ethanporcaro/eric-fulltext-meta huggingface dataset:
Inside Charter Schools: Unlocking Doors to Student Success
Author: Gross, Betheny
Date: 2011-02-00
Type: Reports - Research
Subjects: Charter Schools,Freedom,Academic Achievement,Educational Change,Minority Groups,Public Schools,Institutional Characteristics,Teaching Methods,Governance,Institutional Autonomy,Institutional Mission,Budgeting,Personnel Selection,Accountability,Disadvantaged Youth,College Preparation,Instructional Leadership

As the charter movement matures and plays a growing role in education reform, educators need to know about the organizational dynamics autonomy creates, the people who end up working in autonomous schools, and the academic programs they choose to employ. That information is critical to helping the charter school sector grow and mature effectively, as well as helping policymakers understand how school autonomy can best be used as a tool for improving student achievement. Over the last four years, the Inside Charter Schools initiative at the Center on Reinventing Public Education (CRPE) has examined how charter schools differentiate themselves from traditional public schools to attract students and families and how they recruit and manage their staff. In this effort, CRPE researchers saw first hand the promise and potential pitfalls of school autonomy. The research shows that allowing schools to develop their own mission, granting them freedom over their budgets and personnel, and holding them accountable for performance can have valuable effects in schools and for the educational system more broadly. The freedom given to charter schools can lead to new programs serving diverse needs, to higher expectations for low-income and minority students, to more school-focused professional norms for teachers and leaders, and to new ways to hire teacher and leader talent in schools. Autonomy unlocks many doors, but new challenges lie behind them. Autonomy shifts responsibility to teachers and administrators in hope of encouraging local ingenuity and entrepreneurship. Lifting contractual mandates for teachers and creating smaller organizations that operate independent of a large district structure elevates the importance of teamwork and relationships in schools. Trust becomes an essential component in a school's success and viability. Some doors--though unlocked--go unopened. Expectations about what a school "should look like," the stress of tight and unstable and overwhelming administrative demands are powerful forces pulling charter schools back to traditional practice. As the charter school movement has matured, achieving more consistent quality has garnered increased attention from advocates and opponents alike. This is an appropriate evolution of the charter movement. As CRPE's research makes clear, autonomy only creates the opportunity for high-quality schools; it by no means guarantees it. Yet the push for more consistent quality could easily lead charters to employ conventional, and seemingly safe, methods and avoid exploring promising but unproven practices. This is the final report from the four-year Inside Charter Schools initiative. (Contains 53 footnotes.)
Contracted Providers: Overcoming Challenges in a Portfolio School District. CRPE Working Paper #2011-2
Author: Miller, Jackqueline N.
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Portfolios (Background Materials),Public Schools,Urban Universities,School Districts,Governance,High Stakes Tests,Accountability,Low Achievement,College School Cooperation,Educational Change,Educational Improvement,Urban Schools,Partnerships in Education,Unions,Academic Achievement,Principals

Over the past two decades, some district leaders have asked urban universities to develop emergency strategies to rescue low-performing public schools. However, managing such endeavors has proven both complex and challenging. How do universities and school districts develop effective collaborative relationships that align with their missions to meet the collective good? Building a structure and process for a partnership that incorporates shared accountability and high-stakes testing requires buy-in from both districts and universities, yet some district and university leaders have left managing people and resources to chance. This working paper draws from the author's dissertation on shared governance and how two universities experienced a university-school district partnership in a portfolio district. The author's interviews with university representatives provided an opportunity for deep exploration of their experiences. The paper briefly describes an urban school district, the historical relationship between the district and two universities, and how these two university-school district partnerships came into existence. The paper explores the factors that contributed to issues and conflicts between the district and universities during the universities' operation of public schools, and concludes with a discussion that may help other localities engaging in similar partnerships. (Contains 17 notes.)
Reforming Districts through Choice, Autonomy, Equity, and Accountability: An Overview of the Voluntary Public School Choice Directors Meeting. Portfolio School Districts Project
Author: Gross, Betheny
Date: 2011-05-00
Type: Opinion Papers
Subjects: Conferences (Gatherings),Public Schools,School Choice,Special Needs Students,Resource Allocation,Public Education,School Districts,Educational Change,Charter Schools,Equal Education,Accountability,Enrollment,Decision Making,Educational Administration,Parent School Relationship

