ethanporcaro/eric-fulltext-meta huggingface dataset:
Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project's Three-Year Study. Policy and Practice Brief. MET Project
Author: Bill and Melinda Gates Foundation
Date: 2013-01-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teacher Evaluation,Feedback (Response),Reliability,Accuracy,Measures (Individuals),Observation,Student Attitudes,Student Surveys,Achievement Gains,Academic Achievement,Achievement Tests,Weighted Scores,Validity,Bias,Comparative Analysis

States and districts have launched unprecedented efforts in recent years to build new feedback and evaluation systems that support teacher growth and development. These systems depend on trustworthy information about teaching effectiveness--information that recognizes the complexity of teaching and is trusted by both teachers and administrators. To that end, the Measures of Effective Teaching (MET) project set out three years ago to investigate how a set of measures could identify effective teaching fairly and reliably. With the help of 3,000 teacher volunteers along with scores of academic and organizational partners, the researchers have studied, among other measures: (1) Classroom observation instruments; (2) Student Perception surveys; and (3) Student achievement gains. This final brief from the MET project's three-year study highlights new analyses that extend and deepen the insights from the researchers' previous work. These studies address three fundamental questions that face practitioners and policymakers engaged in creating teacher support and evaluation systems. (Contains 5 figures, 1 table, and 10 endnotes.)
Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment. Research Paper. MET Project
Author: Kane, Thomas J.
Date: 2013-01-00
Type: Reports - Research
Subjects: Academic Achievement,Teacher Effectiveness,Program Effectiveness,Achievement Gains,Teaching Methods,Student Surveys,Statistical Analysis,Comparative Analysis,Outcomes of Education,Standardized Tests,Observation,Prediction,Predictor Variables,Evaluation Methods,Measures (Individuals)

To develop, reward, and retain great teachers, school systems first must know how to identify them. The authors designed the Measures of Effective Teaching (MET) project to test replicable methods for identifying effective teachers. In past reports, the authors described three approaches to measuring different aspects of teaching: student surveys, classroom observations, and a teacher's track record of student achievement gains on state tests. In those analyses, they could only test each measure's ability to predict student achievement gains non-experimentally, using statistical methods to control for student background differences. For this report, they put the measures to a more definitive and final test. First, they used the data collected during 2009-10 to build a composite measure of teaching effectiveness, combining all three measures to predict a teacher's impact on another group of students. Then, during 2010-11, they randomly assigned a classroom of students to each teacher and tracked his or her students' achievement. They compared the predicted student outcomes to the actual differences that emerged by the end of the 2010-11 academic year. Here's what the authors found: First, the measures of effectiveness from the 2009-10 school year did identify teachers who produced higher average student achievement following random assignment. Second, the magnitude of the achievement gains they generated was consistent with their expectations. Appended are: (1) Description of the Randomization Process; and (2) Treatment of Outliers. (Contains 4 figures, 17 tables, and 42 footnotes.)
Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project
Author: Kane, Thomas J.
Date: 2012-01-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Achievement Gains,Evaluation Methods,Teaching Methods,Observation,Feedback (Response),Video Technology,Research Papers (Students),Student Surveys,Teacher Competencies,Student Attitudes,Academic Achievement,Faculty Development,Teacher Improvement,Standards,Scoring,Language Arts,Mathematics Instruction,Test Validity,Test Reliability

