academic approach and targets children who are English Language Learners, come from low-income families, or need Special Education services. Ultimately, the program intends to help close Saint Paul's achievement gap. The program began in 10 Saint Paul schools in fall 2005, and expanded to community child care settings a year later. Project Early Kindergarten (PEK) has since become the model for pre-kindergarten programs district-wide and is now titled the Saint Paul Public Schools' Pre-Kindergarten Program. As of fall 2010, 28 district elementary schools, 9 child care centers, and 13 family child care homes offer pre-kindergarten programs following the PEK approach. PEK participates in a rigorous, independent evaluation conducted by Wilder Research. Children are tested over time and in developmentally appropriate ways. Evaluators compare children's academic and social skills in kindergarten and early elementary years to comparison groups of peers who did not participate in PEK to estimate program impact. As of summer 2010, data are available for three cohorts of PEK school children and for four cohorts of 4-year-olds who participated in the child care component. This summary is based on the Wilder Research's fall 2010 report that focuses on new evaluation results of PEK from the 2009-10 school year. A complete list of issues for consideration and &quot;lessons learned&quot; to date from the evaluation are provided in Wilder Research's full report. [For &quot;Project Early Kindergarten Evaluation: Results through 2009-10 of a Saint Paul Public Schools Initiative&quot; (the full report), see ED518418.]
Youth's Characteristics and Backgrounds: Findings from the Survey of Youth in Residential Placement. Juvenile Justice Bulletin
Author: Sedlak, Andrea J.
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Residential Programs,Individual Characteristics,Delinquency,Family Relationship,Educational Attainment,Expectation,Interviews,Age Differences,Gender Differences,Correctional Institutions,Racial Differences,Minority Groups,Substance Abuse,Crime,Early Parenthood,Youth Programs,Adolescents,Young Adults

This bulletin presents key findings from the Survey of Youth in Residential Placement (SYRP) that describe the characteristics of youth in placement. Specifically, this bulletin focuses on the youth's demographic characteristics, current and prior offenses, current disposition, family and educational backgrounds, and expectations for the future. SYRP's findings are based on interviews with a nationally representative sample of 7,073 youth in custody during 2003, using audio computer-assisted self-interview (ACASI) methodology. Researchers analyzed answers from all youth in custody and assessed differences among subgroups based on their age, sex, and placement program (i.e., detention, corrections, community based, camp, or residential treatment). When other studies offered corresponding data about youth in the general population, researchers compared those findings to the SYRP results for youth in custody. Many of the topics covered in this bulletin will be familiar to juvenile justice researchers and practitioners. However, SYRP results extend current information and provide new perspectives. This discussion highlights several issues where the findings underscore, clarify, and enlarge current understanding of the characteristics and backgrounds of youth in custody. (Contains 1 figure, 4 tables, and 7 endnotes.)
Science: It's Elementary. Year Four Evaluation Report
Author: Banilower, Eric R.
Date: 2010-07-00
Type: Reports - Research
Subjects: Teacher Leadership,Leadership Training,Case Studies,Vignettes,Elementary School Science,Strategic Planning,Hands on Science,Program Effectiveness,Instructional Materials,Educational Change,Program Descriptions,Science Instruction,Inservice Teacher Education,Curriculum Implementation,Program Evaluation,Guidelines,Standards,Alignment (Education),Pretests Posttests,Cohort Analysis,Science Achievement,State Programs,Educational Policy,Instructional Improvement

This report summarizes the activities and findings of the external evaluation of the &quot;Science: It's Elementary&quot; (SIE) program during the period from July 2009 through June 2010. The SIE program is managed by ASSET Inc. and overseen by the Pennsylvania Department of Education (PDE). SIE is an initiative aimed at improving elementary science instruction across the commonwealth of Pennsylvania. The program is focused on helping schools and districts implement an inquiry-based, hands-on science education program, with the ultimate goal of improving student learning. To accomplish its goals, SIE provides participating schools with module-based science instructional materials; teacher professional development around specific modules and inquiry-based science teaching more generally; and opportunities for strategic planning to help create supportive systems for science education reform. After a brief overview of the SIE program and the evaluation, this report describes the teachers, schools, and districts participating in SIE; the program's work in developing teacher leaders; the nature and quality of the professional development provided by the program; and evidence of the program's impact on teachers, their teaching, and their students. The report concludes with a summary of major achievements and a list of recommendations for the program. Appendices include: (1) Case Study Vignettes; (2) Composite Definitions; and (3) Student Assessment Regression Coefficients and Standard Errors. (Contains 33 tables, 10 figures and 24 footnotes.) [For &quot;Year Three Evaluation Report,&quot; see ED518456.]
Science: It's Elementary. Year Three Evaluation Report
Author: Fulp, Sherri L.
Date: 2009-07-00
Type: Reports - Research
Subjects: Principals,Administrator Attitudes,Cohort Analysis,Teacher Leadership,Elementary School Science,Strategic Planning,Hands on Science,Program Effectiveness,Instructional Materials,Educational Change,Science Instruction,Science Education,Program Descriptions,Inservice Teacher Education,Curriculum Implementation,Program Evaluation,Guidelines,Standards,Alignment (Education),Questionnaires,Teacher Surveys,Pretests Posttests,Teacher Attitudes,Science Achievement,State Programs,Educational Policy,Instructional Improvement,Achievement Gap

