ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Planning in Massachusetts Expanded Learning Time (ELT). Issue Brief
Author: Caven, Meghan
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Extended School Day,Teacher Collaboration,School Schedules,Faculty Development,Learner Engagement,Learning Activities,Educational Quality,Teacher Surveys,Teacher Attitudes,Interviews,Principals,Curriculum Design,Curriculum Development,Elementary School Students,Middle School Students,Elementary Schools,Middle Schools,Comparative Analysis,Enrichment,Enrichment Activities

The Massachusetts Expanded Learning Time (ELT) initiative is designed to improve academic outcomes by increasing the amount of learning time for students. Schools are expected to provide opportunities to teachers for collaborative planning and professional development as well as add time to the school day or year for instructional and enrichment opportunities. This expectation is consistent with research about student learning that suggests that more time, alone, will not significantly improve students' achievement; rather, research indicates that improved academic performance reflects student engagement in high quality learning activities. Regardless of whether schools have expanded schedules, providing teachers with structured opportunities to work together, align activities, and coordinate instructional decisions has emerged as an important strategy for improving instruction and further developing professional learning communities within schools. Schools considering whether to allocate or increase time for structured teacher collaborative planning will need to consider such decisions as where to place CPT in the school schedule, which groups of teachers should share planning time, and how the time should be used. This brief focuses on key themes identified by schools about the implementation of CPT, based on a comprehensive evaluation of the Massachusetts ELT initiative. The brief draws primarily from surveys of teachers as well as interviews with principals in 17 ELT and 19 matched comparison schools that participated in the ELT evaluation during the 2010-2011 school year. The study found that the majority of teachers had weekly (or more frequent) opportunities for collaborative planning time. During these collaborative planning meetings, teachers reported that they had engaged in a wide range of activities, and the majority of participants described the activities as useful.
WWC Evidence Review Protocol for Character Education Interventions
Author: What Works Clearinghouse (ED)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Values Education,Intervention,Ethics,Elementary Schools,Middle Schools,High Schools,Prosocial Behavior,Academic Achievement,Outcomes of Education,Program Effectiveness,Instructional Effectiveness,Search Strategies,Periodicals,Professional Associations

Character education is an inclusive concept regarding all aspects of how families, schools, and related social institutions support the positive character development of children and adults. &quot;Character&quot; in this context refers to the moral and ethical qualities of persons as well as the demonstration of those qualities in their emotional responses, reasoning, and behavior. Character is associated with such virtues as respect, responsibility, trustworthiness, fairness, caring, and citizenship. Character education &quot;programs&quot; are activities and experiences organized by a provider for the purpose of fostering positive character development and the associated core ethical values (also described as moral values, virtues, character traits, or principles). The What Works Clearinghouse (WWC) review of this topic focuses on character education programs designed for use in elementary, middle, or high schools with attention to student outcomes related to positive character development, prosocial behavior, and academic performance. Closely related program areas, such as social-emotional learning, conflict resolution, violence prevention, social skills training, service learning, and the like, may be addressed in future WWC reviews but are not intended to be covered by this one. A systematic review of evidence in this topic area addresses the following questions: (1) Which character education programs have proven effective for improving student outcomes related to positive character development, prosocial behavior, and academic performance? and (2) Are different character education programs effective for improving different outcomes, particularly academic performance?
Emotional Intelligence and Social Responsibility of Boy Students in Middle School
Author: Moradi Sheykhjan, Tohid
Date: 2014-09-00
Type: Journal Articles
Subjects: Emotional Intelligence,Males,Middle School Students,Social Responsibility,Correlation,Student Surveys,Questionnaires,Statistical Analysis,Interpersonal Relationship,Foreign Countries,Likert Scales

The present study has been undertaken to know the relationship between emotional intelligence and social responsibility of boy students in middle school using correlation. Survey method was adopted for the study. Data were collected from 100 boy students studying in Miandoab City of Iran during the academic year, 2012-13 who were selected randomly. The tool used by the investigator is Bar-On's Emotional Intelligence Questionnaire (1997). For analysis of data and interpretation of results Mean, Standard deviation, coefficient of determination and Pearson's Co-efficient Correlation techniques were used. The finding shows that between emotional intelligence and social responsibility of students there is a significant and positive relationship. Similarly interpersonal relationships and the social responsibility of students, there was a significant positive correlation. Finally Interpretation and some Recommendations have been given by the investigator based on the findings. Key words: Emotional intelligence, Social responsibility, Students, Middle school.
Modeling Successful STEM High Schools in the United States: An Ecology Framework
Author: Erdogan, Niyazi
Date: 2015-01-00
Type: Journal Articles
Subjects: STEM Education,High Schools,Literature Reviews,College Readiness,Job Skills,School Effectiveness,High Stakes Tests,Mathematics Tests,Science Tests,Scores,Comparative Analysis,Science Interests,Occupational Aspiration,Student Attitudes,Probability,College Graduates,Graduation,Figurative Language,Ecology,Stakeholders,Context Effect,Educational Methods,Ethnic Groups,Racial Differences,Gender Differences,Institutional Characteristics,Curriculum,Special Schools,Career Education,Technical Education,Design

