ethanporcaro/eric-fulltext-meta huggingface dataset:
Retaining Teacher Talent: The View from Generation Y
Author: Coggshall, Jane G.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Age Groups,Participant Characteristics,Creativity,Innovation,Positive Reinforcement,Self Concept,Feedback (Response),Teaching (Occupation),Public School Teachers,Educational Attainment,Teacher Effectiveness,Teacher Characteristics,Teacher Persistence,Educational Research,Human Resources,Teacher Collaboration

Members of Generation Y (those born between 1977 and 1995) have been characterized as creative, innovative, self-confident, highly educated, and educationally minded. They like to share what they've learned in small groups and are dissatisfied with workplaces that are technologically inferior. They have a strong moral drive to make a difference in society. Because members of Gen Y are accustomed to positive reinforcement, they desire constant feedback and want to be rewarded when they do things well. They prefer to &quot;text&quot; with their thumbs rather than with their pointer finger, and they do not see any career as a lifelong pursuit. Little empirical evidence to support these claims exists, yet considering how critical this generation is to the workforce in general and to the teaching profession in particular--Gen Y teachers currently make up more than 18 percent of the teaching force, doubling in proportion in just the last four years--keen attention must be paid to Gen Y teachers' needs and preferences to ensure that the most effective Gen Y teachers continue to teach for more than just a few years. Retaining Gen Y teachers is a concern because in 2004-05, turnover among public school teachers under age 30 was 44 percent higher than the average teacher turnover rate (which includes retirees). The loss that this teacher attrition and mobility represents in terms of human and financial capital is staggering (see Barnes, Crowe, &amp; Schaefer , 2007; Milanowski &amp; Odden, 2007). To gain a better understanding of why this may be occurring and what human resources practices may stem the loss, researchers from Learning Point Associates and Public Agenda partnered together with the support of The Joyce Foundation and the Bill &amp; Melinda Gates Foundation to conduct the Retaining Teacher Talent study. This report describes some of the most telling findings from this work. The six key findings in this report indicate that supporting teacher effectiveness will have a profound impact on teacher retention for Gen Y teachers as well as their colleagues. (Contains 17 figures and 11 footnotes.)
Retaining Teacher Talent: Convergence and Contradictions in Teachers' Perceptions of Policy Reform Ideas. A Retaining Teacher Talent Report from Learning Point Associates and Public Agenda
Author: Coggshall, Jane G.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Change,Success,Teacher Effectiveness,Educational Policy,Participative Decision Making,Educational Indicators,Learner Engagement,Knowledge Level,Comparative Analysis,Feedback (Response),School Administration,Standardized Tests,Teaching Experience,Class Size,Discipline Problems

As a new decade dawns, teachers stand at the center of a policy vortex. They serve as the primary focus of one of the Obama administration's four pillars of educational reform--effective teachers and leaders. Educational reformers of all stripes have focused tremendous energy on thinking of ways to identify effective teachers and in turn recruit, retain, compensate, and support them. But what do teachers think of these ideas? What conclusions should reformers draw from teachers' perceptions? This report is the third release of data from the Retaining Teacher Talent study conducted by Learning Point Associates and Public Agenda with the support of The Joyce Foundation and the Bill &amp; Melinda Gates Foundation. The report suggests that what teachers think are good indicators of effectiveness--and what they think will make them more effective--are not always aligned with what policymakers or researchers think. Some educational reformers have proposed dramatic changes to teacher evaluation, compensation, and working conditions in hopes that such changes will ultimately improve student learning. The success of these reforms, however, rests in large part on the support of those who will be most directly affected--teachers. Therefore, policymakers need to recognize the critical importance of including teachers in the debate to bring not only nuance and experience to the conversation but also to build legitimacy for the reforms as they are implemented. This report, intended for policymakers and teachers who want to influence policy, describes the implications of the results of the nationwide survey conducted by Learning Point Associates and Public Agenda. (Contains 10 figures, 2 tables and 3 footnotes.) [This report was written with Molly Lasagna.]
Instructional Partnerships to Extend Learning in Urban High Schools: Lessons from New York City and Boston
Author: Foley, Eileen M.
Date: 2009-01-00
Type: Reports - Research
Subjects: Delivery Systems,High Schools,Public Schools,Educational Change,School Community Relationship,Partnerships in Education,Case Studies,Urban Schools,Agency Cooperation,Models,Interviews,Observation,Focus Groups,Learning Activities,Educational Opportunities,Civil Rights,Consciousness Raising,Citizenship Education,Student Projects,Interdisciplinary Approach,Information Technology,History Instruction,Mathematics Instruction,Science Instruction,College Preparation,Spanish Speaking,Art Education,Barriers,Educational Finance,Instructional Leadership,Financial Support,Program Evaluation,Evaluation Methods

