ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers
Author: Egalite, Anna J.
Date: 2015-06-01
Type: Journal Articles
Subjects: Mathematics Teachers,Reading Teachers,Athletic Coaches,Teacher Responsibility,Teacher Role,Mathematics Tests,Mathematics Achievement,Reading Tests,Reading Achievement,Academic Records,Scores,Evidence,Predictor Variables,Student Characteristics,Teacher Effectiveness,Teaching Load,Stress Variables,Elementary Secondary Education,Academic Achievement

Math and reading teachers who also coach athletics in the public school system are challenged to balance the responsibilities that come with fulfilling dual occupational roles. While many studies have examined teacher-coaches' stress levels and job perception in the context of role strain, there is no evidence of how student achievement in tested subjects is affected by assignment to these teacher-coaches. A large administrative panel data set provided by the Florida Department of Education allows us to match students to teachers and use a student fixed effects approach to track changes in math and reading test scores over a seven-year time period, from 2002 through 2009. Despite the challenges associated with holding dual occupational roles, we find that students assigned to teacher-coaches perform at the same level
School Vouchers and Student Neighborhoods: Evidence from the Milwaukee Parental Choice Program
Author: Carlson, Deven E.
Date: 2015-06-29
Type: Journal Articles
Subjects: Educational Vouchers,Neighborhoods,Geographic Location,Neighborhood Schools,School Choice,Private Schools,Public Schools,School Effectiveness,Outcomes of Education,Disproportionate Representation,Disadvantaged,School Holding Power

In this paper we explore the relationship between students' residential location and participation in Milwaukee's large, widely available private school voucher program. We are interested in one overarching question: do voucher schools disproportionately draw students from better public schools and city neighborhoods, or do they draw students most in need of alternative options? We consider whether the public schools attended by students in neighborhoods contributing large numbers of students to the voucher program are more or less effective than those attended by students in neighborhoods with fewer voucher students. We also consider whether voucher students are located in city neighborhoods that directly contribute more or less to student outcomes. We find consistent evidence that neighborhoods whose students attend less effective public schools and neighborhoods with lower academic outcomes contribute disproportionately to the voucher program. This evidence is quite consistent with patterns apparent on Census-based observational measures of neighborhood socioeconomic characteristics: higher rates of voucher use are found in the least advantaged neighborhoods. We also find, however, that disadvantaged students in general are those most likely to leave the voucher program after enrolling.
The Influence of Multiple Administrations of a State Achievement Test on Passing Rates for Student Groups
Author: Nese, Joseph F. T.
Date: 2015-07-26
Type: Journal Articles
Subjects: Achievement Tests,Educational Legislation,Federal Legislation,Measurement,State Policy,Educational Policy,Student Evaluation,Testing,Testing Accommodations,Outcome Measures,Educational Indicators,Regression (Statistics),Mathematics Tests,Reading Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English language proficiency, and race/ethnicity. In this study we address the implications of a state policy that allows students to have multiple test opportunities to reach proficiency within an academic year, and its effect on passing rates. We found through logistic regression analyses that additional testing opportunities benefited specific majority student subgroups: White, non-free or reduced lunch program, non- limited English proficient, general education, and students close to the proficiency score. As states move to new achievement standards and assessments in 2015, policymakers may want to assess the potential benefits and costs of a multiple testing policy.
Use of Graphic Systems in the Routine of a Regular Classroom with a Disabled Student
Author: Deliberato, Débora
Date: 2015-03-16
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Preschool Children,Teaching Methods,Graphs,Special Education,Educational Technology,Augmentative and Alternative Communication,Reading Instruction,Assistive Technology,Kindergarten,Observation,Interviews

The school environment adapted to the diversity of students is an important goal, but it is a challenge when it comes to the diversity of students with disabilities. The aim of this study was to describe the use of graphic systems in the routine of a preschool classroom through a collaborative program. The study included a teacher, 22 children of a preschool classroom in a school located in a large city southeastern Brazil, the mother of a child with disabilities and a special education teacher. A program of collaborative action was carried out among the researcher, the teacher and the students to insert the graphic system in the routine of educational activities for four months. The activities were recorded through a log book, filming and digital recording of interviews. The results obtained from the analysis of the themes identified that the children used the graphic system in the routine of the school tasks, the graphic system helped children in reading the words, the teacher facilitated the insertion of the graphic system from the mediation of the researcher, and the routine of educational activities planned by the teacher facilitated the insertion of the graphic system in the classroom among the students. The study reinforced the need for a training program aimed at school partners to include students with disabilities.
Teach for America and Teach for All: Creating an Intermediary Organization Network for Global Education Reform
Author: La Londe, Priya G.
Date: 2015-04-20
Type: Journal Articles
Subjects: Global Education,Global Approach,International Organizations,Partnerships in Education,Educational Change,Ideology,Educational Policy,Program Implementation,Discourse Analysis,Academic Achievement,Equal Education,Neoliberalism

