ethanporcaro/eric-fulltext-meta huggingface dataset:
Local Curriculum in Schools in Nepal: A Gap between Policies and Practices
Author: Subedi, Khim Raj
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum,Educational Policy,Elementary Schools,Documentation,Teacher Attitudes,Administrator Attitudes,School Policy,Access to Information,Curriculum Development,Teacher Competencies,School Districts,Local Government

This article aims to explore the policy provisions and practices of the local curriculum in primary level schools. Data are generated from teachers, head teachers, resource persons, and Assistant District Education Officer by using interview and focus group discussion. In addition, document analysis is done to locate the existing implementation status of local curriculum. The study revealed that the provision of local curriculum exists only on policy that lacks implementation in most primary schools. The popular trend of teaching English language is replacing the local curriculum. Teachers and head teachers are not well-informed and not acquainted with the developing guidelines of local curriculum. Similarly, they are perceived as lacking of technical knowledge in designing curricula. Therefore, there is a serious gap between the policy intention and its execution.This has created dilemma in practicing the local curriculum at primary level education in Nepal.
How State Education Agencies Can Support College and Career Ready Standards. CPRE Policy Briefs. PB #17-3
Author: Hodge, Emily
Date: 2017-05-00
Type: Reports - Research
Subjects: State Departments of Education,College Readiness,Career Readiness,School Districts,Standards,Common Core State Standards,Databases,Secondary School Students,English,Language Arts,Web Sites,Social Networks,Network Analysis,Correlation,Educational Resources

As states continue to implement college and career ready standards, state education agencies (SEAs) are providing professional development and curricular resources to help districts and teachers understand the standards. Because all states have adopted college and career ready standards, and most states continue to implement some version of the Common Core State Standards (CCSS), many SEAs can now share resources with each other and draw on materials from the numerous organizations providing CCSS resources. However, little is known about the resources SEAs endorse, the states and/or organizations sponsoring these resources, and how states and organizations are connected. For example, SEAs may provide resources created within the state, or by other SEAs, literacy organizations, CCSS organizations, or some combination of these approaches. Understanding the landscape of possible approaches to supporting state standards allows SEAs to make intentional choices about how to best select and disseminate resources to districts and teachers. To understand the approaches that SEAs are taking to standards implementation, this study created a database of the 2,023 secondary English/language arts (ELA) resources provided on the websites of all 50 SEAs and Washington, DC. Resources were downloaded between August 2015 and March 2016. Resources were coded for their purpose, type, contentarea emphasis, and sponsoring SEAs or organization(s). Social network analysis was used to visualize the relationships between SEAs and resource sponsors, and descriptive analysis was used to understand the nature of the resources SEAs are providing.
Constructivist Discipline for a Student-Centered Classroom
Author: Helman, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Student Centered Learning,Discipline,Classroom Techniques,Compliance (Psychology),Skill Development,Singing,Teaching Styles,Freehand Drawing,Task Analysis,Behavior Problems,Writing (Composition)

School discipline remains authoritarian in the USA despite the superficial adoption of student-centered, constructivist lesson delivery. The issue may be lack of ideas for how to conduct constructivist discipline. Three novel activities are presented for classroom discipline that may close this gap. All three present discipline in a manner that is easy for a student to perform, thus increasing the likelihood of compliance. At the same time, these three are also demonstrably enriching, chosen to promote skills development.
Our Stories, Our Struggles, Our Strengths: Perspectives and Reflections from Latino Teachers
Author: Griffin, Ashley
Date: 2018-00-00
Type: Reports - Research
Subjects: Hispanic Americans,Minority Group Teachers,Hispanic American Students,Cultural Influences,Diversity (Faculty),African American Teachers,Racial Factors,Ethnicity,Elementary Secondary Education,Teacher Role,Advocacy,Translation,Bilingualism,Elementary School Teachers