Late in 2007 New Visions for Public Schools, a New York City reform organization, received a grant from the C.S. Mott Foundation to organize select high schools and community partners into delivery systems that could improve student achievement. New Visions asked Policy Studies Associates, Inc. to provide research support for this effort in the form of a concise, field-tested conceptual framework for inter-organizational instructional collaboration. The resulting model is presented in Chapter 3 of this report. In developing the model, PSA researchers reviewed pertinent literature and conducted field work in four New York City high schools and in two Boston high schools. This report presents research results in three chapters. Chapter 1 introduces concepts and methods. Chapter 2 presents case studies of successful partnerships and summarizes practitioners' views about what does and does not work. Chapter 3 discusses study conclusions and implications. There are two appendixes; the first presents the literature in detail, and the second presents the methodological details of this investigation. (Contains 5 exhibits and 5 footnotes.) [This report was prepared for New Visions for Public Schools.]
The Aging Teaching Workforce: A Snapshot. Age Distribution of Public School Teachers, by State, 2003-2004
Author: Ingersoll, Richard
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Aging (Individuals),Public School Teachers,Age Differences,Trend Analysis,Geographic Regions,Teacher Retirement,Labor Turnover

This analysis on the age distribution of public school teachers have been prepared by Dr. Richard Ingersoll for the National Commission on Teaching and America's Future (NCTAF), using data gathered through the U.S. Department of Education's Schools and Staffing Survey (SASS), which is administered every four years. The data for this analysis are drawn from the 2003-2004 survey, as the 2007-2008 survey is still in the data collection phase. In addition to showing the age distribution of public teachers in each state, the data tables also report: (1) Median Age; (2) Lower Quartile (median age of the youngest 25 percent of public school teachers in the state); and (3) Upper Quartile (median age of the oldest 25 percent of public school teachers in the state). This report reveals that the median age of public school teachers varies widely across the United States, from 40.5 in Kentucky to 49 in West Virginia. While every state faces an aging teacher workforce, the trend is particularly acute in certain regions of the country, including: New England: Maine, Massachusetts, Vermont, New Hampshire, Rhode Island, Connecticut; and Northwest/Northern Rockies/Northern Plains: Oregon, Washington, Idaho, Montana, Wyoming, North Dakota.
Evidence of Program Quality and Youth Outcomes in the DYCD Out-of-School Time Initiative: Report on the Initiative's First Three Years. Executive Summary
Author: Russell, Christina A.
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: After School Programs,Program Implementation,Youth Programs,Agency Cooperation,Program Evaluation,Program Effectiveness,Educational Quality,Outcomes of Education,Student Participation,Social Development,Academic Achievement,Surveys,Observation,Elementary School Students,Middle School Students,Enrichment Activities,Recreational Activities,Parent Participation,Enrollment Trends,Student Characteristics,Skill Development,Peer Relationship,Teacher Student Relationship,Professional Development,Family School Relationship

