ethanporcaro/eric-fulltext-meta huggingface dataset:
TAP Research Summary: Examining the Evidence for the Impact of &quot;TAP: The System for Teacher and Student Advancement,&quot; March 2016
Author: Barnett, Joshua H.
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Achievement,Educational Quality,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Career Development,Faculty Development,Accountability,Teacher Leadership,Merit Pay,Teacher Evaluation,Teaching Skills,Knowledge Base for Teaching,Teacher Responsibility,Scores,Achievement Gains,Elementary Secondary Education,Value Added Models,Teacher Attitudes,Collegiality,Disadvantaged Schools,College School Cooperation

For over a decade, researchers at NIET [National Institute for Excellence in Teaching] and around the country have studied TAP™: The System for Teacher and Student Advancement. This document summarizes recent internal and external research, including three new studies demonstrating TAP's effectiveness at raising student achievement, improving the quality of instruction and increasing the ability of high-need schools to recruit, retain and support teachers.
TAP Research Summary: Examining the Evidence for the Impact of &quot;TAP: The System for Teacher and Student Advancement,&quot; June 2017
Author: Barnett, Joshua H.
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Achievement,Educational Quality,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Career Development,Faculty Development,Accountability,Teacher Leadership,Merit Pay,Teacher Evaluation,Teaching Skills,Knowledge Base for Teaching,Teacher Responsibility,Scores,Achievement Gains,Elementary Secondary Education,Value Added Models,Teacher Attitudes,Collegiality,Disadvantaged Schools,Administrator Attitudes,Partnerships in Education,College School Cooperation

NIET [National Institute for Excellence in Teaching] continually evaluates the impact of TAP: The System for Teacher and Student Advancement on raising student achievement, improving instruction and increasing the ability of high-need schools to recruit, retain and support effective teachers. In addition to national results in student achievement and teacher attitudes, the June 2017 report highlights findings from the Minnesota, Iowa and Tennessee TIF-4 [Teacher Incentive Fund] sites, the TAP System in Texas, and the higher education partnerships supported by Supporting Educator Effectiveness Development (SEED) grants.
TAP Research Summary: Examining the Evidence for the Impact of TAP: The System for Teacher and Student Advancement, June 2018
Author: Barnett, Joshua H.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Achievement,Educational Quality,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Career Development,Faculty Development,Accountability,Teacher Leadership,Merit Pay,Teacher Evaluation,Teaching Skills,Knowledge Base for Teaching,Teacher Responsibility,Scores,Achievement Gains,Elementary Secondary Education,Value Added Models,High School Teachers,Teacher Attitudes,Collegiality,Disadvantaged Schools,College School Cooperation,Partnerships in Education

The TAP System stands out because of its more than two-decade-long track record of growth and success in improving educator effectiveness and raising student achievement in high-need schools. This summary includes a recap of some of the most important results that have emerged from the research to date and highlights newer studies documenting accomplishments in partner schools and districts across multiple states.
TAP Research Summary: Examining the Evidence for the Impact of &quot;TAP: The System for Teacher and Student Advancement,&quot; November 2016
Author: Barnett, Joshua H.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Achievement,Educational Quality,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Career Development,Faculty Development,Accountability,Teacher Leadership,Merit Pay,Teacher Evaluation,Teaching Skills,Knowledge Base for Teaching,Teacher Responsibility,Scores,Achievement Gains,Elementary Secondary Education,Value Added Models,High School Teachers,Teacher Attitudes,Collegiality,Disadvantaged Schools,College School Cooperation,Partnerships in Education,Rural Schools

Researchers at NIET [National Institute for Excellence in Teaching] and elsewhere have studied the effectiveness of TAP™: The System for Teacher and Student Advancement in raising student achievement, improving the quality of instruction, and increasing the ability of high-need schools to recruit, retain and support effective teachers. This document summarizes three new studies and several new findings highlighting TAP's consistently positive impact on schools, teachers, and student achievement.
TAP Research Summary: Examining the Evidence for the Impact of TAP: The System for Teacher and Student Advancement, December 2017
Author: Barnett, Joshua H.
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Achievement,Educational Quality,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Career Development,Faculty Development,Accountability,Teacher Leadership,Merit Pay,Teacher Evaluation,Teaching Skills,Knowledge Base for Teaching,Teacher Responsibility,Scores,Achievement Gains,Elementary Secondary Education,Value Added Models,Teacher Attitudes,Collegiality,Disadvantaged Schools,Partnerships in Education,College School Cooperation

