ethanporcaro/eric-fulltext-meta huggingface dataset:
Alternative Methods for the Awarding of College Credit: Credit by Examination for Articulated High School Courses. Adopted Spring 2013
Author: Academic Senate for California Community Colleges
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: College Governing Councils,Prior Learning,College Credits,Courses,High Schools,Career Education,Technical Education,Articulation (Education),Career Development,Community Colleges,School Policy,Teacher Responsibility,Curriculum,Evaluation Methods,Transitional Programs,Facilitators (Individuals),Student Responsibility,Best Practices,Equivalency Tests

Colleges have long had mechanisms for awarding students credit for prior learning, from evaluating transcripts to establishing standards for the units and course credit to be associated with designated scores on nationally and internationally recognized curricula and exams. While the processes for awarding credit via these traditional mechanisms are generally well-developed, other avenues to college credit may not benefit from the same level of standardization and may be in need of refinement locally. Most notably, the awarding of credit in career technical education (CTE) areas for articulated high school work, including courses in Regional Occupational Career Programs (ROCPs), is an area in need of improvement, as increases in the number of articulated high school courses have not yielded a corresponding increase in the awarding of credit. While high schools offer courses in CTE areas to their traditional populations, ROCPs provide high-quality career preparation classes and services to prepare youth 16 years of age and older and adults for successful careers in response to the needs of the local labor market. For simplicity, references throughout this paper will be made to high schools only with the understanding that the entity a college is working with may be an ROCP. Local policies and practices may, in some cases, hinder the transcription of credit earned. Once an articulation agreement has been established, the awarding of credit requires a coordinated intersegmental effort that begins in a high school class and ends in a community college admissions and records office. The intervening steps must not be overly burdensome on the student and the process should not be unreasonably prolonged. Most importantly the process must ensure that the student has achieved the competencies that justify the awarding of credit.
Women in Community Colleges: Access to Success
Author: St. Rose, Andresse
Date: 2013-00-00
Type: Reports - Research
Subjects: Community Colleges,Womens Education,Females,Access to Education,Student Characteristics,Goal Orientation,Child Care,Mothers,Disproportionate Representation,Gender Bias,Equal Opportunities (Jobs),Federal Legislation,STEM Education,Barriers,Career Development,Undergraduate Students,Enrollment Trends,Racial Differences,Gender Differences,Ethnic Groups,Institutional Characteristics,Age Differences,Full Time Students,Tuition,Fees,Educational Attainment,Associate Degrees,Certification

Community colleges open the door to opportunity for millions of Americans who want to pursue higher education and secure their economic futures. As an organization founded on the basic principle of making college accessible to women, the American Association of University Women (AAUW) has been a leading voice for women in education and the workplace for more than a century. &quot;Women in Community Colleges: Access to Success&quot; focuses on a segment of the higher education community that is too often overlooked: community colleges. Millions of women attend community colleges to earn certificates or degrees or to prepare for transfer to a four-year institution, but too many of these women leave without achieving their goals. This report presents an overview of community college students today, their goals, and their realities. Two issues concern women in particular. First, the limited availability of on-campus child care has special importance for mothers, who are often the primary caregivers. Second, women remain underrepresented in high-demand, traditionally male fields such as science and technology. These fields cover opportunities for both women and men to secure their individual success and to contribute to the economic growth of the nation. &quot;Women in Community Colleges: Access to Success&quot; is a call to action. From strengthening federal legislation to improving services on individual campuses, more must be done to ensure that women at community colleges can access, pursue, and achieve the educational and economic opportunities of the 21st century. A bibliography is included.
WWC Review of the Report &quot;Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders.&quot; What Work Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Autism,Pervasive Developmental Disorders,Early Intervention,Preschool Children,Preschool Teachers,Faculty Development,Program Effectiveness,Educational Research,Preschool Education,Comparative Analysis