In September 2005, the New York City Department of Youth and Community Development (DYCD) launched the Out-of-School Time Programs for Youth (OST) initiative to provide young people throughout New York City with access to high-quality programming after school, on holidays, and during the summer at no cost to their families. Working closely with the nonprofit community and with ten City agencies, including the Department of Education (DOE), DYCD created a comprehensive public system of out-of-school time programming. Each OST program is operated by a nonprofit organization and is located in a school, community center, settlement house, religious center, cultural organization, library, or a public housing or Parks facility. DYCD contracted with Policy Studies Associates (PSA) to conduct a comprehensive evaluation of the OST initiative. PSA designed the evaluation to describe the characteristics of OST programs and participants and to assess the initiative's contribution to the growth and development of New York City youth. In addition to providing descriptive information on the initiative and its participants, the third-year report explores the associations among program quality, patterns of youth participation, and youth outcomes, using known features of high-quality programs as identified through previous research. The OST initiative grew over its first three years to serve increasingly large numbers of youth each year. This paper discusses the youth outcomes of this initiative. [This report was prepared for the New York City Department of Youth and Community Development and The Wallace Foundation. For the full report, "Evidence of Program Quality and Youth Outcomes in the DYCD Out-of-School Time Initiative: Report on the Initiative's First Three Years", see ED508144.]
The Tell-Tale Data: Virtual Whispering and Final Student Grades
Author: Cook, Susan
Date: 2010-01-00
Type: Reports - Research
Subjects: Classroom Techniques,Grades (Scholastic),Course Content,Academic Achievement,Teaching Methods,Computer Uses in Education,Educational Technology,Online Courses,Computer Software,Computer Mediated Communication,Comparative Analysis

Online classroom management issues pose new problems for the online instructor and pose seductive communicative options for students. This exploratory group of studies examined Blackboard/WEBCT[TM] data as collected for the course designer of an online course as possible indicators of &quot;whispering&quot; or backchanneling between students with potential impacts on course outcomes (grades). Three studies examined possible significant relationships between WEBCT data (HITS, READ, POSTED, and MAIL) with student final grades. Studies varied the independent variables of course content, instructor, length of course, and enrollments. Enrollments in studied courses ranged from nine students to 17. Correlational matrices and cluster analyses were performed using SPSS ver. 13. Findings included a strong significant relationship between HITS and student final grades across all studies, while MAIL (student-student interactions) failed to correlate significantly with final grades except in one lower-level course. Cluster analyses identified from two to three clustered groups within each study. Clusters were determined by hierarchically organizing WEBCT[TM] data as follows: HITS, READ, POSTED, MAIL, and GRADE (ltr). Analyses of clusters supported the relationships noted between HITS and student final grades, but varied on the value of MAIL data relationships. (Contains 11 tables.)
Ensuring Access with Quality to California's Community Colleges. National Center Report #04-3
Author: Hayward, Gerald C.
Date: 2004-05-00
Type: Reports - Evaluative
Subjects: Educational Finance,Access to Education,Community Colleges,Educational Quality,Tuition,Budgeting,Retrenchment,Enrollment,Educational Improvement,Educational Policy,Educational Practices

This report finds that enrollment growth pressures, fee increases, and recent budget cuts in the California Community Colleges are having significant detrimental effects on student access and program quality. The report also provides recommendations for creating improvements that build from the state policy context and from existing promising practices within the community colleges. (Contains 22 figures and 8 footnotes.) [Preface by Patrick M. Callan and postscript by Nancy Shulock. This report was prepared for the William and Flora Hewlett Foundation.]
A Litmus Test of Academic Quality
Author: Orkodashvili, Mariam
Date: 2009-10-27
Type: Information Analyses
Subjects: Higher Education,Academic Freedom,Distance Education,Accreditation (Institutions),Accountability,Educational Quality,Educational Indicators,Evaluation Criteria,Educational Policy,Government Role,Program Evaluation,Peer Evaluation,Evaluation Methods,Transfer Policy,College Credits,Standards,Politics of Education,Institutional Evaluation,Federal Regulation,Federal State Relationship,Federal Aid,State Regulation,Regional Programs,Policy Analysis