In February 2011, the Center on Reinventing Public Education (CRPE) convened a conference to help districts implementing school choice under the U.S. Department of Education's Voluntary Public School Choice program. The conference, sponsored by the Department of Education, provided grantees access to the most current knowledge from district and charter leaders and school choice researchers on how to effectively implement public school choice. The conference focused on the most pressing issues faced by localities committed to public school choice. Panelists addressed how choice districts can: (1) actively manage the supply of schools in the district; (2) make careful decisions about the allocation of resources across these now independent schools; (3) build fair and transparent enrollment systems; (4) effectively communicate to all parents about their choices; and (5) invoke creative solutions to ensure that students with special needs are well served in these diverse schools. This paper summarizes the two-day conversation and lessons participants took away from the discussion. Essays by some of the panelists examine each of these five issue areas in greater detail.
Will Seniority-Based Layoffs Undermine School Improvement Efforts in Washington State?
Author: Lake, Robin
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Disadvantaged Youth,Educational Change,Job Layoff,Public Education,Staff Development,Status,Grants,Teachers,School Effectiveness,Low Achievement,Failure

A new analysis finds that policies known as &quot;last in, first out&quot; may disproportionately affect schools receiving federal School Improvement Grants (SIGs). A centerpiece of U.S. Secretary of Education Arne Duncan's school reform agenda, SIG funds are intended to transform or turn around chronically failing schools. Analyzing Washington State personnel files, researchers at the Center on Reinventing Public Education found that teachers at risk of layoff are concentrated in schools receiving SIG funds. Many teachers in these schools are newly hired, chosen on the basis of high ability and commitment to education of disadvantaged children. In Washington's SIG schools, about 23% of teachers are in their first three years of teaching. That's nearly twice the proportion of new teachers in other schools in the same districts. A 5% budget reduction in Tacoma Public Schools, for example, could mean that Tacoma's SIG schools would lose one-quarter to one-half of their current teachers. The analysis concludes: &quot;Under current policy, teachers in these schools will face a higher risk for layoffs, potentially destabilizing schools and undermining turnaround efforts.&quot; (Contains 2 tables and 3 endnotes.)
New York City's iZone. CRPE Working Paper #2011-1
Author: Lake, Robin
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Small Group Instruction,Urban Schools,Public Schools,Learning Activities,Performance Based Assessment,Learning Modalities,Performance Tests,Innovation,Educational Innovation,Technology Integration,Computer Uses in Education,Educational Technology,Mastery Learning,Individualized Education Programs,Independent Study,Individualized Instruction,Cooperative Learning,Teacher Role,Student Role

Can public schools learn to embrace innovation and employ cutting edge technology to solve students' most persistent learning problems? In 2010, New York City's Department of Education (NYCDOE) created the Innovation Zone (iZone) to try to accomplish just that. This report reflects the findings of a CRPE study of the iZone, its goals and challenges. Over the next three years, the iZone leaders hope to produce upwards of 100 schools in NYC that are based on dramatically new approaches to instruction. The NYCDOE believes iZone schools can produce breakthrough results by harnessing technology, altering the use of staffing structures and time, adopting much more rigorous standards for student work, and creating highly personalized environments. iZone schools are supposed to explore and innovate with student-centered mastery designs that are characterized by five core principles: (1) Performance Assessment &amp; Mastery-Based Grading; (2) Personalized Learning Plans; (3) Multiple Learning Modalities (e.g., a combination of independent student work, small group instruction, one-on-one instruction, student collaborative activities, on-line instruction); (4) New Staff and Student Roles; and (5) Globally Competitive Standards. NYC is one of the first districts in the country to try to scale up broad innovation. As they move to take the iZone to scale, district officials face daunting challenges in promoting true innovation within the massive bureaucracy of New York City public schools. Some of the problems are evident now; others are likely to emerge in the future. Over the next few years, how the district copes with challenges like the inertia of the status quo, risk management and accountability, and paying for scale will offer lessons for other districts who follow suit. (Contains 1 figure, 2 tables and 7 footnotes.)
Enhanced Student Learning with Problem Based Learning
Author: Hollenbeck, James
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Problem Based Learning,Teaching Methods,Skill Development,Problem Solving,Science Education,Inquiry,Teacher Role,Student Role