The study examined in this review analyzed whether a full two-year &quot;Learning Experiences and Alternative Program for Preschoolers and Their Parents&quot; (&quot;LEAP&quot;) training and support model for teachers was superior in improving outcomes of preschool children with Autism Spectrum Disorder (ASD), as compared to a limited &quot;LEAP&quot; model in which no professional development support was provided. Fifty preschool classrooms from 16 districts and seven states across the United States were randomly assigned to either intervention or comparison conditions. Teachers in classrooms assigned to the intervention group received written &quot;LEAP&quot; materials, skill area presentations and demonstrations by &quot;LEAP&quot; trainers, onsite training and support, and maintenance checks. Comparison classroom teachers received written &quot;LEAP&quot; materials and videos, but no in-person training or ongoing support. In total, there were 177 children with ASD in the full &quot;LEAP&quot; training classrooms and 117 children with ASD in the comparison classrooms. The study found a positive impact after two years of the full &quot;LEAP&quot; training and support model on the average classroom-level measures of behavior, communication, intellectual outcomes, and social outcomes of preschool children. The average effect sizes for all four domains are statistically significant. The research described in this report meets What Works Clearinghouse (WWC) evidence standards without reservations. This study is a well-implemented randomized controlled trial. Three appendices include: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is provided. [The following study is the focus of this &quot;Single Study Review&quot;: Strain, P. S., &amp; Bovey II, E. H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. &quot;Topics in Early Childhood Special Education,&quot; 31(3), 133-154 (EJ942105).]
Effective Teaching: A Review of Research and Evidence
Author: Ko, James
Date: 2013-00-00
Type: Information Analyses
Subjects: Teacher Effectiveness,Teacher Characteristics,Teaching Methods,Classroom Techniques,Definitions,Educational Research,Knowledge Base for Teaching,Models,Theories,Effective Schools Research,Measurement,Elementary Secondary Education

Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement. This review is concerned with how to define a teacher&apos;s effectiveness and what makes an effective teacher. It draws out implications for policymakers in education and for improving classroom practice. Teacher effectiveness is generally referred to in terms of a focus on student outcomes and the teacher behaviours and classroom processes that promote better student outcomes. This review, based upon research evidence, suggests that effective teachers: (1) are clear about instructional goals; (2) are knowledgeable about curriculum content and the strategies for teaching it; (3) communicate to their students what is expected of them, and why; (4) make expert use of existing instructional materials in order to devote more time to practices that enrich and clarify the content; (5) are knowledgeable about their students, adapting instruction to their needs and anticipating misconceptions in their existing knowledge; (6) teach students meta-cognitive strategies and give them opportunities to master them; (7) address higher- as well as lower-level cognitive objectives; (8) monitor students&apos; understanding by offering regular appropriate feedback; (9) integrate their instruction with that in other subject areas; and (10) accept responsibility for student outcomes. The review shows that in order to achieve good teaching, good subject knowledge is a prerequisite. Also, the skilful use of well-chosen questions to engage and challenge learners, and to consolidate understanding, is an important feature, as is the effective use of assessment for learning. It goes on to identify a number of characteristics of good schools, suggesting they: (1) establish consistency in teaching and learning across the organisation; (2) engender a culture of professional debate and developmental lesson observation; (3) rigorously monitor and evaluate what they are doing; (4) prioritise the teaching of literacy, especially in a child&apos;s early years; and (5) focus on the needs, interests and concerns of each individual learner. [This report was written with Linda Bakkum.]
Partnership Working in Small Rural Primary Schools: The Best of Both Worlds. Supporting Report and Evidence
Author: Hill, Robert
Date: 2014-00-00
Type: Reports - Research
Subjects: Small Schools,Rural Schools,Elementary Schools,Educational Improvement,Academic Standards,Instructional Leadership,Models,Cooperative Planning,Academic Achievement,Barriers,Government Role,Partnerships in Education,Context Effect,Educational Administration,Foreign Countries,Institutional Characteristics,Governance,Professional Development,Continuing Education,Institutional Cooperation,Teacher Persistence,Economic Factors,Educational Finance

The aim of the research presented in this report was to investigate the most effective ways for small rural primary schools to work together in order to improve provision and raise standards. The project sought to examine the circumstances and context of small rural schools in Lincolnshire and evaluate their different leadership models (such as collaborations, federations, partnerships or academy chains) to: (1) identify successful approaches to collaboration likely to have a positive impact on pupil achievement; (2) identify barriers to successful collaborative models; (3) understand the role of the local authority in enabling effective partnership; (4) place the Lincolnshire approach in the context of approaches being adopted in other areas in England and best practice in partnership as identified in research literature; and (5) identify issues and recommendations for policymakers to consider. A total of 99 small rural schools with a maximum of 110 pupils were included in the study. The performance and operation of these schools, along with their pattern of partnership working, were analysed using a mix of desk-based and field-based research activities. The county councils included in this summary review are: (1) Cornwall; (2) Cumbria; (3) Derbyshire; (4) Devon; (5) Essex; (6) Norfolk; (7) Northumberland; (8) Shropshire; and (9) Suffolk. All of the county councils included had a mix of formal and informal partnership working within their rural primary schools. [This report was written with Kelly Kettlewell and Jane Salt. For the full research report, see ED546802.]
Educational Blogs and Their Effects on Pupils' Writing
Author: Barrs, Myra
Date: 2014-00-00
Type: Reports - Research
Subjects: Web Sites,Electronic Publishing,Surveys,Computer Mediated Communication,Writing (Composition),Interviews,Teacher Attitudes,Writing Skills,Foreign Countries,Technological Literacy,Teaching Methods,Conventional Instruction,Mixed Methods Research,Elementary School Teachers,Elementary School Students,Case Studies,Social Networks,Interpersonal Relationship,Access to Computers