Locally and globally among policymakers and edupreneurs, what constitutes &quot;good teaching and learning&quot; is highly contested, and prototypes that seem to embody &quot;what works&quot; are highly valued. In the United States, many accept Teach For America (TFA) as an exemplar of &quot;what works.&quot; As its U.S. operations continue to grow, TFA has recalibrated and expanded into Teach for All, an international organization with extensive reach. Teach For All not only finds historic roots in TFA, but it reflects TFA's intentional expansion of its theory of change and implementation on a global scale. This exploratory essay investigates the linkages between TFA and TFAll, focusing on theory and implementation of education reform by comparing domestic TFA ideology and practices with those of TFAll. Also, we conceptualize the dimensions and anatomy of a global network of IOs engaged in global education reform. In addition to providing insight on TFAll, our broader goal is to build the knowledge base around what we are calling global Intermediary Organization Networks (IONs).
A Coherent System of Teacher Evaluation for Quality Teaching
Author: Adams, Tammie
Date: 2015-02-16
Type: Journal Articles
Subjects: Teacher Evaluation,Accountability,Teacher Effectiveness,Standards,Faculty Development,Educational Innovation,Best Practices

This article addresses the questions, &quot;How should we evaluate the quality of teaching?&quot; and &quot;What kind of evaluation system will move all California teachers on a path of improvement throughout their careers?&quot; The article, adapted from a report written by a group of accomplished California teachers, recommends seven core principles to develop a system of teacher evaluation that provides meaningful and ongoing inputs and moves teachers on a path of continuous improvement throughout their careers. It also addresses some of the elements of accountability that the state system writ large can adopt to create a system that fosters high-quality teaching.
Fifty Years Later: A Chance to Get ESEA Back on Track
Author: Bishop, Joseph P.
Date: 2015-03-22
Type: Journal Articles
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Equal Education,Accountability,Educational Policy,School Responsibility,Teacher Education,Parent Participation,Disclosure,Capacity Building

Looking at the evolution of the Elementary and Secondary Education Act (ESEA) over the last 50 years, this paper argues that many of the racial, social, and economic inequities of 1965 that President Johnson was hoping to address have only been accelerated. It's not only time for a modern rethink on educational equity, but also a much broader set of metrics for policymakers to consider for determining the progress of students, families, educators and school systems. Some of these indicators include equitable resources, multiple measures of inputs and outputs, professional competence, meaningful measures of success, responsive parental engagement and a system of shared responsibility inside and outside of schools to foster student learning.
Mapping the Profit Motive: The Distinct Geography and Demography of For-Profit Charter Schools
Author: Robertson, W. Brett
Date: 2015-07-26
Type: Journal Articles
Subjects: Charter Schools,Proprietary Schools,Demography,School Location,Disadvantaged Youth,Student Characteristics,Comparative Analysis,Models,Geographic Information Systems,Nonprofit Organizations,School Choice,Urban Education,Educational Policy,Social Stratification,Educational Administration,Educational History,State Policy,Predictor Variables,Regression (Statistics),Racial Factors,Socioeconomic Influences,Ownership,Housing,Racial Composition

For-profit charter schools represent a controversial new market-based education reform (Garcia, Barber, &amp; Molnar, 2009; Conn, 2002). This essay explores how schools operated by for-profit corporations differ from those operated by non-profit organizations. Specifically, do for-profit charter schools locate in demographically distinct areas and serve different student populations than similar schools operated by non-profit providers? Research suggests that charter school operators in some districts appear to strategically locate their schools in an effort to exclude certain student populations (Lubienski, Gulosino, &amp; Weitzel, 2009). If charter schools seek to exclude certain students, as these schools proliferate in a district or region there may be an intensifying stratification effect detrimental to the most disadvantaged students (Bifulco, Ladd, &amp; Ross, 2009). This essay undertakes a broad comparative analysis of the neighborhood demographic and student population characteristics of charter schools operated by for-profit corporations and nonprofit organizations, using multilevel modeling and geographic information systems, to compare the two school types across dissimilar state contexts. In so doing, the study seeks to isolate the impact of a school being operated by a forprofit corporation and illuminate what impact the proliferation of for-profit schools might have on the distribution of student populations across regions.
Crème de la Crème: The Teach for All Experience and Its Lessons for Policy-Making in Latin America
Author: Cumsille R, Belén
Date: 2015-04-20
Type: Journal Articles
Subjects: Foreign Countries,International Organizations,International Cooperation,Partnerships in Education,Policy Formation,Educational Policy,Educational Change,Global Approach,Teacher Recruitment,Teacher Selection,Professional Development,Teacher Placement,Semi Structured Interviews,Educational Quality,Teacher Effectiveness,Nonprofit Organizations