Science educators define a learning environment in which the problem drives the learning as problem based learning (PBL). Problem based learning can be a learning methodology/process or a curriculum based on its application by the teacher. This paper discusses the basic premise of Problem base learning and successful applications of such learning. PBL enables students to develop skills, and inquiry methodology to solve problems for the future. This important teaching application will better prepare our students to meet a global future. A 15-item cited bibliography is included. [This paper is published in: Proceedings of the International Journal of Arts & Sciences Conference (Germany 2008).]
Using Technology to Bridge the Cultures Together in the Multicultural Classroom
Author: Hollenbeck, James
Date: 2009-05-00
Type: Information Analyses
Subjects: Cognitive Style,Classroom Research,Learning Processes,Teaching Methods,Multicultural Education,Technology Uses in Education,Multimedia Instruction,Educational Strategies,Classroom Techniques,Educational Practices,Creativity,Instructional Innovation

Research and various studies have showed that using multimedia in the classroom increases creativity, innovation problem solving and improves communication between people. Technology addresses equity and access issues for learners. Using technology allows educators to refine teaching strategies and learning processes, and to be more inclusive of all types of learning styles. This use of technology will create an environment that fosters student learning and self-esteem, but empowers educators to go beyond their traditional boundaries. The internet and technology opens the world and beyond to creativity and imagination. [Submitted: "Technology in the College Science Classroom," Monograph. Donald P. French, Editor. Oklahoma State University, Stillwater, OK. May 2009.]
Power Play? Teacher Characteristics and Class Assignments. Working Paper 59
Author: Kalogrides, Demetra
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Teacher Characteristics,Teacher Persistence,Reading Achievement,Mathematics Achievement,Comparative Analysis,Teacher Effectiveness,Educational Attainment,Teacher Placement,Correlation,Teaching Experience,Racial Differences,Gender Differences,Power Structure,Minority Groups,Females,Public Schools,Surveys,Age Differences,Teacher Leadership,Professional Development,Language Proficiency,Low Income Groups,Student Characteristics,Attendance Patterns,Suspension

While prior research has documented differences in the distribution of teacher characteristics across schools serving different student populations, few studies have examined how teacher sorting occurs within schools. Comparing teachers who teach in the same grade and school in a given year, the authors find less experienced, minority, and female teachers are assigned students with lower average prior achievement, more prior behavioral problems, and lower prior attendance rates than their more experienced, white and male colleagues. Though more effective (higher value-added ) teachers and those with advanced degrees are also assigned less difficult classes, controlling for these factors does not eliminate the association between experience, race, gender, and assignments. The authors hypothesize that this pattern of class assignments results, in part, from power relations among teachers within a school, a process that works to disadvantage those with less experience and from minority and female backgrounds, as well as from parental pressures. These patterns have negative implications for teacher retention given the importance of working conditions for teachers' career decisions. Teacher Value-Added Estimation is appended. (Contains 3 figures, 10 tables, and 8 footnotes.)
Reflective Teaching in EFL Classes: An Overview
Author: Salmani Nodoushan, Mohammad Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Reflective Teaching,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Teachers,Self Evaluation (Individuals),Metacognition,Teacher Behavior,Behavior Change

Since the beginning of the 20th century, professionals in language teaching have strived for ways that could guarantee better outcomes in language teaching classes. Different methods were used mostly in the first half of that century. The some language teaching professionals moved beyond methods with the hope of gaining greater results. In one case, some language teachers moved towards what is now called reflective teaching (RT). RT requires teachers' self-observation as well self-evaluation which should go on in a cyclical manner to ensure teachers' understanding of their own classroom actions so that refinements can be introduced where necessary. RT is a process whereby teachers' reflect on their own classroom actions to collect and analyze descriptive data which can show where a change for better can be made. RT results in teacher and material flexibility and teacher professionalism. This paper provides a descriptive account of RT in language classrooms.
Preventing School Violence
Author: Rulloda, Rudolfo Barcena
Date: 2011-05-25
Type: Reports - Descriptive
Subjects: Violence,Teaching Methods,Academic Achievement,Prevention,School Safety,Classroom Techniques,Educational Environment,Student Characteristics,Aggression,Student Behavior,Discipline,Intervention,Teacher Role,Minority Groups,At Risk Students,Cooperative Learning,Multiple Intelligences,Integrated Curriculum,Student Evaluation,Journal Writing,Portfolios (Background Materials),Teacher Evaluation,Reflection