Many schools are launching school blogs as a way of developing their online profiles and involving pupils in digital writing. Blogs are used in many different ways. This research study developed as a result of a small survey carried out in three schools in Lambeth in South London in 2012. The survey was part of a scoping paper carried out for London Connected Learning Centre, which reviewed general issues about educational blogging and gathered information about how schools can set up and manage blogs. It also reviewed what was known about the impact of school blogs on pupils' writing. This survey revealed that the blogging practices across the schools that took part in the survey were very different, but all of the teachers interviewed were excited by the response of their pupils to blogging and its effect on their attitudes to writing. The differences between pupils' writing on the class blog and their writing in their books were the main points of interest guiding this research investigation.
Language Trends 2013/14: The State of Language Learning in Primary and Secondary Schools in England. Executive Summary
Author: Board, Kathryn
Date: 2014-03-00
Type: Reports - Research
Subjects: Foreign Countries,Second Language Instruction,Educational Policy,Language Teachers,Educational Trends,Online Surveys,Teacher Surveys,Elementary School Teachers,Secondary School Teachers,National Surveys

The Language Trends survey 2013/4 is the 12th in a series of annual research exercises charting the health of language teaching and learning in English schools. The findings are based on an online survey completed by teachers in a large sample of secondary schools across the country from both the state and independent sectors. In 2012, and again in 2013 following the announcement that language teaching at Key Stage 2 would become statutory for all pupils in September 2014, a national sample of primary schools has been included in the survey to enable the impact of the new policy on teachers and pupils to be tracked in detail. This report focuses on particular issues of concern arising from the current policy context. [For the full report: &quot;Language Trends 2013/14: The State of Language Learning in Primary and Secondary Schools in England,&quot; see ED546800.]
Girls' Education in Pastoral Communities: An Ethnographic Study of Monduli District, Tanzania. Research Report
Author: Raymond, Adella
Date: 2014-01-00
Type: Reports - Research
Subjects: Foreign Countries,Rural Education,Females,Educational Attitudes,Academic Aspiration,Barriers,Ethnography,Social Attitudes,Parent Attitudes,Participant Observation,Poverty Areas,Interviews

This research report notes that despite the focus on girls' education in the Millennium Development Goals, there remains a huge number of girls out of education, a situation which, although improving, is still a significant concern in Tanzania, Africa. Women and girls in pastoral communities are subject to a particularly challenging situation: marginalised not only on account of their gender, but also as pastoralists. This research sought to explore the issues facing girls within one specific community, and focused on three main areas: (1) community members' attitudes to girls' participation in formal education; (2) the aspirations that parents and girls themselves hold for participation in formal education; and (3) perceived impediments to girls' participation in education. An ethnographic approach was adopted which involved the research team spending a period of time in the field, living with members of the Maasai community in rural Monduli, Tanzania. Research was obtained by observations and interviews undertaken with a range of community members. The research concludes with a number of key recommendations.
Language Trends 2013/14: The State of Language Learning in Primary and Secondary Schools in England
Author: Board, Kathryn
Date: 2014-03-00
Type: Reports - Research
Subjects: Foreign Countries,Second Language Instruction,Educational Policy,Language Teachers,Educational Trends,Online Surveys,Teacher Surveys,National Surveys,Elementary School Teachers,Secondary School Teachers,Second Languages,Exit Examinations

The Language Trends survey 2013/4 is the 12th in a series of annual research exercises charting the health of language teaching and learning in English schools. The findings are based on an online survey completed by teachers in a large sample of secondary schools across the country from both the state and independent sectors. In 2012, and again in 2013 following the announcement that language teaching at Key Stage 2 would become statutory for all pupils in September 2014, a national sample of primary schools has been included in the survey to enable the impact of the new policy on teachers and pupils to be tracked in detail. This report focuses on particular issues of concern arising from the current policy context. &quot;Language Trends Survey 2013--Profiles of Responses&quot; is appended. [For &quot;Language Trends 2013/14: The State of Language Learning in Primary and Secondary Schools in England. Executive Summary,&quot; see ED546798.]
School Self-Evaluation for School Improvement: What Works and Why?
Author: Chapman, Christopher
Date: 2013-00-00
Type: Information Analyses
Subjects: Self Evaluation (Groups),Educational Improvement,Educational Change,Case Studies,Educational Research,School Effectiveness,Evaluation Methods