This paper analyzes the experience of Teach For All partners in different countries around the globe in three areas: (a) Recruitment and Selection; (b) Training and Development; and (c) Placement. Using information from semi-structured interviews with Teach For All staff members and national partners, we analyze the key elements of the Teach For All approach in these areas. Based on that analysis we argue that Teach For All's active recruitment and rigorous selection of candidates, emphasis of quality over length in training, the continued support offered to teachers and the heavy emphasis on data and evaluation constitute practices that, if pursued at the systems level, could enhance the quality of teaching and, consequently, learning outcomes in Latin America.
New Accountability in California through Local Control Funding Reforms: The Promise and the Gaps
Author: Affeldt, John T.
Date: 2015-03-02
Type: Journal Articles
Subjects: Accountability,School District Autonomy,Educational Change,Alignment (Education),College Readiness,Career Readiness,Academic Standards,Educational Equity (Finance),Educational Finance,Funding Formulas,Program Implementation,Program Evaluation

California is in the midst of the nation's most significant current overhaul of a state school funding and accountability system. This paper examines the state's recent reforms enacted through the Local Control Funding Formula (LCFF) against the new accountability framework articulated by Linda Darling-Hammond, Gene Wilhoit, and Linda Pittenger in their August 2014 paper in this publication. There the authors addressed the need for states to align their accountability systems with new college and career-ready learning standards through &quot;a focus on [1] meaningful learning, enabled by [2] professionally skilled and committed educators, and supported by [3] adequate and appropriate resources&quot; (Darling-Hammond, Wilhoit, &amp; Pittenger, 2014). Many key aspects of LCFF align California with the vision of a new accountability that promises to prepare the state's students with 21st century college and career ready skills; other key building blocks must yet be put in place if California and its students are to realize the promise of the new paradigm.
California's First Year with Local Control Finance and Accountability
Author: Menefee-Libey, David J.
Date: 2015-03-02
Type: Journal Articles
Subjects: Accountability,Funding Formulas,Finance Reform,Educational Finance,State Policy,State Action,Educational Administration,Politics of Education,School District Autonomy,Program Implementation,Program Effectiveness,Compliance (Legal),Fidelity,Elementary Secondary Education,Change Strategies

In 2013, Governor Jerry Brown and the California legislature radically restructured the state's school funding system and accountability systems with a weighted student formula and a mandated local planning process in each district. The new law substitutes local politics and grassroots agency for state-driven mandates and compliance reviews. While the Local Control Funding Formula has had immediate impact, early evaluations suggest that districts like the new system and are earnest in their implementation efforts, but it will take years to assess the effect of the multi-indicator Local Control Accountability Plans. Simultaneously, the state is implementing the Common Core State Standards and the associated Smarter Balanced
Do Algorithms Homogenize Students' Achievements in Secondary School Better than Teachers' Tracking Decisions?
Author: Klapproth, Florian
Date: 2015-07-05
Type: Journal Articles
Subjects: Academic Achievement,Ability Grouping,Secondary Education,Decision Making,Computation,Statistical Analysis,Models,Simulation,Mathematics,Track System (Education),Foreign Countries,Regression (Statistics),Student Placement,Grade 6

Two objectives guided this research. First, this study examined how well teachers' tracking decisions contribute to the homogenization of their students' achievements. Second, the study explored whether teachers' tracking decisions would be outperformed in homogenizing the students' achievements by statistical models of tracking decisions. These models were akin to teachers' decisions in that they were based on the same information teachers are supposed to use when making tracking decisions. It was found that the assignments of students to the different tracks made either by teachers or by the models allowed for the homogenization of the students' achievements for both test scores and school marks. Moreover, the models' simulations of tracking decisions were more effective in the homogenization of achievement than were the tracking decisions, if the students assigned to the different tracks were at the center of the achievement distribution. For the remaining students, there was no significant difference found between teachers' tracking decisions and the models' simulations thereof. The reason why algorithms produced more homogeneous groups was assumed to be due to the higher consistency of model decisions compared to teacher decisions.
Making All Children Count: Teach for All and the Universalizing Appeal of Data
Author: Friedrich, Daniel
Date: 2015-04-20
Type: Journal Articles
Subjects: Teacher Education,Global Approach,Educational Change,Data,Information Utilization,Instructional Effectiveness