If there ever was a time for educators to understand the experiences of Latino students, that time is now. Increases in anti-immigration expressions and sentiments and the very real rollback of federal protections have created an unsafe and unsettling environment in this nation and in its schools. One of the greatest resources to help educators and school leaders help students navigate these times are Latino teachers. Fortunately, more are recognizing that &quot;all&quot; students can benefit from a diverse educator workforce and more initiatives are being implemented to recruit teachers of color to the profession. Education Trust's research team hosted a series of focus groups with Black and Latino teachers around the country to better understand their unique experiences: why they teach, what they believe they bring to the classroom and the field, and what challenges they face in the workplace because of their race/ethnicity. They used data from the Schools and Staffing Survey (SASS, 2012) to target states and districts with high numbers of teachers of color and solicited participants through schools, districts, and teacher organizations. In a previous brief (see ED570431), they shared what they learned from Black teachers. In this brief, they present findings from their discussions with Latino teachers.
Is Two-Tiered Public Education on the Rise in Massachusetts? Policy Brief
Author: Sentance, Michael
Date: 2018-07-00
Type: Reports - Research
Subjects: Public Education,National Competency Tests,Educational Quality,State Policy,Educational Policy,Grade 4,Grade 8,Mathematics Achievement,Achievement Gains,Reading Achievement

The public education system in Massachusetts enjoys a reputation of being &quot;first&quot; in the nation. This ranking is owed, in full or in part, to the performance on the National Assessment of Educational Progress (NAEP) assessments. NAEP is also called &quot;The Nation's Report Card,&quot; as it is designed to discern trends in state education policy. The assessment is reported out in two ways: a scaled score and performance levels. The scaled score allows for rankings, which policymakers and political figures use for a variety of purposes. However the authors reviewed the Massachusetts' scores in 4-grade and 8-grade math on the NAEP since 1992 and found some troubling trends. The first is that overall improvement has stalled in the last decade. Yet, despite this aggregate stagnation, the percentage of students scoring in the very top category on NAEP has steadily increased. In this policy brief, they argue the trends suggest the emergence of a two-tiered public education system in Massachusetts.
Using Print in the Environment to Promote Early Writing
Author: Gerde, Hope K.
Date: 2016-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Writing (Composition),Teaching Methods,Student Interests,Learner Engagement,Literacy Education,Printed Materials,Writing Instruction,Beginning Writing,Emergent Literacy,Instructional Materials,Reading Skills,Writing Skills,Children,Reading Strategies,Reading Interests,Reading Motivation,Childrens Writing

Print in the environment is typically posted in early childhood classrooms. However, the print that exists is often not meaningful to children, and teachers rarely engage children in using the print. This is a missed opportunity to support children's writing. This article presents research-based ideas for how to create and engage children with meaningful print in the environment. Ways for creating print that are related to children's interests, aligned to current classroom content, and co-created with children are provided. Strategies for how to engage children with print in the environment are outlined. [The paper was published in &quot;The Reading Teacher&quot; v70 n3 p283-293 2016 (EJ1118052).]
Transitions and Alignment: From Preschool to Kindergarten. Special Report
Author: Atchison, Bruce
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Transitional Programs,Alignment (Education),School Readiness,Preschool Children,Kindergarten,Academic Achievement,Achievement Gap,Early Childhood Education

Policymakers and educators continue to grapple with issues of persistent achievement gaps in student performance at third grade and beyond. As they do, they look for ways to create a more seamless system of education that is &quot;connected from one stage to the next -- reducing the chances that students will be lost along the way or require remedial programs to acquire skills or knowledge they could have learned right from the start.&quot; Successful coordination between preschool and kindergarten helps to lay the groundwork for a child's positive school experience. If this transition does not go well, children can be turned off to learning and school at an early age. By aligning standards, curricula, instruction and assessments between preschool and kindergarten, children can experience a seamless pathway that sets them up for future success. Based on research and work with states, Education Commission of the States has identified these two key elements that states can consider when creating a coordinated preschool-to-third grade system: (1) Effective transition programs and practices that help the child and family move smoothly and successfully from one learning setting to another; and (2) Authentic alignment of the basic pedagogical components of early learning and kindergarten to create continuous learning and teaching experiences. This special report -- focused on early learning and kindergarten -- examines effective transition programs and practices, and the importance of alignment across basic pedagogical components.
Checking In: Are Math Assignments Measuring Up? Equity in Motion
Author: Dysarz, Keith
Date: 2018-04-00
Type: Reports - Research
Subjects: Assignments,Middle Schools,Mathematics Instruction,Alignment (Education),Common Core State Standards,Difficulty Level,Mathematical Concepts,Mathematical Applications,Student Motivation,Learner Engagement,Thinking Skills,Comprehension