The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on school self-evaluation for school improvement. School self-evaluation can be a fundamental force in achieving school improvement and this review establishes what the key debates are in relation to school self-evaluation, what principles and processes are associated with it, and what the implications are for school self-evaluation as a means of leading school improvement. The review also incorporates a framework for conducting self-evaluation and case study examples from systems and schools that have previously undergone the process. The following are appended: (1) A framework for self-evaluation; and (2) Examples of practice. Three case studies: a tale of two systems and one school.
Partnership Working in Small Rural Primary Schools: The Best of Both Worlds. Research Report
Author: Hill, Robert
Date: 2014-02-00
Type: Reports - Research
Subjects: Foreign Countries,Small Schools,Rural Schools,Cooperation,Educational Improvement,Instructional Leadership,Partnerships in Education,Academic Achievement,Barriers,Best Practices,School Districts,Academic Standards,Principals,Public Officials,Faculty Development,Governance,Elementary School Students,Elementary School Teachers,Accountability

The aim of the research was to investigate the most effective ways for small rural primary schools to work together in order to improve provision and raise standards. The project sought to examine the circumstances and context of small rural schools in Lincolnshire and evaluate their different leadership models (such as collaborations, federations, partnerships, or academy chains) in order to: (1) identify successful approaches to collaboration likely to have a positive impact on pupil achievement; (2) identify barriers to successful collaborative models; (3) understand the role of the local authority in enabling effective partnership; (4) place the Lincolnshire approach in the context of approaches being adopted in other areas in England and best practice in partnership as identified in research literature; and (5) identify issues and recommendations for policymakers to consider. Robert Hill, supported by NFER researchers, staff at Lincolnshire local authority, and the CfBT inhouse research team, conducted a detailed analysis of data about the participating schools, four case studies, and seven focus group interviews. Two reports have been produced as a result of this research. This report is the main output and draws together the analysis of the data sources mentioned above. It is supported by a secondary report entitled &quot;Partnership working in small rural primary schools: the best of both worlds--supporting report and evidence.&quot; The supporting report contains further details about the methods of the study, Lincolnshire schools' context, detailed reports from the case study visits and a short report on nine other counties that cater to small rural schools. [This report was written with Kelly Kettlewell and Jane Salt. Additional support for this research was provided by the National Foundation for Educational Research (NFER) staffers: Fiona Walker, Clare O'Beirne, Helen Everett and Jennie Harland. For the document containing the supporting report and evidence, see ED546796.]
Inspiring Teachers: Perspectives and Practices. Summary Report
Author: Sammons, Pam
Date: 2014-09-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attitudes,Observation,Interviews,Instructional Effectiveness,Teacher Effectiveness,Teacher Characteristics,Classroom Techniques,Formative Evaluation,Feedback (Response),Positive Reinforcement,Classroom Environment,Elementary School Teachers,Secondary School Teachers,Principals,Teacher Student Relationship,Relevance (Education),Reflection,Educational Innovation,Occupational Aspiration,Job Satisfaction,Cooperation,Teaching Methods,Technology Uses in Education,Questioning Techniques,Student Behavior,Student Attitudes,Positive Attitudes,Humor,Pedagogical Content Knowledge,Teacher Evaluation

This study investigates the notion of &quot;inspiring&quot; teaching. The research was commissioned by CfBT as part of a collaborative professional development initiative involving its schools. It arose from headteachers' suggestions that schools nominate a number of &quot;inspiring&quot; teachers so that their practice could be studied and the results shared across the participating schools to promote the professional development of staff, and spread good practice through encouraging greater collaboration and learning across the CfBT family of schools. The main aim of the research was to provide robust new evidence about both inspiring teachers and inspiring teaching from different perspectives to increase understanding of these widely used but elusive and often poorly defined concepts. The findings reported in this document provide new evidence and insights about what inspiring teachers do (through observations), what they think (through interviews), and how their students think about their teachers and lessons (through questionnaires). The research had two complementary components--an investigation led by practitioners and another led by a team of academics from the Department of Education at the University of Oxford and the Institute of Education at the University of Worcester. Each study adopted different methods and a different approach to investigating what it is to be an inspiring teacher. This report presents a description of inspiring teachers that draws on the findings from both of these studies. A complementary fuller report, based predominantly on the academic study, is also available. This report is a shorter account of the findings from both studies. [The University of Worcester contributed to this research project. For the full report: &quot;Inspiring Teachers: Perspectives and Practices,&quot; see ED546804.]