ethanporcaro/eric-fulltext-meta huggingface dataset:
The Balanced Leadership Framework: Connecting Vision with Action
Author: Waters, Tim
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Meta Analysis,Leadership Responsibility,Leadership Effectiveness,Leadership Qualities,Educational Improvement,Stakeholders,Organizational Objectives,Organizational Theories,Organizational Culture,Organizational Climate,Administrative Principles,Administrative Policy,Best Practices,Leadership Styles,Principals,Educational Change,Change Strategies,Total Quality Management,Educational Administration,Educational Planning

This handbook discusses the components of McREL's Balanced Leadership Framework, which describes the 21 responsibilities of effective leaders that McREL identified in its meta-analysis of research on leadership (published through ASCD as "School Leadership That Works"). The authors also describe the concept of "balanced leadership," noting that "balancing when and how to maintain the status quo with when and how to challenge it is often the difference between effective and ineffective leadership." Key Ideas include: (1) Focus of leadership--the areas a principal targets for school improvement efforts; (2) Building purposeful community--helping the school community coalesce around clear goals; and (3) Magnitude of change--understanding the implications of change efforts for stakeholders and adjusting leadership behaviors accordingly. A bibliography is included. (Contains 17 exhibits.)
MDRC's Current and Recent Projects for Disconnected and Disadvantaged Youth
Author: MDRC
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Youth Programs,At Risk Students,High School Students,Dropouts,Dropout Programs,Foster Care,Correctional Institutions,Institutionalized Persons,Juvenile Justice,Career Academies,Postsecondary Education,Transitional Programs,Youth Opportunities,Disadvantaged Youth

MDRC develops and studies programs to help young people who face major barriers in finding a path to stable adult life. Their recent roster of youth-related projects mainly targets three groups: at-risk high school students; dropouts disconnected from school and work; and system-involved youth at risk of disconnection, including youth exiting foster care and juvenile justice facilities. Programs for these youths are discussed in this document.
Using a Latino Lens to Reimagine Aid Design and Delivery
Author: Santiago, Deborah A.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,Student Financial Aid,Federal Aid,Costs,Student Needs,Educational Policy,Policy Formation,Student Diversity,Access to Education,Low Income Groups,Nontraditional Students,Grants,Minority Group Students,Paying for College

Federal financial aid is critical to student access and success in postsecondary education for many students, including most Latinos. However, three current realities are challenging the effectiveness of federal financial aid policy today: (1) the inability of federal aid to keep pace with the increase in college costs for students; (2) the growing representation of students who do not meet the characteristics of "traditional" college students; and (3) the broad recognition that to meet national needs of a more educated citizenry and competitive workforce, federal aid policy must be redesigned. This white paper uses a Latino lens to articulate challenges and opportunities for financial aid policy, using both public data and input by students, institutional partners, and other stakeholders. The Latino lens is not intended to exclude consideration of other groups. Instead it offers a contemporary lens to more accurately see America's student population. It provides a fresh perspective on financial aid policy by using the profile of this young and growing population as the baseline, rather than the footnote, to define the post-traditional student. With a Latino lens, policymakers can
reimagine issues to develop more effective policies, engage diverse stakeholders, and enhance tactical responses to better serve a growing majority of students with a post-traditional profile.
Beyond Access: Effective Digital Learning for a Globalized World
Author: Best, Jane
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Educational Quality,Access to Education,Educational Policy,Policy Formation,Internet,Computers,Online Courses,Computer Software,Integrated Learning Systems,Academic Achievement,Teacher Effectiveness,Educational Assessment

Digital learning, supporters say, has the power to help prepare students for the workforce, improve student learning and educator effectiveness, and bring high-quality education to those who can't otherwise access it. However, great variability exists among schools and districts in terms of level of development and needs. This policy brief serves as guidance to policymakers as they consider digital learning policy. To guide policymakers in which initiatives best support their needs and show the greatest promise in improving student achievement, this brief addresses: (1) digital learning options; (2) rationales for employing digital learning; and (3) strategies for administering successful digital learning programs. In addition, the brief includes the authors' policymaking recommendations for the successful implementation of digital learning programs. (Contains 3 tables.)
Success in Sight. Noteworthy Perspectives
Author: Dean, Ceri B.
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Change Strategies,Partnerships in Education,Educational Administration,Consultants,Consultation Programs,Best Practices,Effective Schools Research,Program Descriptions,Educational Improvement,Improvement Programs,Progress Monitoring,Program Development,Program Implementation,Capacity Building,Educational Theories,Educational Policy,Educational Objectives,School Restructuring,Success