This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently expanded nationwide. The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. Researchers have categorized these schools with three types: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE). Finding from the studies exploring college and career readiness of students attending these schools revealed students from specialized STEM schools are performing slightly better on high-stake mathematics and science tests in comparison with students in traditional schools. Studies also showed students from specialized STEM schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more likely to earn college degrees. After synthesizing the literature, we created a conceptual framework of effective learning environments for specialized STEM schools using an ecology metaphor. This framework included actors (students, teachers, community leaders, and role models), contextual factors (learning environments, curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning, immersion, communication, partnering, mentoring, support, and assessment).
AASA Survey: Impact of the Economic Downturn on School Jobs
Author: AASA, The School Superintendent's Association
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Economic Impact,School Personnel,Job Layoff,School Districts,School Surveys,Enrollment Trends,Rural Urban Differences,School Statistics,Elementary Secondary Education

As part of an ongoing effort to gauge how school districts across the country are responding to the current economic downturn, the American Association of School Administrators (AASA) continues to assess various measures of economic impact. Earlier AASA surveys addressed trends in districts&apos; initial responses to the downturn, districts&apos; ability to borrow funds, and the availability of ready-to-go public school projects should federal stimulus funds become available. This survey examines what impact the current economic situation is having on school districts&apos; decisions to eliminate job positions. In January 2009, AASA surveyed 1,056 school leaders to examine if school districts are planning to eliminate job positions in the upcoming budget cycle, and if so, where and how the cuts are being made. These results report on more than 250 responders from 46 states. The trend is clear: In response to the current economic downturn, schools across the nation are faced with having to eliminate jobs, including classroom instructors in all subject areas. While attrition accounts for some of the position eliminations, schools and students face the stark reality of fewer academic instructors, support staff and student services staff when they return to school for the 2009-2010 school year.
2013 Superintendents Salary &amp; Benefits Study
Author: McCord, Robert S.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Superintendents,Salaries,Fringe Benefits,Surveys,Public Schools,Gender Differences,Racial Differences,Ethnic Groups,School Districts,Enrollment,Employment Level,Socioeconomic Influences,High Schools,Middle Schools,Elementary Schools,Principals,Beginning Teachers,Teacher Salaries,Teachers,Contracts,Performance Based Assessment,Competence,Feedback (Response),Academic Achievement,Evaluation Methods,Information Dissemination,Retirement,Health Insurance,Leaves of Absence,Negotiation Agreements,Professional Associations

This edition of AASA, The School Superintendents Association&apos;s &quot;Superintendents Salary and Benefits Study&quot; marks the second year the association has undertaken a national study on public school superintendents&apos; compensation. Until recently, most school superintendents have had to rely on the annual salary study sponsored by Education Research Service to benchmark their compensation and benefits. With the closure of ERS, a void was created for such data. AASA responded to this need by creating a comprehensive study of the salary and benefits of school superintendents that far exceeded previous studies undertaken on this topic. AASA is particularly wellsuited for this task because it represents the vast majority of school superintendents in the country and has been most active in collecting and disseminating to its members critical data needed to inform decision making. AASA is committed to refining this work over time, thus maximizing the benefit to superintendents. This report of findings is divided into 11 sections and solely relies on measures of central tendency for this initial analysis of the data collected. These data were generally disaggregated by gender, district enrollment and racial/ethnic group. A significant body of data was collected with the central core of the data reported in this document.
Critical Features Predicting Sustained Implementation of School-Wide Positive Behavior Support
Author: Mathews, Susanna
Date: 2014-07-00
Type: Reports - Research
Subjects: Positive Reinforcement,Behavior Modification,Teaching Methods,Program Implementation,Fidelity,School Personnel,Regression (Statistics),Referral,Sustainability,Intervention,Predictor Variables,Measures (Individuals),Program Effectiveness,Self Evaluation (Individuals),Multiple Regression Analysis,Academic Ability,Instruction,Elementary Schools,Middle Schools,High Schools