School violence has mushroomed into a devastating epidemic and is deteriorating the basic foundation of education. In this article, the author will present several teaching strategies for preventing school violence from becoming an arduous enigma within the classroom and school environments, and focus on assessment and reflection in order to foster effective student learning that would eventually improve students' academic performance. And by implementing these concepts, the author would also improve his personal teaching practices.
Australian Vocational Education and Training Statistics: Apprentices and Trainees. December Quarter, 2010
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Trainees,Statistical Data,School Statistics,Apprenticeships,Educational Trends,Activities,Educational Research,Educational Assessment,Educational Indicators,Tables (Data),Dropout Rate,Graduation Rate

This publication presents estimates of apprentice and trainee activity in Australia for the December quarter 2010. The figures in this publication are derived from the National Apprentice and Trainee Collection no.67 (March 2011 estimates). The most recent figures in this publication are estimated (those for training activity from the June quarter 2009 to the December quarter 2010). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. Estimated data are presented in this publication on a seasonally adjusted, quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. The seasonally adjusted data involve the use of a mathematical model to smooth out fluctuations due to seasonal influences. Seasonally adjusted data are useful to illustrate trends from one quarter to the next, but cannot be further disaggregated. There were 440 700 apprentices and trainees in-training as at 31 December 2010, an increase of 6.3% from the previous year. In the 12 months to 31 December 2010, compared with the previous year: (1) commencements increased by 15.7%, to 314 000; (2) completions increased by 5.4%, to 168 400; and (3) cancellations and withdrawals increased by 6.7%, to 130 900. For seasonally adjusted data, comparing the December quarter 2010 with the September quarter 2010: (1) commencements in trades occupations increased by 0.8%; (2) commencements in non-trades occupations increased by 2.0%; (3) completions increased by 0.9%; (4) cancellations and withdrawals increased by 0.3%; and (5) in-training numbers increased by 0.7%. (Contains 19 tables, 3 figures, and 5 notes.)
The Community College and Career Training Grant Program: Lessons Learned from the Field and Recommendations
Author: Uhalde, Ray
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Objectives,Vocational Rehabilitation,Grants,Educational Principles,Context Effect,Educational Innovation,Educational Opportunities,Federal Programs,Change Strategies,Best Practices,Retraining,Dislocated Workers,Educational Needs

The new Community College and Career Training Grant Program to be launched this fall presents an important opportunity to help more American workers find better long-term employment more efficiently, through the promotion of innovative training and education programs that incorporate the best of what works for dislocated and unemployed adult workers. Based on its experience in the field, Jobs for the Future (JFF) wants to share with the U.S. Department of Labor what it has learned about effective programming--and how this grant program can encourage community colleges to help more workers move quickly through effective programs that result in successful employment and educational outcomes. The new grant program was created in the Health Care and Education Reconciliation Act, with appropriations of $500 million for each of fiscal years 2011 through 2014. The Secretary of Labor is authorized to award grants to eligible institutions for the purpose of "developing, offering, and improving educational or career training" for workers eligible for training under the Trade Adjustment Assistance (TAA) Act. Each state is to be awarded grants of not less than 0.5 percent of the total or $2.5 million. This note: (1) Summarizes core design principles distilled from JFF's work and its networks of innovators; (2) Describes the context within which the grant program is being designed; and (3) Provides examples of innovative training and education innovations that can guide the department as it structures the RFP for this program. (Contains 1 footnote.)
Unconventional Wisdom: A Profile of the Graduates of Early College High School
Author: Webb, Michael
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,High Schools,Young Adults,Disproportionate Representation,College Preparation,Outcomes of Education,Academic Achievement,Acceleration (Education),Dual Enrollment,Cohort Analysis,Profiles,Student Characteristics,High School Graduates

For many young people, early college high schools are opening the door to higher education and better-paying careers. The 230 early college schools serve more than 50,000 students in 28 states, targeting groups that are underrepresented in higher education. These students and the schools they attend are refuting the conventional wisdom that such young people cannot complete high school on time and be prepared for success in college. This report examines characteristics of the 2007, 2008, and 2009 early college graduating classes. It focuses on early college schools and programs that have been open for four or more years, including some schools that are &quot;conversions&quot; (i.e., they were open before becoming early colleges and underwent restructuring to implement an early college design). Students have had the opportunity to enroll in these early college schools for at least four years, from ninth through twelfth grade. The students in each graduating year are referred to as four-year graduating cohorts. (Contains 1 table, 8 figures and 11 endnotes.)