With two decades of implementation in urban, suburban, rural, remote, tribal, public, private, and charter schools, the TAP System is impacting educators and students across the country. This document summarizes results from prior selected studies of TAP's impact and spotlights several new studies showcasing improved student achievement in Louisiana and Texas TAP schools, strongly positive attitudes from principals and teachers implementing the TAP System, and NIET's [National Institute for Excellence in Teaching's] work with institutions of higher education.
Interdisciplinary Sequences: A Conceptual Commentary
Author: Rajbhandari, Mani Man Singh
Date: 2019-05-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Sequential Approach,Research Reports,Academic Language,Metacognition,Wellness,Well Being

This paper presents a conceptual commentary on interdisciplinary sequencing, an idea proposed to interlink and interconnect the academic variables from multidisciplinary studies. Interdisciplinary sequencing connects academic variables through reasonable consensus on common grounds. Literature published in the Journal of Interdisciplinary Sciences aims to stimulate a better understanding of interdisciplinary sequencing by creating reasonable common ground. The journal also aims to illustrate the outcomes of academic publications towards mindfulness, through shared knowledge on wellbeing and wellness towards the betterment of socio-psycho-polity, to achieve a healthy environment from within and between multidisciplinary areas. Although it may appear unrealistic, multidisciplinary discourse in academia is possible and interesting. However, the margin of error, and the manner of mistakes, needs to be taken into consideration, which is possible by applying appropriate Skills, Ability, Knowledge, Competence and Intelligence (SAKCI).
2018 Affordability Report
Author: North Dakota University System
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Student Costs,College Students,Tuition,Fees,Federal Aid,Student Financial Aid,Student Loan Programs,Debt (Financial),Research Universities,State Universities,Community Colleges,College Housing,Paying for College,Grants,Regional Characteristics

College affordability is a significant factor in student access, retention and completion. Tuition and fee rates are a major component of affordability. Another factor is the availability of financial aid programs from federal, state, institutional and private sources. Well-rounded and strategically designed approaches to college affordability can better assist families in preparing for post-secondary education, accessing programs and attaining educational goals. This report outlines key affordability factors of the North Dakota University System (NDUS). This 2018 affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room and Board; (2) Estimated Total Student Cost; (3) Federal Funding Sources; (4) Net Price; (5) Loan Volume and Indebtedness; and (6) Percent of Students with Aid. [For the 2017 report, see ED590900.]
An Update to the 2014 CREDO Study &quot;Charter School Performance in California.&quot; Technical Report. Getting Down to Facts II
Author: Raymond, Macke
Date: 2018-09-00
Type: Reports - Research
Subjects: Charter Schools,Academic Achievement,State Policy,Educational Policy,Governance,Educational Finance,School Effectiveness,Minority Group Students,Low Income Students,Poverty,Accountability,Access to Information,Barriers

The &quot;Getting Down to Facts&quot; project seeks to create a common evidence base for understanding the current state of California school systems and lay the foundation for substantive conversations about what education policies should be sustained and what might be improved to ensure increased opportunity and success for all students in California in the decades ahead. &quot;Getting Down to Facts II&quot; follows approximately a decade after the first Getting Down to Facts effort in 2007. This technical report is one of 36 in the set of &quot;Getting Down to Facts II&quot; studies that cover four main areas related to state education policy: student success, governance, personnel, and funding. In 2014, the Center for Research on Education Outcomes at Stanford University released a report &quot;Charter School Performance in California.&quot; The report presented a comprehensive examination of the impact of charter school enrollment on the academic progress of the students who attended them during the school years 2005-2006 through 2010-2011. This memo recaps the major findings of the 2014 report, addresses the factors that have inhibited a more contemporary view of charter school performance and provides a brief epilog to the former study as a pathway to future investigations. [This report was also produced by the Center for Research on Education Outcomes (CREDO), Stanford University.]
2019 Affordability Report
Author: North Dakota University System
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Federal Aid,Grants,Student Loan Programs,Student Costs,College Students,Tuition,Fees,Student Financial Aid,Debt (Financial),Research Universities,State Universities,Community Colleges,College Housing,Paying for College,Regional Characteristics

