ethanporcaro/eric-fulltext-meta huggingface dataset:
American Indian Education: The Role of Tribal Education Departments
Author: Mackety, Dawn M.
Date: 2009-05-00
Type: Reports - Research
Subjects: American Indian Education,American Indian Students,Tribally Controlled Education,Partnerships in Education,Outcomes of Education,Federal Legislation,Educational Legislation,Educational Policy,State Departments of Education,School Districts,Interviews

This study describes the roles and responsibilities, organization and funding of Tribal Education Departments (TEDs) in the Central Region states. Tribal education departments are departments within tribes responsible for supporting the education of tribal members, created by the sovereign governments of federally recognized American Indian Tribes. This report is intended to provide the chiefs in the Central Region and their staffs with an overview of TEDs in order to support their work in improving educational outcomes for American Indian students and facilitate partnerships, collaborations, and further research. It deals with 4 study questions: (1) How are Tribal Education Departments defined, authorized, and funded? (2) What are the roles of Tribal Education Departments under the No Child Left Behind Act? (3) What services do Tribal Education Departments provide? and (4) What Policies or programs exist at federal, state, and local levels to enable the development of partnerships among Tribal Education Departments, State Education Agencies, and Local Education Agencies? Findings are presented by each research question. Appended are: (1) Research Methods; (2) Directory of Central Regional Tribal Education Departments and Examples of Selected TEDs; and (3) Interview Protocol. (Contains 1 table, 2 boxes, 2 footnotes, and 29 notes.)
ICCS 2009 User Guide for the International Database. Supplement 4: ICCS 2009 Sampling Stratification Information
Author: Brese, Falk
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Civics,Citizenship Education,Databases,Sampling,Public Schools,Private Schools,Rural Schools,Urban Schools,Secondary Schools,Vocational Schools

This supplement contains documentation on the explicit and implicit stratification variables included in the International Civic and Citizenship Education Study (ICCS) 2009 data files. The explicit strata are smaller sampling frames, created from the national sampling frames, from which national samples of schools were drawn. The implicit strata are nested within the explicit strata, and were used for sorting the sampling frame prior to the systematic sampling of the schools. For details of the ICCS 2009 sample design and implementation, please refer to the &quot;ICCS 2009 Technical Report&quot; (ED544622). [For the &quot;ICCS 2009 User Guide for the International Database,&quot; see ED544615. For Supplement 2 (National Adaptations of International Questionnaires), see ED544616. For Supplement 3 (Variables Derived from the Survey Data), see ED544617. For Supplement 5 (ICCS 2009 Released Items), see ED544619.]
Leadership: A McREL Report Prepared for Stupski Foundation&apos;s Learning System
Author: McIver, Monette C.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Urban Education,Disadvantaged Youth,Minority Group Students,At Risk Students,Instructional Leadership,Social Justice,Recruitment,Administrator Education,Mentors,Administrator Evaluation,Performance Based Assessment,Culturally Relevant Education,Administrator Role,Principals,School Administration

Created for the Stupski Foundation, this document synthesizes recent research and theoretical literature on leadership practices needed to support the success of underserved urban students of color. The report identifies four options for creating and supporting successful school leaders of underserved students: (1) Redefine the role of the school principal; (2) Develop a culturally responsive leadership preparation program; (3) Expand effective leadership preparation and retention programs; and (4) Refine effective leadership evaluation and support programs. An appendix provides a description of the review method, including a general explanation of McREL&apos;s approach and descriptions of the particular procedures used for each phase of the review: identification of key hypotheses and research questions, literature search, identification and cataloging of finds, and generating and communicating recommendations. (Contains 1 table and 2 figures. A list of references reviewed but not cited is included.)
Assessment: A McREL Report Prepared for Stupski Foundation&apos;s Learning System
Author: Clark, Tedra
Date: 2009-00-00
Type: Reports - Research
Subjects: Urban Education,Disadvantaged Youth,At Risk Students,Minority Group Students,Student Evaluation,Formative Evaluation,Educational Assessment,Learning,Student Motivation,Performance Based Assessment,Alignment (Education),Feedback (Response),Computer Uses in Education,Faculty Development,Self Evaluation (Individuals),Intervention,Leadership,Literature Reviews

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. This report synthesizes recent research and theoretical literature on using best practices related to formative assessment  to support urban students of color. To make better use of formative assessment to improve underserved students&apos; opportunities for college and life success, the report identifies three options: (1) Classroom-level interventions; (2) School-level curricular and assessment programs; and (3) Professional development and leadership. The literature review method is appended. (Contains 2 figures, 1 table, and 1 footnote.) [A list of references reviewed but not cited in this report is included.]
Amplified Policymaking
Author: Prince, Katherine
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Change,Educational Innovation,Educational Trends,Futures (of Society),Policy Formation,Skills,Data,Evidence,Visual Literacy,Learning Experience,Technology Uses in Education,Leadership,Administrative Organization,Culture,Cooperation,Games

