ethanporcaro/eric-fulltext-meta huggingface dataset:
Indiana Regional Transfer Study: The Student Experience of Transfer Pathways between Ivy Tech Community College and Indiana University
Author: Kadlec, Alison
Date: 2014-00-00
Type: Reports - Research
Subjects: Transfer Programs,Transfer Policy,Student Experience,Community Colleges,College Transfer Students,Focus Groups,Barriers,Influences,Qualitative Research,Academic Persistence,Graduation,College Readiness,Career Readiness,Articulation (Education),Educational Counseling,Organizational Communication,Access to Information,Cost Effectiveness,Educational Benefits,Change Strategies,Achievement Need,Student Attitudes,Student Surveys,State Colleges,State Surveys

This report details findings from focus groups with college students across Indiana. All of these students were planning to transfer or had transferred from the state community college system, Ivy Tech, to a school in the Indiana University system. We wanted to find out what these students had to say about their experiences preparing for and navigating the transfer from Ivy Tech to Indiana University. These insights can help policymakers and education leaders understand the barriers and opportunities transfer students face so they may adjust policies and practices accordingly. For students seeking a bachelor's degree, the idea of starting at a community college is a sensible one. Students could save money and get a strong foundation for success. Unfortunately, this rationale is belied by the reality that many students experience college as a maze and not a straight path forward. Most students we spoke to shared stories about false starts, costly wandering, poor advisement, time wasted and money lost. Understanding these stories is essential. The roadblocks these and other transfer students experience can have serious impacts on persistence and completion. The problem is especially acute as a significant majority of students served by these institutions arrive at college as unconfident or underprepared learners. This research was funded by Lumina Foundation and included roughly fifty focus groups with 333 transfer students in Indiana from eight Indiana University campuses and eight Ivy Tech Community College campuses. This work was planned and executed in close partnership with Indiana University and Ivy Tech [Community College]. While qualitative research is a powerful vehicle for generating a deeper understanding of a problem, the conclusions drawn from research of this kind should be viewed as suggestive rather than definitive. The following are appended: (1) Quotes by Theme; and (2) Research Design and Methodology.
The Concept of Happiness and Moral Development of &quot;Filipinas&quot; in the Academic Setting
Author: Mallari, Shedy Dee C.
Date: 2015-09-00
Type: Reports - Research
Subjects: Psychological Patterns,Moral Development,Females,Psychology,Content Analysis,Interviews,Essays,Age Differences,College Students,Adolescents,Young Adults,Qualitative Research,Foreign Countries

This study determined salient themes of female individuals who are inside the academic setting on their concept of happiness and moral development. The idea of studying the Filipina Female Concept of Happiness came from two areas of study--Female Psychology and Positive Psychology. The researchers were intrigued by the idea that since the female brain is influenced by various amounts of hormones during different stages in their life, affecting their perceptions, emotions and behaviors and perhaps it will show differences in the concept of happiness and moral development. Content analysis of interviews and essays from 12 participants suggested that compared to emerging adults, early teens and late teens attributed their happiness more on extrinsic factors. The results showed that as Filipinas grow older, their concept of happiness became more intrinsic. The study explored the Filipina's concept of happiness and moral development.
Need for Equipping Student Teachers with Language of Mathematics
Author: Gafoor, K. Abdul
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Language Usage,Teaching Methods,Vocabulary,Teacher Education,Teacher Competencies,Knowledge Level,Teacher Education Programs

The significance of curriculum in building up language of mathematics which enables learners to construct and communicate knowledge of mathematics has not received due attention even as the pedagogical challenges faced by the students in learning mathematics have been discussed for years. Learning language of mathematics is not only valuable in itself but also useful in understanding other fields of knowledge especially science. It is contended that the use of devices of language of mathematics is even helpful in learning common languages especially in learning grammar, rhythm and versification too. It is clear that understanding the language of mathematics and its special terms as fluently as possible, among other benefits, releases the cognitive processes within the learner to deal with more useful actions including solving the problem. Hence, it is important that teacher education curricula build into it the components or elements of mathematics such that the structure of language of mathematics is understood by the student teachers. This paper discusses the importance of language of mathematics, its structure and significance in mathematics education. It further suggests ways for imparting understanding of language of mathematics to novices. In view of the relevance of language of mathematics in teaching learning, this paper also considers strategies that can be employed in equipping future teachers with necessary skills and competence to deal with language of mathematics.
Joint Ventures: An Experiment in Community/Professional Co-Framing in K-12 Education
Author: Public Agenda
Date: 2014-00-00
Type: Reports - Research
Subjects: Communities of Practice,School Community Relationship,Partnerships in Education,Elementary Secondary Education,Educational Change,Change Strategies,Discourse Communities,Focus Groups,Cooperative Planning,Accountability,Interviews,School Administration,Barriers,Stakeholders,Educational Objectives,Testing,Educational Improvement,Teacher Evaluation,Administrator Evaluation,Evaluation Criteria,Investment,Academic Achievement,Charter Schools,School Choice,School Closing,Parent Role,Community Role,Opportunities,Educational Practices,Agenda Setting