Today’s schools are complex systems with complex problems. Addressing
those problems often requires significant change efforts. However, many school administrators don’t know how to select a focus for these efforts or
how to lead staff through such changes--and even if they did, the job is too
large for one person. One solution to this dilemma is to form partnerships with organizations or consultants who can help get the change process started and help build sufficient local capacity to continue its momentum.
This "Noteworthy" focuses on one such solution--"Success in Sight," McREL’s comprehensive, research-based school reform program, which helps schools get the change process started and build sufficient local capacity to continue the momentum. Through the story of one school, it explains the roots of the "Success in Sight" approach, as well as the theory of change and action embedded in it. It present the six stages of "Success in Sight"; discusses the implications for states, districts, and schools; poses questions that schools can consider to determine if they are ready to successfully engage in school improvement; and offers suggestions for actions to increase their readiness. (Contains 12 exhibits.)
What Does It Take to Scale Up Innovations? An Examination of Teach for America, the Harlem Children&apos;s Zone and the Knowledge is Power Program
Author: Levin, Ben
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Educational Innovation,Faculty Development,Program Descriptions,Scaling,Costs,Program Evaluation,Program Effectiveness,Evaluation Criteria

This brief discusses the problem of scaling innovations in education in the United States so that they can serve very large numbers of students. It begins with a general discussion of the issues involved, develops a set of five criteria for assessing challenges of scaling, and then uses three programs widely discussed in the U.S. as examples of the challenges involved: Teach for America (an approach to teacher development), The Knowledge is Power Program (KIPP) (a whole-school reform model) and the Harlem Children's Zone (HCZ) (a school-plus-community model). Five criteria are applied to assess scalability: cost, human capacity, tools and infrastructure, political support, and external or non-school factors. Many innovations appear to have significant additional costs--for example the additional services offered by HCZ or the longer day and year in KIPP. The non-financial challenges, however, such as being able to find enough highly skilled people, can be just as significant and are often underestimated in discussions of scaling. One cannot assume that a popular innovation necessarily represents a potential system-wide solution. Every school system should have a way to assess the potential value and challenge in adopting innovations. The goal should be to avoid either excessive enthusiasm or excessive skepticism, but to maintain a reasoned approach that over time yields collective learning. More independent research on the costs and benefits of major innovations is also required. Recommendations include: (1) All parties should avoid the temptation to proclaim small-scale innovations as the solutions to large-scale problems in education; rather they should be seen as promising ideas requiring further study before widespread adoption; (2) There should be a more rigorous process for evaluating promising innovations to determine both costs and benefits, involving fair evaluations done by independent and neutral parties; and (3) There should be full and open access to data on costs and outcomes of innovations. One key implication of this brief is that one cannot assume that an existing innovation, no matter how promising it may be in a few settings, necessarily represents a potential system-wide approach or solution. Appended are: (1) Descriptions of the Three Programs; and (2) Details on Applying the Criteria. A list of 50 notes and references is included. (Contains 1 table.)
Guidelines for an Introductory Undergraduate Course in Physical Education Teacher Education. Guidance Document
Author: Castelli, Darla M.
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Physical Education,Physical Education Teachers,Teacher Competencies,Preservice Teacher Education,Knowledge Base for Teaching,Teaching Skills,Majors (Students),Movement Education,Physical Fitness,Teacher Educators,Field Experience Programs

The intent of teacher education is to develop a person's skill, knowledge and ability to foster learning in pre-K-12 education settings. Preparation in this field of education carries added complexities, in that physical educators must address psychomotor, cognitive and affective goals. An introductory course for undergraduates should overview the disciplinary foundation, while underscoring the uniqueness, complexity and evolution of the field at large. Inherent in such an education are discipline-specific knowledge, physical competence and professionalism. The purpose of this document is to provide guidelines for an introductory course in physical education teacher education that have been aligned with NASPE's National Standards for Initial
Physical Education Teacher Education (NASPE, 2009). The content is outlined to offer the course in two different ways: (1) An early experience for those people already majoring in physical education teacher education; and (2) A general education course offered to those who might be interested in considering a career as a physical education teacher. As a preliminary introduction to teaching and learning in the field of physical education, this course would provide an opportunity to initiate people to the profession. A list of references and suggested reading is provided.
Guidelines for Undergraduate Exercise Physiology in a Physical Education Teacher Education Program. Guidance Document
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Undergraduate Study,Physical Education Teachers,Exercise Physiology,Teacher Education Programs,Physical Education,Teacher Competencies,Life Style,Physical Fitness,Human Body,Gender Differences,Health Promotion,Children,Adolescents,Adults,Child Health,Metabolism,Muscular Strength,Body Composition,Laboratories