In this paper, we argue that in order to bind Teach For All's universalizing statement of problems and solutions to the specificities and the special conditions of member programs' local contexts, what is needed is a shared set of discursive practices, a way of bringing together the commonalities found in each country while separating the noise of particular politics and histories. That common set of discursive practices is shaped around the notion of data. This paper is structured as follows: First, we contextualize Teach for All by (briefly) juxtaposing the universal and specific elements of the network, including the organization's mission, target population, its recruits (and recruiting tactics), vision, and its production of a particular kind of teacher. Then, we present the two competing, yet complementary, logics of data that are at play in Teach for All--the use of data itself and the notion of data speak--along with their underlying assumptions. We conclude by questioning the logics of this set of discursive practices, and outline our skepticism regarding how data is mobilized to produce particular subjectivities and objects.
Between Policies and Practices: The Challenges of Inclusive Education in Brazil
Author: Pletsch, Marcia Denise
Date: 2015-03-16
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Policy,Global Approach,General Education,Special Education,School Policy,Physical Disabilities,Special Education Teachers,Intervention,Early Childhood Education,Regular and Special Education Relationship,Academic Ability,Gifted

This paper aims to present the second edition of the Special Education Dossier: Differences, Curriculum and Teaching and Learning Processes. We discuss policies and practices regarding the inclusive education proposal in the Basic Education context. Our starting point is the idea that we are facing a global education policy and thus many local movements are raised in states and municipalities to implement it.
Imagination, Playfulness, and Creativity in Children's Play with Different Toys
Author: Mo????ller, Signe?? Juhl?
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Children,Play,Toys,Imagination,Creativity,Child Development,Novelty (Stimulus Dimension),Transformative Learning,Statistical Analysis,Foreign Countries,Ethnography,Observation,Kindergarten

Based on a four-month experimental study of preschool children's play with creative-construction and social-fantasy toys, the author examines the in?uence of both types of toys on the play of preschool children. Her comparative analysis considers the impact of transformative play on the development of imagination during play activities and explores ways to support children's playful initiatives. She argues that, by transgressing play scenarios, children o?en develop a more playful attitude. Toys, imagination, and the setting are important factors in the play children initiate, and transgressing the immediate play scenario a?ects each of these factors.
Are Dual Enrollment Students College Ready? Evidence from the Wabash National Study of Liberal Arts Education
Author: An, Brian P.
Date: 2015-06-22
Type: Journal Articles
Subjects: Employed Parents,College Readiness,Evidence,College Credits,Gender Differences,Acceleration (Education),Correlation,Colleges,Undergraduate Students,Predictor Variables,Measures (Individuals),Models,College Entrance Examinations,College Preparation,College Bound Students,Longitudinal Studies

We examine whether dual enrolled students display greater levels of college readiness than nonparticipants. Advocates assert that dual enrollment improves students' college readiness, but despite these assertions, few researchers have evaluated this relationship. Moreover, researchers that do consider whether dual enrollment improves college readiness examine this relationship while students participate in dual enrollment or shortly thereafter. Unlike traditional measures of college readiness that tend to emphasize the cognitive domain of college readiness, we use measures that integrate both cognitive and noncognitive domains of college readiness. We find that students who participated in dual enrollment tend to be more college ready than those who did not earn college credit in high school. The exception is that there is no statistical difference between dual enrollees and non-accelerators in their key transition knowledge and skills. The magnitude of the dual enrollment effect is second only to gender.
Is a Summer School Programme a Promising Intervention in Preparation for Transition from Primary to Secondary School?
Author: Siddiqui, Nadia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Summer Schools,Transitional Programs,Elementary Secondary Education,Student Promotion,Disadvantaged Youth,Pilot Projects,Program Evaluation,Numeracy,Literacy,Class Activities,Summative Evaluation,Outcomes of Education,Interviews

In England, some children have not reached what are considered to be expected levels in literacy and maths by the time they move from primary to secondary school. This is more likely for children living in disadvantaged areas. One proposal to address this is the provision of summer holiday schools for potentially disadvantaged pupils who are reaching the end of their primary schooling. Future Foundations ran a pilot summer school in 2012. This 4-week programme was intended to reduce summer learning loss, develop children's skills and confidence and perhaps increase parental engagement in their children's learning as they prepare for school transition. The programme provided targeted small-group academic tuition focusing on literacy and numeracy, using a scheme of work written by external experts in consultation with local schools, and a diverse programme of enrichment activities. The children involved were at Years 5 and 6 in the summer of 2012 (Years 6 and 7 in autumn of 2012). This pilot has been successful in demonstrating that the concept is feasible, with some suggested improvements, but it has not yet demonstrated that summer schools are effective in improving the educational outcomes of disadvantaged children.