The current study explored the extent to which a common measure of perceived implementation of critical features of School-wide Positive Behavior Support (SWPBS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing SWPBS. School teams completed the &quot;PBIS Self-Assessment Survey&quot; to self-assess fidelity of implementation in different SWPBS settings (school-wide, non-classroom, classroom, individual). These scores were then analyzed to assess whether certain items predicted the fidelity of SWPBS implementation, as assessed through another fidelity of implementation measure, the &quot;School-wide Benchmarks of Quality,&quot; 3 years later. Regression analyses indicated that self-reported fidelity of implementation of Classrooms Systems significantly predicted both sustained implementation and student outcomes, as assessed through levels of Office Discipline Referrals. Within Classroom Systems, regular acknowledgement of expected behaviors, matching instruction to student ability, and access to additional support were the strongest predictors of sustained implementation. Results are discussed in terms of critical areas for focusing SWPBS training to increase the likelihood of sustained implementation. [This paper was published in &quot;Journal of Positive Behavior Interventions&quot; (EJ1041152).&quot;]
Headed to College: The Effects of New York City's Small High Schools of Choice on Postsecondary Enrollment. Supplementary Tables for the Policy Brief
Author: MDRC
Date: 2014-10-00
Type: Reports - Research
Subjects: Small Schools,School Choice,College Bound Students,High School Students,Postsecondary Education,Graduation,Cohort Analysis,College Readiness,Enrollment,Graduation Rate

This paper provides a set of four supplementary tables for the policy brief &quot;Headed to College The Effects of New York City's Small High Schools of Choice on Postsecondary Enrollment. Policy Brief&quot;. Included are the following table titles: (1) Supplementary Table 1: SSC Effects on Four-Year High School Graduation Rated by Student Cohort, on High School Diploma Type and on Indicators of College Rreadiness: Cohorts 1-4; (2) Supplementary Table 2: SSC Effects on Four -Year High School Graduation Rates by Student Subgroups: Cohorts 1-4; (3) Supplementary Table 3: SSC Effects on Enrollment in Postsecondary Education after Graduating from High School in Five and Six Years: Cohorts 1-3; and (4) Supplementary Table 4: SSC Effects on Enrollment in Postsecondary Education after Graduating from High School in Four Years, by Student Subgroups: Cohorts 1-4. [For the full report, &quot;Headed to College the Effects of New York City's Small High Schools of Choice on Postsecondary Enrollment. Policy Brief,&quot; see ED553365.]
Sustaining Effective Practices in the Face of Principal Turnover
Author: Strickland-Cohen, M. Kathleen
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Principals,Administrative Change,Labor Turnover,Sustainability,Administrator Role,Barriers,Teamwork,Guides,School Policy,Behavior Problems,Intervention,Program Effectiveness,Documentation,School Districts,Elementary Schools

In the face of principal turnover, a common approach taken by staff is to simply wait until the new school year begins and hope that the new administrator will continue to support current programs. It is our experience that this passive strategy is not as helpful, because there are proactive approaches that are more likely to be successful. The purpose of this article is to describe specific practical strategies that school-based team members (along with the outgoing principal) can use to prepare for a change of administrators and ensure sustained implementation of successful evidence-based innovations.
Measurement Invariance of an Instrument Assessing Sustainability of School-Based Universal Behavior Practices
Author: Mercer, Sterett H.
Date: 2014-06-00
Type: Reports - Research
Subjects: Behavior Modification,Positive Reinforcement,Teaching Methods,Sustainability,Measures (Individuals),Behavior,Capacity Building,Factor Structure,Racial Composition,Socioeconomic Status,Teachers,Administrators,Statistical Analysis,Predictor Variables,Correlation

Objective: The purpose of the study was to examine the extent to which the School-wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, &amp; Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance across groups of schools that differed in length of time implementing School-wide Positive Behavioral Interventions and Supports (PBIS; Sugai &amp; Horner, 2009), student ethnic composition, and student socio-economic status (SES). Method: School PBIS team members and district coaches representing 860 schools in 14 U.S. states completed the SUBSIST. Results: Findings supported strong measurement invariance, for all items except one, of a model with two school-level factors (School Priority and Team Use of Data) and two district-level factors (District Priority and Capacity Building) across groups of schools at initial implementation, institutionalization, and sustainability phases of PBIS implementation. Schools in the sustainability phase were rated significantly higher on School Priority and Team Use of Data than schools in initial implementation. Strong measurement invariance held across groups of schools that differed in student ethnicity and SES. Conclusions: The findings regarding measurement invariance are important for future longitudinal investigations of factors that may promote the sustained implementation of school practices.
RadioActive101 Practices
Author: Brites, Maria José
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Radio,Foreign Countries,Internet,Action Research,Participatory Research,Computer Mediated Communication,Informal Education,Youth Programs,Community Programs,Program Evaluation,Program Effectiveness,Access to Education,Questionnaires,Financial Support,Educational Technology

