ethanporcaro/eric-fulltext-meta huggingface dataset:
State Rules for Linking Student and Teacher Data for the Purpose of Teacher Evaluation. Race to the Top at a Glance
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Research
Subjects: Teacher Evaluation,Data Use,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,State Policy,Educational Policy,Guidelines,Attendance,Academic Achievement,Scores,Student Mobility,Special Education,Blended Learning,Nontraditional Education,Student Characteristics

This publication provides a snapshot of the rules for including student growth data in evaluations of teacher performance in selected Race to the Top grantees. The information was collected in response to a technical assistance request to the Reform Support Network (RSN) from the Georgia Department of Education, where education leaders charged with designing that State's teacher evaluation system were interested in learning more about the policies, guidelines and business rules that other States have established to incorporate student results into their evaluation systems. In order to survey the work emerging in the field, the RSN collected publicly accessible policy data from eight Race to the Top grantees: Colorado, the District of Columbia, Florida, Illinois, Louisiana, New York, Rhode Island, and Tennessee. This report examines the policy approaches taken by these States to four questions: (1) How long must a student be in attendance for his/her achievement results to be included in a teacher's student growth score? (2) How long must a teacher be in attendance/teaching in the classroom to be evaluated using student growth scores? (3) How is student mobility factored into teacher ratings on student growth? and (4) What rules govern the use of student profile characteristics, such as special education, blended learning or alternative schools?
Reform Integration Framework and Resource Guide: How State and Local Education Agencies Can Help Educators Connect the Dots among College- and Career-Readiness Standards, Aligned Assessments and Educator Evaluation and Support Systems
Author: Reform Support Network (RSN)
Date: 2014-10-00
Type: Guides - General
Subjects: College Readiness,Career Readiness,Academic Standards,Alignment (Education),Teacher Evaluation,Teaching Methods,Instructional Materials,Evaluation Methods,Observation,Feedback (Response),Teacher Participation,Participative Decision Making,State Departments of Education,School Districts,Government Role,Elementary Secondary Education

State and local education leaders implementing new college- and career-ready standards (CCRS), next-generation assessments and updated educator evaluation and support systems are turning attention to cohesion--or integration--of these three reforms as a top priority for supporting educators and for increasing the number of students graduating high school college and career ready. The &quot;Reform Integration Framework and Resource Guide,&quot; co-developed by a number of States in the Reform Support Network, offers State and local education leaders a framework to identify priorities for integrating reforms; more than 50 resources contributed by States, districts and organizations that can be adapted for local use; and spotlights on integration occurring in States with varying contexts including Colorado and Massachusetts. The resources are organized into four areas, each pointing to key actions at the State and local level that can support integration of the reforms in schools and classrooms: (1) Select and use CCRS-aligned instructional materials and assessments (to transform every teacher's instructional practice); (2) Connect observations and support systems with CCRS to enable better instruction (to increase the quality of observation and feedback by all evaluators); (3) Align people, technology, time and money with implementation of CCRS, aligned assessments and educator evaluation and support systems (to support educators and fund implementation); and (4) Involve teachers, leaders and external partners to improve the agency's integration efforts (to fuel long-term sustainability of the State's reforms).
Supporting School District Use of Evaluation Data: A Convening Presentation and Sample Human Capital District-Focused Report from Tennessee
Author: Reform Support Network (RSN)
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: School Districts,Data Use,Evaluation Utilization,Human Capital,Decision Making,Faculty Mobility,Teacher Effectiveness,Teacher Evaluation,Teacher Selection,Coaching (Performance)

In early 2015, the Reform Support Network brought together State department of education leaders from Colorado, Delaware, New Jersey and Tennessee to discuss strategies for refining and sustaining high-quality educator evaluation systems. During the convening, representatives from the Tennessee Department of Education (TDOE) explained how the State shares evaluation data with districts to help them make strategic decisions about human capital issues. TDOE created a &quot;human capital report,&quot; a district-specific report that provides data on a range of human capital metrics, including the percent of teachers whose growth scores do not align with their observation rating, teacher attrition by level of effectiveness and new hires by level of effectiveness. Following each metric, the report asks districts a series of guiding questions to help them analyze the data and identify next steps. Included here is TDOE's presentation from the meeting [&quot;Appendix A&quot;], along with a sample report for a mock district [&quot;Appendix B&quot;]. States can use these materials to reflect on how they are helping districts use evaluation data to more effectively manage their human capital.
ASIAVR: Asian Studies Virtual Reality Game a Learning Tool
Author: Gumonan, Kenn Migan Vincent C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Asian Studies,Teaching Methods,Computer Simulation,Computer Games,Computer Software,Student Attitudes,Teacher Attitudes,Standards,Usability,Reliability,Learning Processes,Interaction,Computer Mediated Communication,Computer Graphics,Audio Equipment,Technology Integration,Tests,Independent Study,Grade 7,Social Studies,Foreign Countries

