ethanporcaro/eric-fulltext-meta huggingface dataset:
Unequal Access, Unequal Results: Equitable Teacher Distribution in Miami-Dade County Public Schools
Author: Kumar, Sudipti
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Teacher Placement,Correlation,Teacher Competencies,Teacher Effectiveness,Socioeconomic Influences,School Districts,Student Characteristics,At Risk Students,Minority Group Students,African American Students,White Students,Beginning Teachers,Racial Differences,Teacher Salaries,Teacher Certification,Academic Achievement,Hispanic American Students,Standardized Tests,Scores,Grade 4,Reading Achievement,Mathematics Achievement,Poverty,Educational Indicators,Teacher Education,Teacher Persistence,Teacher Attendance,Special Education Teachers

At the request of the Urban League of Miami, the National Council on Teacher Quality (NCTQ) analyzed the distribution of teachers in Miami-Dade County Public Schools. In this paper, the authors examine teacher-level data to determine whether indicators correlated with teacher quality vary across the district based on socioeconomic differences, and recommend ways the district can distribute teachers in a more equitable way. The paper--while specific to Miami-Dade County--examines an issue with which school districts across the country struggle. To that end, the U.S. Department of Education Office for Civil Rights has begun collecting data on student enrollment by race and ethnicity and teacher characteristics. The first summary of these data indicates that (1) black students are more likely to be taught by a first-year teacher than white students; (2) their teachers are more likely to be paid less; and (3) they are more likely to have an uncertified or unlicensed teacher. An appendix, &quot;Research base that supports the five indicators used in the report,&quot; is included.
Smart Money: What Teachers Make, How Long It Takes and What It Buys Them. Revised
Author: Joseph Nithya
Date: 2014-12-05
Type: Reports - Evaluative
Subjects: Teacher Salaries,Compensation (Remuneration),School Districts,Economic Factors,Merit Pay,Occupations,Teaching Experience,Educational Attainment,Promotion (Occupational),Competition

What teachers are paid matters. Many factors play a role in making the decision to become a teacher, but, for many people, compensation heavily influences the decision not only to enter the profession but also whether to stay in it. Compensation certainly influences where a teacher chooses to work. Because school districts take different approaches to compensation, prospective teachers should accept a new job with their eyes wide open. Knowing where salaries start and end is not enough; they must also understand the path they will take from starting salary to the top of the scale. This report examines the relative competitiveness of teacher salaries among large school districts in the United States, answering three mostly ignored questions: (1) In which districts will teachers rise to the top of the salary ladder the fastest; (2) Over the span of a full career, where can teachers earn the most money; and (3) After adjusting for cost of living, which districts provide teachers the most &quot;bang for the buck&quot;? Appended are: (1) What factors into teacher salary systems; (2) Assumptions for lifetime earnings calculations in performance pay districts: Average Teacher Performance; Above Average Teacher Performance; and Exemplary Teacher Performance; and (3) Districts by lifetime earnings and years to high annual salaries (unadjusted for cost of living).
Teacher Quality Roadmap: Improving Policies and Practices in Pittsburgh Public Schools
Author: Gonzalez, Angel
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Public School Teachers,Teacher Effectiveness,Educational Quality,Educational Policy,Educational Practices,Urban Schools,School Districts,Standards,Transfer Policy,Teacher Selection,Teacher Evaluation,Professional Development,Teacher Salaries,Teacher Employment Benefits,Teacher Recruitment,Beginning Teacher Induction,Talent Development,Teacher Persistence,Teacher Dismissal,Compensation (Remuneration)

The Pittsburgh Public Schools study is the 12th district study since the National Council on Teacher Quality (NCTQ) began studying districts in-depth in 2009. The intent of these studies is to give select communities a comprehensive look at what is happening in their local school districts that may be either helping or hurting teacher quality, and to increase the community's understanding of policies and practices that too often are understood only by insiders. This report is an analysis framed around the following five standards supported by research and best practices: (1) Staffing; (2) Evaluation; (3) Talent Management; (4) Compensation; and (5) Professional Culture. Several recommendations are made for each standard, making it clear which authority is in a position to implement the recommendation; that is, Pittsburgh Public Schools through executive action or an action of the school board, Pittsburgh Public Schools and the Pittsburgh Federation of Teachers, or the state. The following are appended: (1) Data Dashboard; (2) Description of Key Standards in the NCTQ Teacher Prep Review; and (3) Pittsburgh Control Variables for Value-Added Measure. [This study was done in partnership with A+ Schools, Pittsburgh's Community Alliance for Public Education and the Urban League of Greater Pittsburgh.]
2014 State Teacher Policy Yearbook: Are New Teachers Being Prepared for College- and Career-Readiness Standards? National Summary
Author: National Council on Teacher Quality
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Yearbooks,Academic Standards,Career Readiness,College Readiness,Teaching Skills,Alignment (Education),Educational Quality,Teacher Education Programs,State Standards,Admission Criteria,Pedagogical Content Knowledge,Instructional Innovation,Preservice Teacher Education,Accountability,Teacher Qualifications,Teacher Effectiveness,State Policy,Educational Improvement,Special Education Teachers,Selective Admission,Educational Assessment,Educational Indicators,Educational Policy,National Surveys