College affordability is a significant factor in student access, retention and completion. Tuition and fee rates are a major component of affordability, as is the availability of financial aid programs from federal, state, institutional and private sources. Strategically designed approaches to college affordability can better assist families in preparing for post-secondary education, accessing programs and attaining educational goals. This report outlines key affordability factors of the North Dakota University System (NDUS). This 2019 affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room and Board; (2) Estimated Total Student Cost; (3) Financial Aid Summary; (4) Federal Funding Sources; (5) Annual Loan Volume and Indebtedness at Graduation; (6) Percent of Students with Aid; (7) Net Price; and (8) State Aid, Private Scholarships, Institutional Scholarships and Tuition Waivers. [For the 2018 report, see ED594640.]
The Perceptions of High School Teachers about the Effects of Written Production Tasks on Foreign Language Students
Author: Tejada Reyes, Venecia
Date: 2019-04-00
Type: Reports - Research
Subjects: High School Teachers,Second Language Learning,Second Language Instruction,High School Students,Writing Skills,English (Second Language),Teacher Attitudes,Language Teachers,Junior High School Students,Junior High School Teachers,Student Attitudes,Learning Processes,Cognitive Style,Teaching Methods,Teacher Role,Writing Instruction,Foreign Countries

The learning of English as a foreign language is a fundamental axis in the Dominican Republic, since the use of this language allows obtaining more employment and academic opportunities. The increasing access to the labor market has promoted the inclusion of tools in the classrooms to achieve an excellent written production. Then, there is a need to know the perceptions of teachers about the effect of written production tasks on foreign language students, especially at the middle level. To this end, a semi-structured interview was applied to the language teachers of the technical-professional lyceums Ramón Agustín Corcino Acosta, and 30 junior high school students of that educational institution, located in Arroces, Bonao. The results highlight, from the perception of the students, the interactive role of the tasks in their learning and the possibilities offered to the different learning styles. From the perspective of the teachers, the written production tasks support the students' learning and allow the diversification of the pedagogical strategies they use with their students. The conclusions indicate that the use of written production is the process of teaching and learning the most important foreign language that must be taken into account, as well as the effects that the latter has on the student, their learning styles, the importance of the resource selected for use, its support for learning, the role of the teacher and its teaching approach.
Teaching Young Children English as a Foreign Language in China
Author: Yang, Gui Ying
Date: 2018-07-28
Type: Reports - Evaluative
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Young Children,Student Characteristics,Chinese,Cultural Differences,Cooperative Learning,Barriers

Many Chinese students shy away from English and they do not feel confidence in using English academically and socially. This paper aims to examine factors that have an impact on effective English teaching and learning in the Chinese context. Three aspects including characteristics of English learners, distinctions between English and Chinese language culture of high-stake examinations have been discussed and useful and effective teaching strategies are suggested for English language teachers in China to address the challenges faced by English teachers and learners in China.
The Uses and Functions of L1 in ELT Settings: A Task-Based Study in Turkish Context
Author: Karatas, Tuçe Öztürk
Date: 2016-00-00
Type: Journal Articles
Subjects: Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Turkish,Teaching Methods,Grammar,Cooperative Learning,Teacher Education Programs,Language Teachers,Undergraduate Students,Student Attitudes,Task Analysis,Language Usage,Foreign Countries

The debate whether the second language or foreign language learners' mother tongue should be included in L2 settings is among the crucial issues of second language acquisition and language teacher training (Atkinson, 1987; Brooks-Lewis, 2009). Moving with this debate, this study focuses on the uses and functions of Turkish in the collaborative talks of seven first year students of English Language Teaching Department while carrying out two different English tasks. This study is guided by a number of dimensions: the uses and functions of Turkish produced by the participants during carrying out each task and the participants' perceptions upon the functions of L1 in ELT classrooms. The data are collected through collaborative dialogues carried out by the participants while doing the two tasks and a structed interview with each participant. The results indicate that Turkish gives the participants the chance of engaging in the content, requirements and management of the tasks and the lexical and grammatical issues included in the tasks. This means that in each task the amount, use and functions of Turkish in the participants' dialogues have changed. Focusing on the assumption that L1 can be regarded as a cognitive and psychological tool (Storch &amp;Wigglesworth, 2003; Swain&amp; Lapkin, 2000), this study ends with suggestions on the uses and function of L1 in ELT settings.
Integrated Data Are Key to &quot;Pay for Success.&quot; Case Study 1
Author: Auspos, Patricia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Child Welfare,Mothers,Parent Child Relationship,Welfare Recipients,Welfare Services,Financial Support,Local Government,Young Children,Program Implementation,Program Effectiveness,Data Use,Foster Care,Case Studies,State Government,Databases,Program Improvement,Agency Cooperation,Housing Needs