Purpose: The study aims to develop an application that will serve as an alternative learning tool for learning Asian Studies. The delivery of lessons into a virtual reality game depends on the pace of students. The developed application comprises several more features that enable users to get valuable information from an immersive environment. Method: The researchers used Rapid Application Development (RAD) in developing the application. It follows phases such as requirement planning, user design, construction, and cutover. Two sets of questionnaires were developed, one for the teachers and another for the students. Then, testing and evaluation were conducted through purposive sampling to select the respondents. Results: The application was overall rated as 3.56 which is verbally interpreted as very good. The result was based on the system evaluation using ISO 9126 in terms of functionality, usability, content, reliability, and performance. Conclusion: The developed application meets the objectives to provide an alternative learning tool for learning Asian Studies. The application is well commended and accepted by the end-users to provide an interactive and immersive environment for students to learn at their own pace. Recommendations: Further enhancement of the audio, gameplay, and graphics of the tool. Schools should take into consideration the adoption of the Asian Studies Virtual Reality as a good alternative tool for their teachers and students to teach and learn Asian Studies. The use of more 3D objects relevant to the given information to enhance the game experience may be considered. A databank for the quiz questions that will be loaded into the game should also be considered. Research Implications: The integration of modern technology in education has been a vital part of the learning process, especially when technological resources are available. Development and adaptation of this application will promote an alternative way of independent learning among students and will give them a better understanding of Asian Studies at their own pace.
Relationship between School Professional Climate and Teachers&apos; Satisfaction with the Evaluation Process. Stated Briefly. REL 2017-186
Author: Lacireno-Paquet, Natalie
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Work Environment,Satisfaction,Teacher Evaluation,Teacher Attitudes,Leadership,Principals,Teacher Influence,School Policy,Teacher Surveys,Public School Teachers,National Surveys,Elementary Secondary Education,Teacher Characteristics,Institutional Characteristics,Scores,Academic Achievement

This study examined the relationship between teachers' perceptions of school professional climate and their satisfaction with the process for evaluating their performance. It used the responses of a nationally representative sample of teachers to examine whether teachers' satisfaction with the evaluation process was associated with two measures of school professional climate (principal leadership and teacher influence), teacher and school characteristics, and the inclusion of student test scores in the evaluation system. Teachers' perceptions of their principal's leadership was positively associated with their satisfaction with the evaluation system. Teachers' evaluation rating was also associated with their satisfaction, with those rated satisfactory or higher more likely to be satisfied. Teachers' whose evaluations included student test scores were less likely to be satisfied. [For the full report, see ED565674.]
How Long Does It Take English Learner Students Entering School in Kindergarten in Washington Road Map Districts to Develop English Proficiency? Stated Briefly. REL 2017-243
Author: Motamedi, Jason Greenberg
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: English Language Learners,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Kindergarten,School Districts,Student Characteristics,Gender Differences,Native Language,Race,Ethnicity,Special Education,Classification,State Departments of Education,Time Factors (Learning),Educational Legislation,Elementary Secondary Education,Federal Legislation,Immigrants,Elementary School Students

This brief describes findings on the percentage of English learner students entering school in kindergarten in seven Washington school districts who developed the English proficiency necessary to be reclassified as former English learner students and the average time to reclassification. Eighty-five percent of English learner students who entered kindergarten between 2000/01 and 2007/08 achieved reclassification by 2012/13. It took those students an average of 3.2 years to be reclassified. Student characteristics--such as English proficiency at entry to kindergarten, gender, home language, country of birth, race/ethnicity, and special education status--were associated with reclassification. The results of this study can help school districts set realistic expectations for the time it takes English learner students to achieve English proficiency and may help state education agencies as they create new accountability targets to comply with the Every Student Succeeds Act of 2015. [For the full report, see ED558159.]
Suspension, Expulsion, and Achievement of English Learner Students in Six Oregon Districts. Stated Briefly. REL 2016-112
Author: Burke, Arthur
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Suspension,Expulsion,Discipline,English Language Learners,School Districts,Elementary School Students,Middle School Students,High School Students,Minority Group Students,Age Differences,Discipline Policy,Aggression,Student Behavior,Behavior Problems,Gender Differences,Academic Achievement,Racial Differences,Ethnic Groups,Student Characteristics,Reading Achievement,Mathematics Achievement,Students with Disabilities