What happens when local school leaders sit down to talk with teachers, parents, and other members of the community about the ends and means of local education? Can people bringing different perspectives and experiences to the issue agree on top goals for their communities? Can they settle on needed changes and decide what signifies genuine progress? This memo summarizes insights from Public Agenda's work with the Kettering Foundation exploring the potential for district/community &quot;co-framing&quot; of local K-12 education issues. &quot;Co-framing,&quot; in this context, means a process that allows leaders, professional educators, parents, and other citizens to work together to set goals, identify solutions, and assess progress. The chief questions addressed in this research are: (1) Is it possible for these groups to have deeper, more deliberative conversations on improving education and learning?; (2) Would these co-framed conversations lead to a more diverse set of solutions?; and (3) What might be needed to prompt and support such dialogue and collaborative thinking more broadly? This co-framing project is a small-scale exploratory effort building on Public Agenda and Kettering research over the last several years, in particular, work on accountability (&quot;Don't Count Us Out: How an Overreliance on Accountability Could Undermine the Public's Confidence in Schools, Business, Government, and More&quot; and &quot;'Will It Be on the Test?' A Closer Look at How Leaders and Parents Think about Accountability in Public Schools&quot;). Based on the experiments conducted for this research, the idea of co-framing responds to leaders' desire for more responsive, realistic, and informed community participation. Co-framing also seems to address the public's hunger for more genuine and personal forms of communications and participation. Moreover, co-framing provides at least a partial answer to the fear that our nation and communities have become so politically and socially divided that we can no longer talk to each other--much less work together to solve problems. A bibliography and a list of related publications are included. [For &quot;'Will It Be on the Test?' A Closer Look at How Leaders and Parents Think about Accountability in the Public Schools,&quot; see ED547418.]
A Human Capital Framework for a Stronger Teacher Workforce. Advancing Teaching--Improving Learning. White Paper
Author: Myung, Jeannie
Date: 2013-00-00
Type: Reports - Research
Subjects: Human Capital,Instructional Improvement,Faculty Development,Improvement Programs,Models,Educational Development,Systems Development,Communities of Practice,Professional Identity,Teacher Effectiveness,Teacher Improvement,Rewards,Recognition (Achievement),Teacher Evaluation,Personnel Policy,Evidence,Best Practices,Teacher Salaries,School District Spending,Needs Assessment,Teacher Qualifications,Teacher Recruitment,Teacher Placement,Beginning Teacher Induction,Coaching (Performance),Mentors,Supervisor Supervisee Relationship,Individualized Instruction,Teaching Conditions,Educational Opportunities,Differentiated Staffs,Change Strategies,Interviews

Building a stronger teacher workforce requires the thoughtful orchestration of multiple processes working together in a human capital system. This white paper presents a framework that can be used to take stock of current efforts to enhance the teacher workforce in school districts or educational organizations, as well as their underlying theories of how the teacher workforce improves over time. The paper refines and provides evidentiary support for a human capital system framework composed of four subsystems that ideally work together to build a stronger teacher workforce: (1) getting the right teachers in the right positions on time (Acquire); (2) supporting professional growth in school-based learning communities (Develop); (3) nurturing, rewarding, and challenging high-performing teachers (Sustain); and (4) informing evidence-based personnel decisions (Evaluate). Attention to this framework will engender a corps of teachers with the capacity and expertise to collectively facilitate enhanced educational outcomes.
Community College Pathways: 2012-2013 Descriptive Report
Author: Van Campen, James
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Community Colleges,Program Descriptions,Research Reports,College Outcomes Assessment,Academic Achievement,Program Implementation,Barriers,Evidence,School Statistics,Developmental Programs,Remedial Mathematics,Student Characteristics,Graduation Rate,College Credits,Improvement Programs

The Community College Pathways (CCP) program had an outstanding second year. In 2012-2013, the program reproduced the positive outcomes realized in the first year of implementation, including successful course completion rates of over 50 percent for both Pathways. Simultaneously, the administration of the Pathways has continued to develop and improve in varied instructional settings across the United States. This report provides descriptive statistics on 2012-2013 student outcomes as well as insights into the challenges and improvements in the second year's implementation of the Pathways. Altogether, the information presented in this report adds to the growing evidence of the Community College Pathways program's ability to reliably generate positive results at scale. A list of participating institutions in the 2012-2013 academic year is appended.
90-Day Cycle Handbook
Author: Park, Sandra
Date: 2013-10-00
Type: Guides - General
Subjects: Guides,Inquiry,Performance Technology,Barriers,Research Methodology,Program Proposals,Role,Responsibility,Improvement Programs,Program Descriptions,Participant Characteristics,Program Design,Program Guides,Needs Assessment,Strategic Planning,Research Reports,Skill Analysis,Educational Improvement