With the emergence of &quot;pay for success&quot; programs, state and local governments have new opportunities to align services and demonstrate how service delivery investments in one system can improve outcomes in others and potentially save money. Integrated data systems that track individuals and families across different agencies are proving invaluable in these new efforts as well as in more traditional approaches to service coordination. This brief explores how one county -- Cuyahoga County, Ohio -- used an integrated data system (IDS) to develop an innovative pay for success program to serve a particularly vulnerable population: homeless mothers who have children in the child welfare system. The goal of Partnering for Family Success (Family Success) is to provide a more coordinated system of care that reduces the time children of homeless mothers spend in foster care. Family Success provides housing and supports that help mothers reunite more quickly with their children or allow the child to enter an alternative permanent placement.
Using Integrated Data Systems to Improve Child Welfare Outcomes. Case Study 2
Author: Auspos, Patricia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Data Use,Child Welfare,Foster Care,Family Programs,Federal Programs,Welfare Services,Children,Financial Support,Case Studies,Databases,Program Improvement,Outcome Measures,Program Evaluation,Program Effectiveness,Case Records

An integrated data system (IDS) that links information from separate administrative data systems offers policymakers, program administrators and researchers a powerful tool to analyze interactive effects across systems and make more informed decisions to improve outcomes for vulnerable families. This case study discusses how two states (Washington and Wisconsin) have used their integrated data systems to design and conduct evaluations to understand how child support enforcement policies and Temporary Aid for Needy Families (TANF) benefits affect the length of time children spend in child welfare placements. With this information, state policymakers are taking action to improve child welfare outcomes by enabling their child-focused systems to work together more effectively.
Using Integrated Data Systems to Strengthen Collective Impact in Out-of-School Programs. Case Study 3
Author: Auspos, Patricia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: After School Programs,Attendance,Academic Achievement,Educational Improvement,Progress Monitoring,Partnerships in Education,Databases,Data Use,Outcomes of Education,Nonprofit Organizations,Communities of Practice,Instructional Effectiveness,Case Studies,Student Records,Resource Allocation,Program Improvement,Elementary Secondary Education,Program Effectiveness,Comparative Analysis,School Districts

Across the country, collaborative efforts are bringing together a variety of organizations that work with school-age children and youth, including out-of-school time programs and nonprofit service agencies, to improve educational outcomes in their communities. However, linking activities to outcomes can be a particular problem for nonprofit organizations in collective impact efforts in the education sector because these organizations typically don't have access to their enrollees' school records. Nor can they easily compare the achievement of their enrollees against peers. Without that information, it is hard for nonprofit groups to know if their efforts to support student performance are effective, how the programs might be improved and whether they are allocating resources efficiently. An integrated data system (IDS) that links the data the nonprofit organizations collect on their enrollees with data on educational performance collected by the local school system can overcome these institutional silos. This case study discusses how two collective impact initiatives in the education sector--United Way of Central Carolinas in Charlotte-Mecklenburg County, North Carolina and Eastside Promise Neighborhood in San Antonio, Texas--are using data from local integrated data systems to guide action, set common goals, monitor performance, make programmatic adjustments and allocate resources effectively. Both initiatives are using an IDS developed and maintained by local data intermediaries that are partners in the National Neighborhood Indicators Partnership (NNIP).
Action Research in Education: Encouraging Higher Order Thinking Skills among Students Using Active Learning Strategy of Role Play
Author: Vinay, Aparna
Date: 2018-08-10
Type: Reports - Research
Subjects: Thinking Skills,Active Learning,Cooperative Learning,Role Playing,Evaluation,Skill Development,Self Esteem,Secondary School Students,Psychology,Student Attitudes,Program Effectiveness

This is an action research report on encouraging the development of higher order thinking skills such as application and evaluation skills among students using active learning. This report documents a class-room based activity done on A level students who have taken Psychology as their subject. The active learning strategy of collaborative learning was used through the method of role-play in order to increase the application and evaluation skills among students. The confidence, clarity and performance of students in performing evaluative and application based task were compared pre and post the active learning strategy introduced and the data was collected from students using methods of interviews, objective assessment and observation. The results showed a marked increase in the level of confidence, clarity and performance post the role play activity.