This study uses 2011/12 data from the Oregon Department of Education to examine whether English learner students in six Oregon districts received exclusionary discipline more often and were suspended for more instructional days than non-English learner students. The study also identifies the most common reasons for exclusionary discipline for English learner students and non-English learner students and compares proficiency rates on state assessments in reading and math between English learner students who received exclusionary discipline and those who did not. [For the full report, see ED558158.]
Sustaining Reform: Six States Reassess Priorities for the Future
Author: Reform Support Network (RSN)
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Educational Change,State Departments of Education,Outcomes of Education,Resource Allocation,Instructional Leadership,Sustainability,Statewide Planning,Federal Aid,Federal Legislation,Educational Legislation,Federal Programs,Networks,Scoring Rubrics,Self Evaluation (Groups),Case Studies,Futures (of Society),Strategic Planning,Guidelines,Educational Policy,Advisory Committees,Elementary Secondary Education,Academic Achievement

How can States address the continual and extraordinary challenge of sustaining and adapting the reforms they have implemented to improve student outcomes? What steps can States take to do so in the face of inevitably evolving conditions--such as a change in resources (for example, the end of a grant), leadership (a transition in personnel or vision) or context (a shift in stakeholder support)? SEAs can apply this brief as a guide to the initial stages of planning for sustainable education reform. The sustainability tools introduced prompt States to consider what should be sustained and how to approach the challenge. Planning for sustainability, like evaluation, is a cycle of assessment and planning designed to ensure the continual refocusing and strengthening of efforts to improve how education serves students. This brief is based on the real experiences of six Race to the Top State grantees that took part in the Reform Support Network Sustainability Work Group during 2014.
Shining the Spotlight on Those outside Florida&apos;s Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students
Author: Mokher, Christine G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Programs,Educational Change,Educational Policy,State Policy,State Legislation,Educational Legislation,Acceleration (Education),Mathematics Education,College Readiness,High School Students,Outcomes of Education

Since the 2000s, states have experimented with reforms to improve success among underprepared students traditionally assigned to developmental education (DE). Florida's reform under Senate Bill 1720 has been among the most comprehensive and wide-reaching. Recent public high school graduates and military personnel became exempt from DE, but nearly onethird of students, including those without a Florida standard high school diploma, were still required to take a placement test and enroll in DE if they scored below college-ready. The legislation also required colleges to offer accelerated instructional strategies for students remaining in DE, and provide enhanced advising and support services. Focusing specifically on nonexempt students, we use statewide data to conduct a difference-in-regression discontinuity analysis to examine differences in first-year math coursetaking outcomes for students on the margins of college readiness before and after the reform. While students narrowly assigned to DE tend to have a lower likelihood of taking and passing college-level courses relative to their college-ready peers, these students experienced larger gains after the reform when DE courses were offered in accelerated formats accompanied by support services. The reform also improved outcomes for students scoring above college-ready, which suggests that nonexempt students benefited from enhanced advising and support services too. [This article was published in &quot;Journal of Higher Education&quot; (EJ1281792).]
Teacher Evaluation and Professional Learning: Lessons from Early Implementation in a Large Urban District. Stated Briefly. REL 2016-120
Author: Shakman, Karen
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Faculty Development,Urban Schools,School Districts,Evaluation Methods,Feedback (Response),Teacher Competencies,Teacher Effectiveness,Teaching Methods,Family Involvement,School Community Relationship,School Culture,Teacher Surveys,Teacher Characteristics,Standards,Curriculum,Planning,Alignment (Education)