The paper discusses the major issues connected with the accreditation procedures in higher education system in the U.S. The questions raised are as follows: what are the reliable and credible indicators of quality instruction that could be measured in the process of accreditation of higher education institutions? How does greater transparency in the accreditation process serve students and the public? What is the role that accreditors on federal and state levels can play in improving institutional accountability or changing institutional behaviour; and hence, what are the standards and implications of federal vs. state involvement in the accreditation process? What is accreditation's role in addressing problems raised by arbitrary denial of transfer of credit? And what role does accreditation play in assessing distance education? The paper supports the idea that high quality instruction, academic freedom, accountability and transparency should go hand in hand. Agreement should be reached between different parties involved on what to consider as reliable and credible indicators of quality instruction and how to best measure them for the purposes of accreditation. The evaluation data should be made a public knowledge to increase transparency and serve student interests. And finally, preserving the unique balanced relationship and golden medium that exists between peer review and appropriate levels of government involvement in the process of accreditation would be the best option for further development of higher education in the U.S. (Contains a list of 27 references and sources.)
Mutual Comparison Reception Model (MCRM) of Concept Development in Secondary Science Learning: A Variation to Brunarian Theory
Author: Benedict, K. Y.
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Student Teaching,Student Teachers,Experiential Learning,Concept Formation,Teacher Educators,Teaching Methods,Science Teachers,Secondary School Science,Science Education,Science Instruction,Models,Preservice Teacher Education,Scientific Concepts,Lesson Plans,Foreign Countries,Learning Theories

The paper is the outcome of an experiential learning episode encountered by a teacher educator (the author) with a group of student-teachers under his mentorship during a session of the practice teaching programme (2006-07) at the secondary school level. The crisis faced by a student teacher in connection with the development of a lesson template based on Brunarian theory of concept development and Joyce and Weil's formulation of Information Processing Family of Models of Teaching turned out to be an occasion of &quot;Eureka&quot; to construct a new version of Concept Attainment Model (CAM) of teaching. Here the practitioners involved in the exploration proposes a twist to Concept Attainment Model of teaching, namely Mutual Comparison Reception Model of CAM, which seems to be highly suitable for the learning of  those secondary level science concepts which are interlinked in the conceptual ladder. The field level experiences of the student teachers with the proposed model of teaching (2007-09) are also reviewed in the paper. The paper also annexes a selected lesson template developed by the student teachers based on the proposed model. (Contains 1 table and 2 footnotes.)
STEM Coursetaking among High School Graduates, 1990-2005. MPR Research Brief
Author: Laird, Jennifer
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Science Education,Technology Education,Engineering Education,Mathematics Education,Secondary School Curriculum,Comparative Analysis,Cohort Analysis,Credits,High School Graduates,Gender Differences,Racial Differences,Urban Schools,Suburban Schools,Rural Schools,Differences,White Students,African American Students,Asian American Students,Hispanic American Students,Achievement Gap,Achievement Gains,Academic Records

This research brief examines high school students' coursetaking in STEM (science, technology, engineering, and mathematics) subjects. As technical and scientific innovation increasingly drives the global economy, educators and experts in technical fields have expressed concern about the academic preparation of U.S. students in STEM fields. Using data from the National Assessment of Educational Progress High School Transcript Study [HSTS], this brief compares STEM coursetaking among the 2005 HSTS cohort with that of the 1990 and 2000 HSTS cohorts. Average credits earned in three broad STEM categories are examined along with and the percentage of graduates who earned credits in 12 specific STEM while in high school. Results indicate that graduates from the class of 2005 earned more credits in each of three STEM course categories (advanced mathematics, advanced science and engineering, and STEM-related technical courses) than did their 1990 peers. In 10 out of 12 specific STEM courses, the percentage of graduates who earned credits grew from 1990 to 2005. Gains were generally found across gender, racial/ethnic groups, and community types, but gaps between groups remained largely unchanged. (Contains 1 footnotes, 6 tables, and 11 figures.) [This publication was prepared by MPR Associates, Inc. with support from the National Assessment of Educational Progress Education Statistics Service Institute.]
Spellings Commission Report on Affordability and Access to Higher Education:  Changing Demographics, Economic Crisis and Investment in Human Capital
Author: Orkodashvili, Mariam
Date: 2009-11-23
Type: Opinion Papers
Subjects: Higher Education,Human Capital,Federal Aid,Federal Government,Educational Policy,Educational Finance,Investment,Government Role,Economic Factors,Educational Trends,Enrollment Trends,Population Trends,Access to Education,Accountability,Educational Quality,Costs,Guidelines,Advisory Committees,Student Financial Aid,Educational Change