This report summarizes the activities and findings of the external evaluation of the &quot;Science: It's Elementary&quot; (SIE) program during the period from July 2008 through June 2009. The SIE program is managed by ASSET Inc. and overseen by the Pennsylvania Department of Education. SIE is an initiative aimed at improving elementary science instruction across the commonwealth of Pennsylvania. The program is focused on helping schools and districts implement an inquiry-based, hands-on science education program, with the ultimate goal of improving student learning. To accomplish its goals, SIE provides participating schools with module-based science instructional materials; teacher professional development around specific modules and inquiry-based science teaching more generally; and opportunities for strategic planning to help create supportive systems for science education reform. After a brief description of the SIE program and the evaluation plan, this report describes the teachers, schools, and districts participating in SIE; the nature and quality of the services provided by the program; and evidence of the program's impact on teachers, their teaching, and their students. The report concludes with a summary of major achievements and a list recommendations for the program. Appendices include: (1) Selected Teacher and Principal Questionnaire Tables Disaggregated by Cohort; (2) Composite Definitions; and (3) Student Assessment Analyses Regression Coefficients and Standard Errors. (Contains 34 tables, 9 figures and 20 footnotes.) [For &quot;Year Two Evaluation Report,&quot; see ED518449.]
Eastern Kentucky Teacher and Administrative Stress
Author: Wright, Sam
Date: 2011-04-00
Type: Dissertations/Theses
Subjects: Stress Variables,High Schools,Opinions,School Districts,Counties,Secondary School Teachers,Middle School Teachers,Males,Principals,Administrator Attitudes,Educational Finance,Stress Management,Elementary School Teachers,Elementary Schools,Middle Schools,Gender Differences,Surveys,Enrollment

The purpose of this research was to survey selected Eastern Kentucky Principals (Elementary, Middle, and High School) to collect data about stress in public schools. A stress survey (Appendix C) was sent to randomly selected elementary, middle, and high school principals located in the Eastern Kentucky region serviced by Morehead State University (22 Counties). The survey was conducted during the spring of 2010. The random survey resulted in a 76% return.  The conclusions for the survey were: (1) A majority of the principals (63%) indicated men teachers handle stress the best. (2) A majority of the principals (68%) indicated men school administrators handle stress the best. (3) A clear difference of opinion exists on which level of teachers handle stress the best. The principals indicated elementary teachers at 47%, middle school teachers at 21%, and high school teachers at 32%. It appears the elementary teachers have a slight edge in handling stress. (4) Another difference of opinion exists on which level of school administrators handle stress the best.  The principals indicated elementary school administrators at 53%, middle school administrators at 10%, and high school administrators at 37%. The survey gives the edge to the elementary school administrators in handling stress. (5) A majority of the principals (95%) felt enrollment makes a difference in the level of stress for teachers. (6) The principals unanimously felt enrollment makes a difference in the level of stress for school administrators. (7) A majority of the principals (95%) felt the financial condition of a school district makes a difference in the level of stress for teachers. (8) A majority of the principals (95%) felt the financial condition of a school district makes a difference in the level of stress for school administrators. (9) A majority of the principals (79%) felt age makes a difference in the level of stress for teachers. (10) A majority of the principals (79%) felt age makes a difference in the level of stress for school administrators. (11) The principals felt the 21-30 category of teachers (47%) suffered the highest level of stress. (12) The principals indicated the 31-40 category of school administrators (42%) suffered the highest level of stress. (13)  The principals unanimously indicated stress was increasing for teachers. (14) The principals unanimously indicated stress was increasing for school administrators. Four appendices are included: (1) Eastern Kentucky Teacher and Administrative Stress Survey; (2) Letter to Principals; (3) Follow-up Letter to Principals; and (4) Service Region for Morehead State University. (Contains 14 questions.)
How Well Do Microanalytic Measures of Academic Self-Regulation Predict Teacher Ratings of Student Self-Regulated Learning in Science?
Author: DiBenedetto, Maria K.
Date: 2009-08-00
Type: Reports - Research
Subjects: Academic Achievement,Grade 10,Self Management,Predictive Measurement,Validity,Science Achievement,Science Instruction,Measurement Techniques,Psychometrics,Student Evaluation,Rating Scales,Observation

The purpose of the current investigation was to establish the validity of microanalytic measures used to assess students' self-regulation of an academic science task, not only in terms of immediate achievement, but also in terms of a well-established "person" measure of self-regulated learning. Person measures are designed to capture enduring characteristics of learners that are evident over time. The Rating Student Self-Regulated Learning, A Teacher Scale (RSSRL) is a scale for measuring the self-regulatory behavior of students after teachers have observed students' self-regulatory behavior for a period of time. Fifty-one high school students were chosen based on their 10th grade scores in science. Regression analyses suggest that the microanalytic methodology is a valid measure of students' self-regulation when studying and learning about tornadoes according to a previously well-established measure of self-regulation. In addition to predictive power, microanalytic event measures have the additional advantage of providing a detailed account of students' forethought, performance, and self-reflection phase subprocesses. (Contains 2 tables.)