90-Day Cycles are a disciplined and structured form of inquiry designed to produce and test knowledge syntheses, prototyped processes, or products in support of improvement work. With any type of activity, organizations inevitably encounter roadblocks to improving performance and outcomes. These barriers might include intractable problems at particular junctures or complex issues affecting the entire system. In either case, 90-Day Cycles can serve as a mechanism for organizing existing knowledge or generating new ideas to address these thorny challenges. The opening section of this handbook contains a broad overview of the purpose and essential characteristics of a 90-Day Cycle. There follows a discussion of the different processes involved in conducting a 90-Day Cycle, from the point of inception (pre-cycle), through the three phases of the cycle (scan, focus, and summarize), to next steps or uses for the product(s) of the 90-Day Cycle (post-cycle). In addition to a detailed analysis of the different steps, these sections include tips and examples to facilitate their execution. The handbook concludes with a description of the roles and responsibilities of participants in the 90-Day Cycle. Templates of cycle documents are appended.
Delivering on Equity: Implications for Decision-Makers. Issue Brief #1
Author: Stonemeier, Jennifer
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Inclusion,Mainstreaming,Disabilities,Access to Education,Equal Education,Regular and Special Education Relationship,Civil Rights,Educational Legislation,Federal Legislation,Systems Approach,Educational Change,Barriers,Educational Policy,Alignment (Education)

The SWIFT Center will demonstrate how schools can be transformed to provide inclusive educational opportunities for all students. The SWIFT Center will address the key American goal of equal educational opportunity by assisting schools to reorganize in ways that enable them to fully deliver on inclusive, general education for all students--including students with disabilities, students from low-income families, English language learners and students taught the regular grade-level academic curriculum. SWIFT builds on a long record of research documenting the positive benefits of inclusive approaches to teaching and learning for students with varying aptitudes, prior achievement and advantages or disadvantages. SWIFT offers selected states, districts, and schools a comprehensive set of services and assistance to implement, evaluate and scale up inclusive education in schools and classrooms. Research associated with participating SWIFT schools will be broadly communicated and discussed with education decision-makers.
Strategies for Enhancing the Impact of Post-Observation Feedback for Teachers
Author: Myung, Jeannie
Date: 2013-07-00
Type: Tests/Questionnaires
Subjects: Feedback (Response),Change Strategies,Teacher Administrator Relationship,Teacher Evaluation,Clinical Supervision (of Teachers),Principals,Barriers,Educational Resources,Interpersonal Communication,Expectation,Teacher Empowerment,Access to Information,Listening Skills,Problem Solving,Administrative Principles,Educational Practices,Interviews,Observation

Across the country, districts are committing to observing, assessing, and giving feedback to teachers multiple times a year. Currently, school systems are dedicating an enormous amount of effort to accumulating data on teachers, but the field still has a lot to learn about how best to use data to support the improvement of teaching. This brief, the result of a 90-day cycle, examines the features of post-teacher-observation feedback conversations between principals and teachers that orient teachers for receptivity and learning. The authors focused specifically on teachers' conversations with their principals because many of the current teacher evaluation policy reforms place principals in the feedback-giving role, despite the limited guidance available on how this can be done well. The experience of receiving feedback from a supervisor is qualitatively different from receiving feedback from a peer, colleague, or other whose judgments are not as consequential. Feedback from supervisors certainly can produce more anxiety. The following are appended: (1) Feedback Conversation Protocol: Principal; and (2) Feedback Conversation Protocol: Teacher. A bibliography is included.
How America Pays for College, 2014: Sallie Mae's National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,National Surveys,Parent Surveys,Student Surveys,Undergraduate Students,Annual Reports,Beliefs,Outcomes of Education,Educational Benefits,Decision Making,Student Costs,Family Financial Resources,Parent Financial Contribution,College Preparation,First Generation College Students,College Readiness,Personality Traits,Tables (Data),College Choice,Enrollment Trends,Parent Responsibility,Student Responsibility,Loan Repayment,Family Income,Family Attitudes,Information Sources,Student Loan Programs,Credit (Finance)