There is a growing consensus that teacher evaluation in the United States is fundamentally broken. Few would argue that a system that tells 98 percent of teachers they are &quot;satisfactory&quot; benefits anyone--including teachers. The nation's collective failure to invest in high-quality professional feedback to teachers is inconsistent with decades of research reporting large disparities in student learning gains in different teachers' classrooms (even within the same schools). Many states and school districts are looking to reinvent the way they do teacher evaluation and feedback, and they want better tools. With the help of nearly 3,000 teacher-volunteers, the Measures of Effective Teaching (MET) project is evaluating alternative ways to provide valid and reliable feedback to teachers for professional development and improvement. In this report, the authors focus on the value of classroom observations. They test five different approaches to classroom observations. Each observation instrument is designed to do two things: (1) focus an observer's attention on specific aspects of teaching practice and (2) establish common evidentiary standards for each level of practice. In this report, the authors investigate the properties of the following five instruments: (1) Framework for Teaching (or FFT, developed by Charlotte Danielson of the Danielson Group); (2) Classroom Assessment Scoring System (or CLASS, developed by Robert Pianta, Karen La Paro, and Bridget Hamre at the University of Virginia); (3) Protocol for Language Arts Teaching Observations (or PLATO, developed by Pam Grossman at Stanford University); (4) Mathematical Quality of Instruction (or MQI, developed by Heather Hill of Harvard University); and (5) UTeach Teacher Observation Protocol (or UTOP, developed by Michael Marder and Candace Walkington at the University of Texas-Austin). Appended are: (1) Sample Restrictions Leading to Video Sample; and (2) Regression Coefficients Used for Criterion-Based Weighting. (This report was written with the assistance of Steve Cantrell, Jeff Archer, Sarah Buhayar, Kerri Kerr, Todd Kawakita, and David Parker. Contains 10 figures, 20 tables, and 45 footnotes.) [For related reports, see &quot;Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Summary. MET Project&quot; (ED540961) and &quot;Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Brief. MET Project&quot; (ED540962).]
Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Summary. MET Project
Author: Bill and Melinda Gates Foundation
Date: 2012-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teacher Evaluation,Feedback (Response),Measures (Individuals),Observation,Student Attitudes,Student Surveys,Achievement Gains,Academic Achievement,Achievement Tests,Reliability,Validity,Predictive Validity

Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to improve their practice. The MET project is working with nearly 3,000 teacher-volunteers in public schools across the country to improve teacher evaluation and feedback. MET project researchers are investigating a number of alternative approaches to identifying effective teaching: systematic classroom observations; surveys collecting confidential student feedback; a new assessment of teachers' pedagogical content knowledge; and different measures of student achievement. In this report, the authors investigate the properties of the following five instruments for classroom observation: (1) Framework for Teaching (or FFT, developed by Charlotte Danielson of the Danielson Group); (2) Classroom Assessment Scoring System (or CLASS, developed by Robert Pianta, Karen La Paro, and Bridget Hamre at the University of Virginia); (3) Protocol for Language Arts Teaching Observations (or PLATO, developed by Pam Grossman at Stanford University); (4) Mathematical Quality of Instruction (or MQI, developed by Heather Hill of Harvard University); and (5) UTeach Teacher Observation Protocol (or UTOP, developed by Michael Marder and Candace Walkington at the University of Texas-Austin). [For related reports, see &quot;Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project&quot; (ED540960) and &quot;Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Brief. MET Project&quot; (ED540962).]
Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Brief. MET Project
Author: Kane, Thomas J.
Date: 2012-01-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Achievement Gains,Evaluation Methods,Teaching Methods,Observation,Feedback (Response),Video Technology,Research Papers (Students),Student Surveys,Teacher Competencies,Student Attitudes,Academic Achievement,Faculty Development,Teacher Improvement,Standards,Scoring,Language Arts,Mathematics Instruction,Test Validity,Test Reliability

Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to improve their practice. The MET project is working with nearly 3,000 teacher-volunteers in public schools across the country to improve teacher evaluation and feedback. MET project researchers are investigating a number of alternative approaches to identifying effective teaching: systematic classroom observations; surveys collecting confidential student feedback; a new assessment of teachers' pedagogical content knowledge; and different measures of student achievement. In this report, the authors investigate the properties of the following five instruments for classroom observation: (1) Framework for Teaching (or FFT, developed by Charlotte Danielson of the Danielson Group); (2) Classroom Assessment Scoring System (or CLASS, developed by Robert Pianta, Karen La Paro, and Bridget Hamre at the University of Virginia); (3) Protocol for Language Arts Teaching Observations (or PLATO, developed by Pam Grossman at Stanford University); (4) Mathematical Quality of Instruction (or MQI, developed by Heather Hill of Harvard University); and (5) UTeach Teacher Observation Protocol (or UTOP, developed by Michael Marder and Candace Walkington at the University of Texas-Austin). (Contains 11 figures and 16 endnotes.) [For related reports, see "Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project" (ED540960) and "Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Summary. MET Project" (ED540961).]
The Public School System of San Francisco, California. Bulletin, 1917, No. 46
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: School Surveys,Vocational Education,Public Schools,Educational Change,Economics Education,School Buildings,Statistical Analysis,Educational Finance,Administrative Organization,Achievement Tests,Home Economics,Gardening,Art Education,Civics,Music Education,Educational Facilities,Immigrants