This brief describes findings from a study of teachers who were rated less than proficient on one or more standards on a large urban district's newly developed educator evaluation system. Evaluators prescribed professional development activities, such as courses, workshops, coaching, and mentoring, and professional practice activities, such as the use of specific instructional strategies, that teachers should undertake to improve their practice. For each standard on the evaluation rubric, 9-58 percent of teachers received prescriptions that included professional development activities, and at least 97 percent received prescriptions that included professional practice activities. Among teachers who completed a survey, more teachers reported participating in professional activities related to the evaluation system's two instruction-based standards than in professional activities related to the standards focused on family and community engagement and professional culture. For all standards, less than 40 percent of teachers participated in all the activities evaluators prescribed to them. The percentage of teachers who received at least a proficient rating in the curriculum, planning, and assessment standard on their subsequent summative evaluation was higher for teachers who participated in activities related to that standard than for teachers who did not participate in standards-related activities. [For the full report, see ED565633.]
Building a Culture of Joyful Learning: A Case Study of Improvement at the Harvard-Kent Elementary School
Author: Eaton, Annelise
Date: 2020-00-00
Type: Reports - Research
Subjects: Case Studies,Educational Improvement,Preschool Education,Kindergarten,Elementary School Students,Low Income Groups,Academic Achievement,Achievement Gap,English (Second Language),Second Language Learning,English Language Learners,Literacy Education,Public Housing,Emotional Disturbances,Student Diversity,Minority Group Students,Achievement Gains,School Culture,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Classroom Observation Techniques,Educational Practices,Program Descriptions

Located in the heart of Charlestown [Boston, MA], Harvard-Kent Elementary School serves 365 students in grades Pre-K to 5. The school serves the highest percentage of children living in public housing of any Boston school. It is home to a specialized program for students learning English as well as a therapeutic program for children with emotional disabilities. Students represent a range of races, ethnicities, and home languages. Over the past five years, a focus on meeting the needs of the whole child and strengthening early literacy instruction has catapulted academic performance at the Harvard-Kent, one of the most racially diverse schools in Boston. The Harvard-Kent is now shrinking opportunity and achievement gaps for low-income students, students with disabilities, students of color, and English Language Learners. This case study explores how the Harvard-Kent made academic gains by engaging teachers to create a school culture where students feel valued and where learning is experiential and engaging. Information presented in this brief represents findings from a comprehensive data and document review; focus groups with students, teachers, and administrators; and a set of classroom observations meant to uncover key practices, both academic and non-academic, at the school.
Ped Grammar in the Teaching and Learning of FLs
Author: Saliés, Tânia Mara Gastão
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Grammar,Second Language Learning,Language Usage,Relevance (Education),Instructional Design,Learning Activities,Educational Philosophy

Pedagogical Grammar has been notorious for a number of controversial issues, among them how necessary and effective it is in assisting foreign language learners at the moment of language production. If language is understood as a formal system that is activated when put to use and grammar as a meaning-negotiating resource, there are aspects of language that need to be taught if they are ever to be noticed and used in context. To teach these aspects, foreign language teachers typically resort to Pedagogical Grammar or other methods to provide learners with tools to create meaning and negotiate socially motivated communication. This paper addresses the relevance of Pedagogical Grammar to the teaching and learning of foreign languages, taking a theoretical approach. Ultimately, it is an attempt to further understanding of the topic and inspire practitioners to design pedagogical grammar activities. To this end, definitions of Pedagogical Grammar are reviewed, and related issues brought to light. Then, criteria for the design of pedagogical activities are highlighted.
How Mothers of Deaf Children Cope with Conflict
Author: Saliés, Tânia Gastão
Date: 2020-00-00
Type: Reports - Research
Subjects: Mothers,Children,Deafness,Conflict,Parent Role,Adjustment (to Environment),Parent Attitudes,Foreign Countries,Social Support Groups,Hearing Impairments,Assistive Technology,Sign Language,Language Skills,Interpersonal Communication,Parent Child Relationship,Speech Communication

This paper case-studies how three hearing mothers make sense of their own and their deaf children's experiences from a view of discourse as a social practice. For this purpose, it examines how participating mothers represent themselves and their children in discourse by looking at the frames and footings that emerge from their relationship with each other and with their utterances and by associating findings with the socio-cultural context at large. The analysis indicates that the mothers represent themselves as &quot;pro-active&quot; and &quot;caring&quot; mothers as well as &quot;reluctant&quot; to accept their children's deafness. Reported speech was the main strategy used in talk to solve conflicting situations and avoid confronting the lack of acceptance of their children's deafness.