In keeping with the overarching RadioActive101 (RA101) spirit and ethos, this report is the product of collaborative and joined-up thinking from within the European consortium spread across five countries. As such, it is not simply a single voice reporting on the experiences and knowledge gained during the project. Rather it is a range of different voices, coming together to create a holistic picture. The reason for this is straightforward, because whilst RA101 engages those whose voices go unheard, the contexts in which this happens are unique to each partner country. It would not be possible to capture fully the rich and diverse experiences of each radio-activist in every country if this had been written from one country's perspective. In fact, such an approach would have been completely at odds with the notion of ensuring that every voice is of value and needs to be heard. Please note that this is a practical guide, for more extensive and academic accounts of RadioActive101, see Ravenscroft et al., 2014a, 2014b, 2014c. As a way of highlighting the participation, the table below demonstrates the different environments in which the work of RA101 takes place. [RadioActive is a project funded with the support of the EU LLP programme EU LLP 531245-LLP-1-2012-1-UK-KA3-KA3MP and co-ordinated by University of East London.]
Building Supportive Environments: Toward a Technology for Enhancing Fidelity of Implementation
Author: McIntosh, Kent
Date: 2015-00-00
Type: Reports - Research
Subjects: Student Behavior,Program Implementation,Program Effectiveness,Adjustment (to Environment),Behavior Modification,Sustainability,Intervention,Positive Reinforcement,Case Studies,Functional Behavioral Assessment,Elementary School Students

Effective behavior support is achieved through designing supportive environments. However, it is common to overlook the context of implementation when designing support for individuals. This lack of attention to the broader context (e.g., behavior of peers, school resources, capacity of family members to use recommended strategies) may lead to insufficient behavior change and the ultimate failure of behavior support plans. In light of this common error, there has been a contemporary focus on examining the broader context and systems that may support the implementation of effective practices within that broader context. This chapter focuses on the importance of context in individual behavior support and steps to create contexts that support the implementation of effective individual behavior support practices, interventions, and strategies.
Quality Tools for Professional Higher Education Review and Improvement. PHExcel Report
Author: Jørgensen, Malene Dahl
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Professional Education,Models,Educational Strategies,Research,Program Evaluation,Comparative Analysis,Institutional Evaluation

The report is the project's first outcome, and provides an overview of quality tools, quality models and quality labels, currently in use in (professional) higher education. It is followed by a gap analysis as regards the Standards and Guidelines for quality assurance in the European Higher Education Area (ESG), and the identified characteristics of PHE. The report is structured as follows: Chapter I presents the background of the PHExcel [Professional Higher Education Excellence] initiative and introduces the preliminary HAPHE [Harmonising Approaches to Professional Higher Education in Europe] definition of PHE and the preliminary HAPHE key characteristics. These characteristics of PHE are illustrated in different matrices. Chapter II provides the desk research on models and labels and displays in greater detail the models and labels selected for further investigation. Chapter III continues the desk research by offering a typology with a more distinct outline. The aim is to highlight common features and dissimilarities of the quality tools, and thus identify that which unites and separates the tools. Chapter IV puts focus on the gap analysis against the ESG. As the overall reference framework, models and labels are compared to the ESG with the aim of identifying coverage and gaps within each model and label. Chapter V moves further on with an additional gap analysis concerning selected models and labels, and the fundamental basis for this comparison is the preliminary HAPHE key characteristics. Here, the intention is to display which elements of PHE characteristics are present within each tool. Just as in the ESG gap analysis, an important issue is to address both the extent of coverage and the gaps which might occur in the comparison with the domains of Teaching and Learning, Research and Policy and Strategy. Separate sections on each of the three domains are presented. Chapter VI outlines the concluding remarks of the PHExcel initiative's first step. Further, it lays out the work to be conducted in the remainder of the project, including the way forward to developing a quality framework for PHE excellence. Appendices include: (1) PHExcel Desk Research--Model and Label Overview; (2) Short Description of Models and Labels Selected for Investigation; (3) The Stairway Model to Strategic Partnership, Baaken, Thomas &amp; Schröder, Carsten (2008); and (4) Quality Culture Assessment Model, Sattler, Christine (2013) (heiQUALITY Cultures Project). A bibliography and references are included. [This report was published by the PHExcel Consortium.]