A course in Exercise Physiology is a common requirement among undergraduate students preparing for a career in physical education, adult fitness, or athletic training. Often, such courses are taught to an assortment of students from a variety of disciplines (Van Donselaar & Leslie, 1990) with an emphasis on physiological principles applied to adults. This creates a substantial challenge to the instructor in devising course materials and experiences that will meet the needs of each student, particularly for teacher education students who will be working primarily with children. The intent of this document is to specifically address and raise the awareness of the needs of students in a teacher preparation track, defining suggested minimum competencies for those students pursuing a career in physical education. A list of additional resources is provided.
Minimum Competencies in Undergraduate Motor Development. Guidance Document
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Undergraduate Study,Minimum Competencies,Physical Education,Knowledge Level,Developmental Stages,Physical Education Teachers,Movement Education,Psychomotor Skills,Physiology,Aging (Individuals),Teacher Competencies

The minimum competency guidelines in Motor Development described herein at the undergraduate level may be gained in one or more motor development course(s) or through other courses provided in an undergraduate curriculum. The minimum guidelines include: (1) Formulation of a developmental perspective; (2) Knowledge of changes in motor behavior across the lifespan; (3) Factors affecting movement change (based on Newell's 1986 constraints model); and (4) Demonstrate developmentally appropriate practices.
Teaching Large Class Sizes in Physical Education: Guidelines and Strategies. Guidance Document
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Physical Education,Physical Education Teachers,Class Size,Small Group Instruction,Large Group Instruction,Educational Quality,Cooperative Learning,Peer Teaching,Class Activities,Curriculum Development,Individualized Instruction,Student Evaluation

The National Association for Sport and Physical Education (NASPE) recommends that the size of physical education class be consistent with those of other subject areas (e.g. maximum 1:25 for ES, 1:30 for MS, 1:35 for HS) for safe and effective instruction. When students with special needs are included in regular physical education classes, their placement should not cause an appropriate class size to be exceeded. Without a doubt, many physical education teachers today face class sizes larger than this (40+ students is not uncommon) and other similar situations like multiple classes sharing one activity space. This document was prepared to assist NASPE workshop participants and physical educators to work with this difficult situation while advocating for recommended class size. (Contains 5 resources.)
Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. NCEE 2014-4003
Author: Glazerman, Steven
Date: 2013-11-00
Type: Reports - Research
Subjects: Resource Allocation,Student Characteristics,Teacher Attendance,Cost Effectiveness,Mentors,Student Placement,Principals,Teacher Placement,Teamwork,Middle Schools,Elementary Schools,Program Implementation,Disadvantaged Schools,Teacher Persistence,Program Effectiveness,Reading Achievement,Mathematics Achievement,Teacher Recruitment,Teacher Influence,Teacher Competencies,School Districts,Achievement Gains,Low Achievement,Scores,Intervention,Educational Policy,Teacher Transfer,Incentives,Teacher Effectiveness,Spanish Speaking,Standardized Tests,At Risk Students

One way to improve struggling schools' access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district--those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)--were identified. These teachers were offered $20,000, paid in installments over a two-year period, if they transferred into and remained in designated schools that had low average test scores. The main findings from the study include: (1) The transfer incentive successfully attracted high value-added teachers to fill targeted vacancies; (2) The transfer incentive had a positive impact on test scores (math and reading) in targeted elementary classrooms; and (3) The transfer incentive had a positive impact on teacher-retention rates during the payout period; retention of the high-performing teachers who transferred was similar to their counterparts in the fall immediately after the last payout. Seven appendixes are included: (1) Supplemental Materials for Chapters I and II; (2) Value-Added Analysis to Identify Highest-Performing Teachers; (3) Supplemental Materials for Chapter III; (4) Identification of Focal Teachers; (5) Supplemental Materials for Chapter IV; (6) Supplemental Materials for Chapter V; and (7) Supplemental Materials for Chapter VI. (Contains 114 footnotes, 61 figures, and 92 tables.) [For the executive summary, see ED544268.]
Accountability in Action: A Comprehensive Guide to Charter School Closure. School Closure Guide
Author: Wechtenhiser, Kim, Ed.
Date: 2011-05-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,School Closing,Educational Quality,Elementary Secondary Education,Accountability,Educational Administration,School Effectiveness