During the month of December, 1914, representatives of the San Francisco Chamber of Commerce conferred with the Commissioner of Education in Washington concerning the possibility of a survey of the San Francisco public school system under the direction of the Bureau of Education. At that time the Commissioner of Education drafted a statement of the conditions under which the Bureau of Education would undertake a survey. On January 13 the list of names of the persons proposed for the survey commission was sent to the San Francisco Board of Education and to the chamber of commerce. Eight members of the commission spent practically the entire month of February in San Francisco, while the remaining members visited the schools in August after the opening of the new school year. Twelve members of the commission spent a total of 347 days in San Francisco, an average of approximately 23 to 30 days each. Every elementary school, every high school, and 16 evening schools were visited by one or more members of the commission. The number of visits to schools aggregated 443; visits to classrooms, 1,818; conferences with groups of teachers and principals, 139. Contents include: (1) The City of San Francisco; (2) A statistical study of the school system; (3) Organization and administration; (4) The finances of the schools; (5) School buildings and grounds; (6) The elementary schools; (7) Tests of the achievements of pupils; (8) The high schools; (9) Civic education; (10) Music in the public schools; (11) Instruction in art; (12) Homo economics education; (13) Manual training; (14) Vocational education; (15) Education of the immigrant; (16) Educational and economic value of school-directed gardening; and (17) Digest of summaries of recommendations and conclusions. An index is included. (Contains 76 figures and 221 tables.) [A report to the San Francisco Board of Education of a survey made under the direction of the United States Commissioner of Education. Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 48
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-11-00
Type: Historical Materials
Subjects: Libraries,Business Education,Educational Administration,Professional Education,School Administration,Child Welfare,Teaching Methods,Elementary Secondary Education,Library Services,Rural Education,Surveys,Periodicals,Kindergarten,Educational History,Biographies,Educational Psychology,Teacher Education,Higher Education,Educational Theories,Educational Practices,Architecture,Hygiene,Sanitation,Physical Education,Religious Education,Womens Education,Civics,Home Economics,Veterans,Curriculum,Educational Environment,Gender Differences

This bulletin comprises a general survey of current educational literature, domestic and foreign, received by the Bureau of Education. Books, pamphlets, and periodicals mentioned in this bulletin may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Many of them are available for consultation in various public and institutional libraries. Contents include: (1) Educational history and biography; (2) Current educational conditions; (3) Educational theory and practice; (4) Educational psychology: Child study; (5) Educational tests and measurements; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) School hygiene and sanitation; (17) Sex hygiene; (18) Physical training; (19) Play and playgrounds; (20) Social aspects of education; (21) Child welfare; (22) Religious education; (23) Manual and vocational training; (24) Vocational guidance; (25) Home economics; (26) Commercial education; (27) Professional education; (28) Civic education; (29) Schools for maimed soldiers; (30) Education of women; (31) Exceptional children; (32) Education extension; and (33) Libraries and reading. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Music in Secondary Schools. Bulletin, 1917, No. 49
Author: Earhart, Will
Date: 1918-00-00
Type: Historical Materials
Subjects: Music,Secondary Education,High Schools,Music Education,Music Activities,Educational Practices,Advisory Committees,Educational Objectives,Aesthetics,Credits,Gender Differences,Music Teachers