Since most states adopted college- and career-readiness standards, about one million new teachers have graduated from teacher preparation programs in the United States. With five years lead time on incorporating new standards into policy and practice, this year the National Council on Teacher Quality (NCTQ) has expanded its policy analysis to examine the extent to which states have aligned their requirements for teacher preparation and licensure with the skills needed to prepare students for college and careers. The 2014 State Teacher Policy Yearbook focuses on state efforts to deliver well-prepared teachers into the profession by: (1) Establishing high standards for admission into teacher preparation programs; (2) Ensuring that teacher candidates have rigorous content knowledge of the subjects they will teach; and (3) Explicitly requiring teacher preparation programs to address the instructional shifts required by college and career-readiness standards, and holding teacher preparation institutions accountable for the quality of teachers they produce.
Chinese Lessons: Shanghai's Rise to the Top of the PISA League Tables
Author: Tucker, Marc S., Ed.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Standardized Tests,Achievement Gains,Academic Achievement,Interviews,Educational Policy,Educational Practices,Educational Improvement,Educational Development,Educational Attitudes,Educational Quality,Educational Change,Incentive Grants,Teaching Methods,Educational Strategies,Change Strategies,School Effectiveness,Foreign Countries

Marc Tucker, President of the National Center on Education and the Economy, presents this compilation of interviews with top Chinese education leaders and international researchers exploring some of the policies and practices behind Shanghai's outstanding performance on PISA 2009 and PISA 2012. The interviews include perspectives from Kai-ming Cheng, Tom Corcoran, Ben Jensen, Vivien Stewart, and Minxuan Zhang. Tucker observes that what is striking about these interviews is the way they complement each other. Each of the interviewees sees Shanghai through a different lens--one gets a complete picture only by combining these different views.
The Phoenix: Vocational Education and Training in Singapore. International Comparative Study of Leading Vocational Education Systems
Author: Tucker, Marc S.
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Benchmarking,International Studies,Comparative Education,Effective Schools Research,Best Practices,Economic Development,Change Strategies,Economic Impact,Creativity,Knowledge Economy,Skill Development,Entrepreneurship,Educational Strategies,Educational Development,Systems Analysis,Human Capital

This is the first in a series of reports from the Center on International Education Benchmarking (CIEB) exploring the leading vocational and technical education systems from around the world to draw out what makes these systems great and what other countries can learn from them. This first report was based on a visit of several days to Singapore made by Betsy Brown Ruzzi, Vivien Stewart and Marc S, Tucker in May-June 2012. The remarkable Singaporean achievement in vocational education and training stands as a powerhouse at the intersection between East and West. This report concentrates on the policies and structures that define the vocational educational and training (VET) system of Singapore. It describes not only what it looks like now, but also how it developed, stage by stage, in relation to Singapore's economic development program and its unfolding general education system.
Linking Housing and School Integration Policy: What Federal, State and Local Governments Can Do. Issue Brief No. 5
Author: Tegeler, Philip
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Federal Government,State Government,Government Role,School Policy,Public Housing,Social Justice,Racial Factors,Socioeconomic Influences,Agency Cooperation,Poverty,Neighborhoods,Cooperative Planning,State Departments of Education,School Choice,Educational Vouchers,High Achievement,School Districts