Sallie Mae has conducted &quot;How America Pays for College&quot; annually since 2008, providing information about the resources American families invest in an undergraduate college education. This study focuses particularly on the planning and payment behaviors in a given academic year. Now in its seventh year, the study provides a compelling snapshot of how families make the important investment and choices in paying for college. This year's report reiterates families' strong commitment to college and their belief in the value it brings. At the same time, the report highlights that the way families meet the cost of college has changed as students and parents make more deliberate decisions to afford college. Specifically, the survey of 1,601 undergraduate students ages 18-24 and parents of undergraduate students ages 18-24 found: (1) a strong belief in the value of college; (2) making deliberate decisions to meet college costs; and (3) greater out-of-pocket spending. This year's study has three new features: (1) a section devoted to the role of planning for college--what planners did and how they compare to the full population; (2) a section on first in family--how the three in 10 students who were the first generation in their families to attend college accomplished it; and (3) a section on the personas (personality types and behaviors) and paying-for-college readiness of the parents and undergraduates in the survey. Each survey year, half of the population interviewed is enrolled 18 to 24 year-old undergraduates and half is the parents of enrolled 18 to 24 year-old undergraduates. For details on methodology, please see the Technical Notes section. For year-over-year comparison purposes, the report references the survey year (e.g. 2014, 2013, 2012, and so on). Questions about paying for college specifically cover the July 1-June 30 academic year ending in the year referenced. Thus the survey conducted in 2014 covers amounts paid in academic year 2013-14.
How Change Occurred at the Stoughton Area School District: Lessons from a SWIFT (Schoolwide Integrated Framework for Transformation) Knowledge Development Site. Issue Brief #3
Author: Stonemeier, Jennifer
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Educational Change,School Districts,Equal Education,Elementary Schools,Inclusion,Educational Improvement,Educational Policy,Special Education,Strategic Planning,Educational Practices,Alignment (Education)

The SWIFT Center (Schoolwide Integrated Framework for Transformation) is an initiative to bring about educational equity district by district until all students excel, including students with the most profound needs. As the national technical assistance center to build schoolwide inclusive practices to improve academic and behavioral outcomes for ALL children, the SWIFT Center is currently partnering with five states, 16 school districts, and 64 schools to implement the SWIFT Framework for educational improvement over the next four years. The SWIFT Center selected Fox Prairie Elementary School in Stoughton, Wisconsin as one of six Knowledge Development Sites where aspects of the SWIFT domains (Administrative Leadership, Multi-Tiered System of Support, Integrated Education Framework, Family and Community Engagement, and Inclusive Policy Structure and Practice) can be seen in practice. Fox Prairie and the Stoughton Area School District's history of aligning the district mission with an equity framework of support for all students embodies the SWIFT Inclusive Policy Structure and Practice domain. In this Issue Brief we highlight some of the policies and practices that contribute to the remarkable achievements in this Knowledge Development Site.
Will Teacher Value-Added Scores Change When Accountability Tests Change? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 8
Author: McCaffrey, Daniel F.
Date: 2013-06-00
Type: Reports - Research
Subjects: Scores,Accountability,Achievement Gains,Teacher Effectiveness,Teacher Evaluation,Job Performance,State Standards,Evaluation Criteria,Achievement Tests,Standardized Tests,Evaluation Methods,Goodness of Fit,Evidence,State Policy,Test Reliability,Test Validity,Educational Change,Educational Practices

Value-added evaluations use student test scores to assess teacher effectiveness. How student achievement is judged can depend on which test is used to measure it. Thus it is reasonable to ask whether a teacher's value-added score depends on which test is used to calculate it. Would it change if a different test was used? Specifically, might a teacher admonished for poor performance or recognized for good performance have been treated differently if a different test had been used? It's an important question, particularly because most states will soon be adopting new tests aligned with the Common Core State Standards. In this knowledge brief the author discusses what is known about how sensitive value-added scores are to the choice of test and what more needs to be known. He also discusses issues about the choice of test that might not be resolved through empirical investigation, as well as the implications of these findings for states and school districts.
School Discipline Policy Considerations in a SWIFT Framework. Issue Brief #6
Author: Stonemeier, Jenny
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Discipline Policy,School Policy,Student Behavior,Zero Tolerance Policy,Disproportionate Representation,Minority Group Students,Disabilities,Positive Reinforcement,Behavior Modification,Trauma,Board of Education Policy,Planning,Intervention,Educational Environment,Student Needs,Data Analysis,Decision Making,Social Development,Emotional Development,Interdisciplinary Approach,Family Involvement,Community Involvement,Stakeholders,Expectation

School discipline has been a subject of national attention both inside and outside the field of education for years. Efforts to improve how schools and communities work together to address student discipline have shown the potential for creative and effective solutions that provide better outcomes for all--students, families, educators, and communities. Recently the U.S. Department of Justice and the U.S. Department of Education formed a unique partnership to issue joint guidance to schools on student disciplinary policies and practices that consider the many effects of behavior both inside a school and in the larger community. In this brief, we discuss the recent historical context of school discipline policies, highlight some exemplar policies, and recommend policy actions that align with the SWIFT Framework.