Nationally, student performance in math has been flat, and achievement gaps persist. And with a growing economy driven by industries in the science, technology, engineering, and math (STEM) fields, educators are tasked with instilling interest in and preparing students for college studies and careers that will supply these in-demand jobs. Now, more than ever, it is critical that educators reflect on the daily experiences of their students, and consider how they are preparing them to meet the demands of more rigorous math standards. For this analysis Education Trust reviewed over 1,800 middle-grades assignments from over 90 math courses from 12 middle schools in six districts across the country. They used a framework comprising five key areas: (1) alignment to the Common Core; (2) cognitive challenge; (3) aspects of rigor; (4) communicating mathematical understanding; and (5) the potential for motivation and engagement. Findings showed: (1) Alignment with at least a part of a grade- or course-appropriate math content standard was high: roughly three-fourths of assignments; (2) Although generally aligned, at least in some part, with grade-appropriate standards, the assignments tended to have low cognitive demand, over-emphasize procedural skills and fluency, and provide little opportunity for students to communicate their mathematical thinking; and (3) These results were not just isolated to small districts or in districts implementing decentralized curriculum practices.
Pathways to Success: Providing More Children Access to Great Public Schools
Author: Trusty, Butch
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Public Schools,Access to Education,Urban Schools,Charter Schools,Recruitment,Duplication,School Turnaround,Enrollment,School Size,Educational Quality,School Choice,Elementary Secondary Education

The core of almost any local education leader's strategy is the rapid growth of high-quality school options for their city's students. Quarterback organizations, however, must decide on the most efficient and sustainable pathways to realize their school creation and growth goals. The basic pathways pursued by most cities include: (1) Replication - Existing high-quality district schools and charter school networks in the city open new campuses; (2) Recruitment - Existing high-quality charter school networks currently operating in other cities are recruited to open new campuses in the quarterback's city; and (3) Incubation - New schools are launched by high-potential leaders. The report reviews these three pathways and then focuses on three additional pathways and recommends some policy and ecosystem conditions that will need to be addressed for most cities to capitalize on this opportunity. The three additional pathways are: (1) Scaling - Existing high-quality schools add more seats or grades; (2) Turnarounds - Struggling schools are restarted under a new operator or a proven leadership team; and (3) Enrollment maximization - Intentional strategies to ensure that families enroll their child in the highest quality options available. [Foreword by Ethan Gray.]
The State of Public Education in New Orleans, 2016-17
Author: Babineau, Kate
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Public Education,Academic Achievement,Scores,Comparative Analysis,Superintendents,Boards of Education,Governance,Teacher Effectiveness,School Districts,Educational Equity (Finance),Educational Finance,Charter Schools,Educational Quality,Public Schools,Public School Teachers,Accountability,Enrollment,Student Transportation

The report is the Institute's annual analysis of the city's unique and ever-evolving public education system. This year's report finds that school performance scores continues to increase, while areas for improvement and progress remain. The report also assesses the impact that RSD-OPSB school unification will likely have on students and families. The State of Public Education in New Orleans includes comparisons of student performance in New Orleans to students nationwide, as well as discussion of how schools are financed. It also features an interview with Louisiana Department of Education Superintendent John White regarding school unification. [This report was made possible through the support of Avie and Jill Glazer.]
The State of Public Education in New Orleans, 2018
Author: Babineau, Kate
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Public Education,Academic Achievement,Scores,Comparative Analysis,Boards of Education,Governance,Teacher Effectiveness,School Districts,Educational Equity (Finance),Educational Finance,Charter Schools,Educational Quality,Public Schools,Public School Teachers,Accountability,Enrollment,Student Transportation