This Issue Brief states that, in spite of the obvious &quot;reciprocal relationship&quot; between housing and school policy, government housing and education agencies have rarely collaborated to promote the common goals of racial and economic integration. Recent efforts to promote collaboration among housing and school agencies have focused on place-based interventions to enhance the learning environment for low income children in segregated, high poverty schools and neighborhoods, However government housing and education planners can do more to address the underlying conditions of segregation and poverty concentration that are a major contributor to unequal neighborhood and school conditions. Housing and school integration can have a strong mutually reinforcing effect, if they adhered to the following recommendations to: (1) Encourage collaboration between state housing and education departments to promote housing and school integration; (2) Incorporate school integration into ongoing regional planning efforts; (3) Site new assisted housing in low poverty, high performing school districts; (4) Link housing and school integration in the Section 8 Housing Choice Voucher program; and (5) Build school integration into existing HUD-Department of Education collaborations on Choice Neighborhoods and Promise Neighborhoods.
Comprehensive Educator Effectiveness Models That Work: Impact of the TAP System on Student Achievement in Louisiana
Author: Barnett, Joshua H.
Date: 2014-11-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Models,Teacher Leadership,Promotion (Occupational),Faculty Promotion,Teacher Evaluation,Faculty Development,Academic Achievement,Disadvantaged Youth,Economically Disadvantaged,Low Income Groups,Program Effectiveness,English Language Learners,Teacher Salaries,Accountability,Alignment (Education),Fidelity,Regression (Statistics)

TAP™: The System for Teacher and Student Advancement was launched in 1999 as a comprehensive educator effectiveness model to offer career advancement and leadership opportunities for educators, a fair and transparent evaluation process linked to job-embedded professional development and performance-based compensation, which culminate in improved instructional practices and student achievement. This study illustrates the impact of the TAP System in 66 Louisiana schools. These are primarily high-need schools, with average free/reduced price lunch eligibility of 86%, impacting more than 32,000 students each year. The authors report evidence of a positive effect of the TAP System on student achievement using two complementary analysis strategies: (1) They found a significant positive effect of TAP on 2012-13 K-8 Assessment Index scores, controlling for previous achievement, percentage of students receiving free or reduced price lunch, school configuration, school size (number of students), and percentage of English language learners. The 66 TAP schools scored 3.7 points higher on average than non-TAP schools statewide; and (2) They also found that the TAP schools had significantly greater 2012-13 Assessment Index scores than a group of matched control schools. The TAP schools scored 5.5 points higher on average than their matched controls.
Creating Pupils' Internet Magazine
Author: Bognar, Branko
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Action Research,Electronic Publishing,Internet,Electronic Journals,Student Journals,Foreign Countries,Periodicals,Creativity,Web Based Instruction,Case Studies,Primary Education

This article presents an action research, which aimed to improve pupils' literary creativity and enable them to use computers connected to the internet. The study was conducted in a small district village school in Croatia. Creating a pupils' internet magazine appeared to be an excellent way for achieving the educational aims of almost all subjects. Participation in the project was presented as a challenge to pupils to encourage their creativity as a way of life. Providing the possibility of representing their creativity and getting positive comments from readers increased pupils' self-confidence, made them proud of their published accounts and enabled them to develop their significant learning in an amusing way. These are all reasons that indicate pupils' internet magazines should be more often present in our schools. However, traditional teaching cannot serve as a successful model for encouraging pupils' creativity. Instead, it is necessary to introduce methods of active and cooperative learning. Writing about different everyday life topics, pupils made connections with members of their local community, particularly with elderly residents who recognised and supported their activity and participated in it as well. Change that was initiated ten years ago was institutionalised in the school in which it was implemented. This demonstrates how action research can contribute to achieving significant changes in teaching, and the results of this study can be used to stimulate the creativity of other teachers and their students.
Supporting Friendly Atmosphere in a Classroom by Technology Implementation
Author: Lukaš, Mirko
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Classroom Environment,Teaching Methods,Technology Integration,Teacher Competencies,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries

Extremely rapid development of information technology and the lack of monopoly in the technological market have resulted in a sudden price reduction of the informatic equipment and gadgets enabling them to be used in all segments of a human life, hence the education as well. In the modern, digital era it is almost impossible to make any significant result without the integration of technology in work. However, integrating technology in a classroom and educational process does not imply only to equip classrooms and offices with modern technological equipment, but also to improve and readjust the curriculum in order to fully use the available IT tools. Using technology in a classroom must be efficient, transparent and simple. Furthermore, it aims at improving learning quality in a class, but also at preparing students for real-life situations. The necessity of technology implementation in classrooms is not only a formal process of equipping classrooms, but also adjusting the curriculum in order to refocus on the development of technological competences of both students and teachers. This will train future young generations for everyday life in their surroundings in which their class would be a functioning model of a friendly community simulating real life problems we are preparing for and dealing with successfully.
SOS Children's Friendly Community Historical Overview
Author: Lukaš, Mirko
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Residential Institutions,Child Care,Nongovernmental Organizations,History,Qualitative Research,Child Welfare,Administrative Organization,Organizational Objectives,Educational Principles,Administrative Principles,Educational Methods,Educational Policy