The work reported in this bulletin was prepared with two aims held by the committee on music. The first was to prepare a platform sufficiently broad for all proper phases of musical activity, however diverse, found in the high schools of the United States. The second aim was to provide practical help for administrative problems, by presenting in some detail, plans that in nature and number are sufficient to fit a great variety of conditions. Failure to provide such specific recommendations might make the report barren of results. On the other hand, failure to declare a basis of educational belief might tend to encourage practices that would grow in precision rather than in breadth. In formulating the report the first step was to construct a platform of educational belief with regard to music. This was prepared in 1913, was submitted to each member of the committee, was approved by the committee, and was published by the United States Bureau of Education. The specific suggestions given in the report should not blind the teacher to the fact, often repeated or implied, that appreciation, not proficiency in technical accomplishment of any kind, is the large aim of instruction in music in high schools. Whatever the knowledge or abilities to be gained, the spirit of music should unfailingly be present, to liberate the mind, broaden the horizon, quicken the mental grasp, and give to the facts the musical application and significance that alone confer upon them any claim to value. Sensitiveness to aesthetic values for the sake of the enrichment and elevation of the quality of human life which such response brings is the large result to be attained. This report has been approved by the committee on music and the reviewing committee of the Commission on the Reorganization of Secondary Education. (Contains 2 footnotes.) [A report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association. Best copy available has been provided.]
Physical Education in Secondary Schools. Bulletin, 1917, No. 50
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Physical Education,Secondary Education,Health,Educational Change,Advisory Committees,Bibliographies,Health Education,Medical Evaluation,Physical Activities,Exercise,Credits

The Commission on the Reorganization of Secondary Education recognizes health as fundamental among the objectives of secondary education. The report contained in this bulletin was drafted for the commission by its committee on physical education, and after discussion and revision it has been approved by both the committee on physical education and the reviewing committee. Approval by the reviewing committee does not commit every member individually to every statement and every implied educational doctrine, but does mean essential agreement as a committee with the general recommendations. Appended are: (1) Bibliography for small high schools; and (2) General bibliography. (Contains 5 footnotes.) [A report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association. Best copy available has been provided.]
Moral Values in Secondary Education. Bulletin, 1917, No. 51
Author: Neumann, Henry
Date: 1918-00-00
Type: Historical Materials
Subjects: Teaching Methods,Human Dignity,Personality,Values Education,Moral Values,Democracy,Secondary Education,Ethics,Intelligence,Beliefs,Advisory Committees

The purpose of this bulletin is to stimulate the thought of teachers in discovering their innumerable opportunities for quickening the conscience and clarifying the moral vision of their pupils. The attention of teachers is here directed also to the other reports of the commission, in which are elaborated many of the ideas presented in this report. No series of reports, however, could compass the rich opportunities of the secondary school for developing the ethical life of young people. To consider moral values in education is to fix attention upon what should be the paramount aim. A schooling that imparts knowledge or develops skill or cultivates tastes or intellectual aptitudes, fails of its supreme object if it leaves its beneficiaries no better morally. In all their relationships present and future, that is, as schoolmates, as friends, as members of a family, as workers in their special vocations, as Americans, as world citizens, the greatest need of boys and girls is character, the habitual disposition to choose those modes of behavior that most do honor to human dignity. Not simply to learn to tell the truth or to respect property rights, but to realize in ever more vital ways that the worth of life consists in the endeavor to live out in every sphere of conduct the noblest of which one is capable--this it is which gives education its highest meaning. Stated in terms of national service, the aim of the secondary school should be to equip pupils as fully as possible with the habits, insights, and ideals that will enable them to make America more true to its best traditions and its best hopes. To strengthen what is most admirable in the American character and to add to it should be the goal toward which all the activities are pointed. Hence the best contribution that any school can offer is to enrich the understanding of what is required for right living together in a democracy, to encourage every disposition toward worthy initiative and cooperation, and to provide all opportunity for the practice through which these habits and attitudes are most surely ingrained. It would be a mistake for the high school to place its main reliance upon any single method, as if character could be developed chiefly by imparting moral wisdom or even by instilling special habits or holding up lofty ideals. Intelligence, habits, ideals, all three, are required. Without habits, ideals degenerate into sentimentalism; without moral understanding and ideals, habit becomes dead routine incapable of growth into new and better ambitions. Any one of these without the other two would leave important aspects lacking. (Contains 20 footnotes.) [A report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association. Best copy available has been provided.]