This annual report, The State of Public Education in New Orleans, has been the Institute's flagship publication, capturing as much information as possible about our schools in a single document. This year's report will continue that tradition, but with more of an eye towards the future and what comes next for our schools. The unification of schools is at a significant inflection point for educators and families across New Orleans, and this report considers what must happen in the coming years to ensure continued progress. Our goal with this report is to show what will change and remain the same once unification occurs, while also providing a deeper exploration of New Orleans' public school system and the many players therein. We hope that the report serves as a valuable resource for all readers who are interested in learning more about the city's evolving educational ecosystem.
Teachers of Refugees: A Review of the Literature
Author: Richardson, Emily
Date: 2018-00-00
Type: Information Analyses
Subjects: Refugees,Teacher Role,Teacher Recruitment,Teacher Certification,Teacher Selection,Teacher Education,Faculty Development,Compensation (Remuneration),Incentives,Teacher Persistence,Research Needs,Access to Education,Civil Rights,Financial Support,Foreign Countries

The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Every Student. Every School. Every Day. A Capital Commitment Strategic Plan 2017-2022
Author: District of Columbia Public Schools
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Public Education,Equal Education,Educational Facilities Improvement,Educational Change,Strategic Planning,Educational Quality,Teamwork,Empowerment,Holistic Approach,Elementary Secondary Education,College Readiness,Career Readiness,Family Involvement,Academic Achievement,Graduation,Educational Environment

Just over a decade ago, Washington, District of Columbia (DC) made the choice to transform the way public education works for students, families, and educators in the District. In order to set more young Washingtonians up for success in school and in life, the choice was made to invest in the modernization of outdated buildings throughout the city while also looking at every aspect of how teaching and learning was happening in schools. A new five-year strategic plan presents a set of priorities and goals that will continue to transform the District of Columbia Public Schools (DCPS) into a school district of both excellence and equity. This brief report presents the 2017-2022 values, strategic priorities, and goals.
Creating Healthy Schools: Ten Key Ideas for the Social and Emotional Learning and School Climate Community. The 10
Author: Devaney, Elizabeth
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Culture,Social Development,Emotional Development,Child Development,Interaction,Equal Education,Social Justice,Holistic Approach,Institutional Mission,Information Dissemination,Professional Development,Student Leadership,Family Involvement,Community Involvement,Evaluation Methods

Social and emotional learning (SEL) provides a foundation for healthy development. It is the process children, youth, and adults go through to develop the skills to engage with others, manage their emotions, show empathy, handle stress, resolve stress, set goals, and make responsible decisions to succeed in work and life. School climate is a product of the interactions among and experiences of the individuals that make up a school community and includes shared norms, values, and everyday behavior expectations. SEL and school climate are complementary and intertwined. Positive school environments with opportunities for social and emotional learning enable students and staff to develop social and emotional competence, which in turn can make school climate more positive. So, how do schools start integrating and aligning these two important concepts? How can the two fields join to build awareness and strengthen understanding? What should happen now, and how can we plan for the future? And what key opportunities must educators seize to ensure that SEL and school climate initiatives instigate real and effective change? These are questions the Robert Wood Johnson Foundation and American Institutes for Research sought to answer when they convened some of the nation's top SEL and school climate practice leaders to begin setting out how schools and communities can best support the healthy development of children and youth. This report discusses 10 key ideas that emerged from that meeting.
Ten Steps to Make RTI Work in Your Schools. The 10
Author: Pierce, Jennifer
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Elementary School Students,Public Schools,Program Effectiveness,Evidence Based Practice,Program Implementation,Guidelines,Leadership,Capacity Building,Resource Allocation,Adoption (Ideas),Teamwork,Data Collection,Progress Monitoring,Screening Tests,At Risk Students,Individualized Instruction,Coaching (Performance),Program Evaluation

P.S. 52 Sheepshead Bay School in Brooklyn, New York, serves more than 850 students from pre-kindergarten to fifth grade from diverse socioeconomic backgrounds. After scores on the 2014 New York State English language arts assessment were unsatisfactory, first-year principal Rafael Alvarez searched for a way to improve academic outcomes for his students. The school leadership team partnered with American Institutes for Research (AIR) to design and implement its Response to Intervention (RTI) framework, a research-based framework that uses data-based decision making and three levels of instruction to address a wide range of student needs. Over a period of three years of implementing the framework, both AIR and the school took away several important building blocks useful to any school or district implementing RTI. This piece summarizes that information by sharing the narrative of P.S. 52's work alongside useful resources and evidence about the implementation of RTI. Ten RTI building blocks followed by teachers, students, administrators, and parents at P.S. 52 are discussed.