SOS Children's Village Croatia is categorized as a children's home whose primary goal is taking care of children without an adequate parental care or parents themselves. Moreover, it aims at providing children, regardless of their racial, national or religious affiliation, with affection and love in a safe family environment. In addition, SOS Children's Village is a non-governmental organization founded and provided for by the international organization SOS Kinderdorf International with the headquarters in Innsbruck, Austria. SOS Children's Village itself dates back to 1949 when Hermann Gmeiner opened the first such institution in Imst, Austria. Furthermore, SOS Children's Village Croatia has been active since February 25, 1992. It consists of two SOS Children's Villages, namely SOS Children's Village Lekenik and Ladimirevci, five SOS Youth facilities and one SOS Kindergarten. SOS Children's Village Ladimirevci was built in 1995 and has been active since 1997. It is composed of sixteen SOS houses providing for more than eighty children. Equally important, two SOS Youth facilities have been actively working in Osijek. This paper aims at providing historical overview of SOS Children's Village Ladimirevci, analyzing its organization, work methodology as well as its educational policies. For the purposes of this paper, SOS Children's Village pedagogical documentation and annual reports have been analyzed. Additionally, qualitative analyses of documents contents and quantitative analyzes regarding children's and educational activities' fluctuation have been used. The purpose of providing the historical overview of pedagogical documentation is to study fluctuation of children regarding time dimension together with the methods used for educational purposes. SOS Children's Village Ladimirevci has been widely known for looking after children without an adequate parental care or parents per se, creating safe family environment and giving affection and love to the aforementioned; hence, it undoubtedly deserves the attribute of the children's friendly community.
TAP Research Summary: Examining the Evidence and Impact of &quot;TAP: The System for Teacher and Student Advancement&quot;
Author: Barnett, J. H.
Date: 2014-03-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Academic Achievement,Correlation,Teacher Improvement,Instructional Improvement,Teacher Recruitment,Teacher Persistence,Measures (Individuals),Observation,Surveys,State Standards,Academic Standards,Teacher Attitudes,Administrator Attitudes,Teacher Leadership,High Schools

Researchers at NIET and elsewhere have studied the effectiveness of &quot;TAP: The System for Teacher and Student Advancement&quot; (TAP) in raising student achievement, improving the quality of instruction and increasing the ability of high-need schools to recruit, retain and support effective teachers. This document describes some of the most important results that have emerged from the research to date. Data collection and analysis efforts are ongoing, and the findings described here will be updated as new information becomes available.
Accelerated Reader and Young People's Reading: Findings from the National Literacy Trust's 2012 Annual Literacy Survey on Reading Enjoyment, Reading Behaviour outside Class and Reading Attitudes
Author: Clark, Christina
Date: 2013-00-00
Type: Reports - Research
Subjects: Acceleration (Education),Reading Programs,Independent Reading,Recreational Reading,Reading Attitudes,Children,Adolescents,Student Surveys,Literacy,Time on Task,Literature Appreciation,Reading Motivation,Literary Genres,Foreign Countries

Accelerated Reader (AR) is a powerful tool that motivates students of all ages and abilities to read for pleasure. A wealth of data is routinely collected about children's reading skills to monitor and help manage their independent reading. However, no information is collected on the &quot;softer&quot; reading outcomes, such as reading enjoyment and attitudes towards reading. National Literacy Trust was therefore commissioned by Renaissance Learning to help plug that gap using data from the Trust's third annual literacy survey conducted in November/December 2012. 34,910 children and young people aged eight to 16 participated in the survey, which, amongst other literacy aspects, explores whether young people enjoy reading, how often they read outside class and for how long, what type of materials they read outside class, how many books they read in a month and what they think about reading. In order to explore the differences, if any, between children and young people who use AR and those who do not in terms of their reading enjoyment and reading attitudes, a question was inserted in this survey, which simply asked children whether they use Accelerated Reader or not. Overall, findings show that children and young people who use AR are more likely to enjoy reading, to do it more often, to read a greater variety of fiction genres and to think more positively about reading than their peers who do not use this reading tool. This holds particularly true for boys, and pupils in KS3 (aged 11 to 14) and KS4 (14 to 16). An appendix provides an introduction to the annual literacy survey.