Closing a failing charter school is difficult, but it can be done. In fact, it has been done hundreds of times across the country. However, if you are on the staff or the board of a charter school authorizing agency that is facing a closure decision, the fact that other authorizers have closed schools may be of small comfort. You are facing a daunting collection of academic, financial, compliance, legal, political, philosophical and personal information. Some of that information will suggest that you take bold action to close the school; other information may suggest more cautious strategies. Many authorizing staff and board members end up feeling overwhelmed and frustrated. Those feelings themselves often lead authorizers to become cautious and to keep a failing school open. Yet other authorizers have been in your situation. They have faced the same complexities and emotions and then successfully closed a failing school. This "Comprehensive Guide to Charter School Closure" is designed to assist the staff and board members of authorizing agencies as they address the wide array of challenges involved in any closure decision. It draws directly upon the successful experiences of other authorizers across the country. Yes, closing a failing charter school is difficult. It should be difficult. Yet that difficulty must not prevent the tough decisions that need to be made in the best interests of children. Far too many children in America, especially low-income children and children of color, are attending schools that are failing them--both charter schools and traditional district schools. The staff and board of an authorizing agency are entrusted by the public with unique and extraordinary powers to approve new good charter schools and to close those that fail. This guide provides  information and tools to help fulfill those responsibilities so that more children attend only high-quality schools that successfully prepare them for their futures. Following an introduction by NACSA President and CEO Greg Richmond, this guide presents the following chapters: (1) Why Good Authorizers Should Close Bad Schools (James A. Peyser and Maura Marino); (2) The Evidence Base Needed for School Closure (Margaret Lin); (3) Closure: Timing, Process and Appeals (Ralph A. Rossi II); (4) Authorizing Boards and Executives (Edward F. Cox and Randy A. Daniels); (5) Supporting Students and Families (Justin Testerman); and (6) Message Matters in Closure Decisions (Joe Williams). The following are appended: (1) Sample Action Plan for Charter School Closure; (2) Sample Resolution for Non-Renewal; (3) Sample Resolution for Charter Revocation; (4) Frequently Asked Questions; (5) Sample News Release; (6) Sample Parent Letter; (7) Sample Staff Calendar; (8) Sample Staff Letter; and (9) Additional Resources. (Contains 44 endnotes.)
Suggested Guidelines for Teaching Undergraduate History of Physical Education and Sport in a Physical Education Teacher Education Program. Guidance Document
Author: Lawrence, Don
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Undergraduate Study,Physical Education,Athletics,Physical Education Teachers,Teacher Education Programs,History Instruction,World History,United States History,Teaching Methods

Studying the historical antecedents of physical education and sport typically forms part of the curriculum of physical education teacher education (PETE) programs in U.S. colleges and universities. These courses commonly use a survey model, briefly examining the development of organized physical education and sport practices and programs from prehistoric times to the present. Considering the breadth of such courses, both in terms of detail and extent of body of knowledge, the National Association for Sport and Physical Education (NASPE) has prepared these guidelines to provide PETE students with theoretical and practical knowledge about the history of the discipline. This document is intended to provide a template for faculty members teaching PETE students, and it identifies minimum competencies for students pursuing careers in this field.
Guidelines for Teaching Undergraduate Sport Sociology. Guidance Document
Author: Coakley, Jay
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Undergraduate Study,Sociology,Athletics,Social Influences,Cultural Influences,Interaction,Interpersonal Relationship,Gender Differences,Racial Differences,Social Class,Disabilities,Ideology,Social Bias,Violence,Participation,Social Attitudes,Global Approach,Physical Education

Sport sociology is a subdiscipline of sociology that, since the late 1960s, has produced knowledge about sports as social phenomena in a wide range of societies. It may be included as a major specialization area in graduate programs in kinesiology, sports studies and physical education departments, and is widely offered as a single undergraduate course for students with varied interests and majors. In the latter case, prerequisites for taking the course seldom exist, and departments may list it as suited for lower- or upper-division students. The instructor's task often is to assist students as they ask questions about many aspects of sports that they and others have long taken for granted. In part, that involves a critical examination of why so many people perceive sports as essentially pure and wholesome activities when, in fact, they are multifaceted activities that come in many different forms and create possibilities for many different experiences. The content of a sport sociology course varies, depending on the department offering it. The topics in this guidance document provide an overview of what such a course might cover. They are presented as a course-planning aid, rather than a list of required topics for all courses.