The paper discusses report of The Spellings Commission for Future of Higher Education that was set up to look into the issues facing the higher education system in the U.S., outline the challenges and offer recommendations to tackle the problems. Most importantly, The Spellings Commission Report raised the issue of the role of federal government in the development of higher education system. The paper focuses on one of the issues raised by the Spellings Commission, access to higher education. The paper suggests that today access still remains an issue for higher education in the U.S. Adjusting to changing demographic trends, increased ethnic diversity and increased enrollments with limited federal resources and complicated federal aid system is still a challenge of the future. The question that remains to be answered is: &quot;Will the federal government sustain its traditional commitment to equalizing opportunities for higher education?&quot; (Contains a list of 9 references and resources.)
Women in the Digital Realm
Author: Welch, Kathleen Ethel
Date: 2009-03-11
Type: Opinion Papers
Subjects: Feminism,Writing (Composition),Females,Rhetorical Theory,Educational Technology,Computer Uses in Education,Social Theories,Misconceptions,Rhetoric

The purpose of this workshop paper is to understand the ways that women and men who work in the field of composition-rhetoric studies can more fully understand and articulate ways to enable women writing students to use more fully the new kinds of technology that proliferate in the digital realm. The material is based on the author's twenty-six years of interacting with students on this issue in a university setting; on the author's research on women and writing; and on new research on digital writing.
Dental Care Every Day: A Caregiver's Guide. Practical Oral Care for People with Developmental Disabilities
Author: National Institutes of Health (DHHS)
Date: 2009-07-00
Type: Guides - Non-Classroom
Subjects: Dental Health,Caregivers,Developmental Disabilities,Dentistry,Health Promotion,Guidelines,Health Behavior,Caregiver Role

Taking care of someone with a developmental disability requires patience and skill. As a caregiver, you know this as well as anyone does. You also know how challenging it is to help that person with dental care. It takes planning, time, and the ability to manage physical, mental, and behavioral problems. Dental care isn't always easy, but you can make it work for you and the person you help. This booklet, produced by the National Institute of Dental and Craniofacial Research, will show you how to help someone brush, floss, and have a healthy mouth.
Marketing. Nourishing News. Volume 3, Issue 7
Author: Idaho State Department of Education
Date: 2009-02-00
Type: Collected Works - Serial
Subjects: Nutrition,Eating Habits,Marketing,Nutrition Instruction,Health Promotion,Child Health,Food,Dietetics,Newsletters

The use of marketing can effectively enhance the growth and image of the Child Nutrition Programs. The customer has changed over the years, and today's customer in the Child Nutrition Programs wants the food served to be high-quality at low prices. As a result, many child nutrition managers are looking at what the customer is requesting. This newsletter focuses on how one can develop a comprehensive marketing plan for a nutrition program. The articles included in this issue are: (1) A Message from the Director: Marketing in the Child Nutrition Programs (Colleen Fillmore); (2) Give Your Breakfast a Boost! (Ed Herrera); (3) Tell Your Story--It's Marketing!; (4) Promoting Healthy Eating Habits (Barbara Wilson); (5) Using Nutrition Education in Marketing the Foods You Serve (Rachel Johns); (6) Turning the Lunchroom into a Learning Lab (Mary Jo Marshall); and (7) Breakfast Week Promotion (Heidi Martin).