This brief examines the policy implications of two drivers of change presented in the &quot;2020 Forecast: Creating the Future of Learning&quot;-- Pattern Recognition and Amplified Organization. These drivers point toward a series of cultural shifts and illuminate how we are developing new ways of organizing, constructing, and managing knowledge. They describe a world in which we will increasingly collaborate, improvise, and work together to assemble meaning from vast arrays of data while also creating new learning experiences combining physical and digital realities. Here, new skills required to handle the ubiquity and transparency of data along with the implications for using those skills to extend individual and organizational capacity are explored. By amplifying their skill, engaging in collaborative policy development, and creating the conditions for innovation, policymakers can become the superheroes in creating a future of learning that benefits all students. (Contains 34 endnotes.)
Student Achievement beyond the Classroom: Engaging Families and Communities
Author: Best, Jane
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Family Involvement,Family School Relationship,Barriers,Stakeholders,Early Childhood Education,Student Diversity,Cultural Awareness,Holistic Approach,School Community Relationship,Professional Development,Educational Policy,Communication Strategies

Despite positive outcomes associated with family engagement, many schools and districts still struggle to cultivate meaningful relationships with community members. This document identifies issues surrounding family engagement and poses questions for policymakers to consider. The authors describe the following engagement issues and offer questions and recommendations for policymakers to consider for each: (1) Understand barriers to engagement; (2) 
Build relationships and foster partnerships among all stakeholders; (3) Provide resources to families and community members; and (4) Support educator needs.
Policy Leadership for the Future of Education: A Guide for Practitioners
Author: Mid-continent Research for Education and Learning (McREL)
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Educational Policy,Educational Practices,Educational Strategies,Leadership Effectiveness,Educational Change,Educational Trends,Guides,Educational Research,Theory Practice Relationship,Program Implementation,Program Development,Program Evaluation,Educational Administration,Educational Planning,Best Practices

This guide aims to help education policy leaders develop effective policy in support of good teaching and learning. It provides tools and resources that help policy leaders to: (1) Look back at the research on strategies and practices that have been proven to bring about results for the greatest number of students; (2) Look around in order to understand the current context and implications of proposed changes well enough to manage change effectively; and (3) Look ahead by exploring emerging trends to develop policy that will hold up in the future. (Contains 1 footnote.)  [The following McREL staff members contributed to the development of this workbook: Laura Lefkowits, Jill Conrad, Carolyn Woempner, Vicki Urquhart, and Natalie Voltes.]
ICCS 2009 Encyclopedia: Approaches to Civic and Citizenship Education
around the World
Author: Ainley, John, Ed.
Date: 2013-00-00
Type: Reports - Research
Subjects: Citizenship Education,National Curriculum,International Education,Regional Characteristics,Educational Methods,Educational Policy,Educational Strategies,Student Participation,Parent Participation,Governance,School Culture,School Community Relationship,Teacher Characteristics,Student Evaluation,Learning Activities,Educational Change,Teacher Education,Quality Assurance,Academic Standards,Systems Analysis,Comparative Education,Educational Practices,School Surveys,School Entrance Age,Instructional Program Divisions,Program Length,Curriculum Design,Foreign Countries,Civics

The International Civic and Citizenship Education Study (ICCS) is the largest international study of civic and citizenship education ever conducted. Over 140,000 Grade 8 students, 62,000 teachers, and 5,300 school principals from 38 countries participated in this study. Among these were five from Asia, 26 from Europe, six from Latin America, and one from Australasia. The ICCS assessment addressed students' civic knowledge and understanding, perceptions and attitudes, and engagement and behavior. It also collected information on various aspects of students' home backgrounds. Each chapter, written by one or more members of the country's national research center, begins with a description of the country's general demographic features as well as its political characteristics. Authors then detail the background and structure of the education system, the general approach to civic and citizenship education, how it is included in the national
curriculum, which school activities relate to it, and whether this learning area is subject to current reforms and debates. Authors also outline the requirements for educating teachers for teaching in general and for teaching civic and citizenship education in particular. With regard to the latter, consideration is given to the extent to which teachers receive teacher education (both preservice and inservice) that prepares them to teach issues related to this learning area. Each chapter concludes with a description of the national approaches to assessment and quality assurance of educational outcomes on the one hand and of learning topics related to civic and citizenship education on the other. A list of organizations and individuals involved in ICCS is appended. (Individual chapters contain tables, figures, footnotes, and references.) [Additional funding for this document was provided by the Inter-American Development Bank.]
College Readiness and the Potentially Overlapping Outcomes of Community College Entrants. Policy Research IERC 2012-3
Author: Lichtenberger, Eric J.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Readiness,Community Colleges,Two Year College Students,Educational Attainment,Associate Degrees,College Transfer Students,Certification,Student Characteristics,Gender Differences,Racial Differences,Family Income,Regional Characteristics,Differences,Student Employment,Student Financial Aid,Benchmarking

The focus of this report is to describe the diverse, potentially overlapping range of student outcomes for community college entrants, such as vertical transfer, earning an associate degree, or earning a certificate while taking into consideration differences in college readiness as well as other student characteristics. (Contains 5 figures, 7 tables, and 1 footnote.)
Changing the Odds for Student Success: What Matters Most. A Special Issue of &quot;Changing Schools&quot;
Author: Goodwin, Bryan
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Disadvantaged Youth,Poverty,Educational Improvement,Academic Achievement,Teacher Effectiveness,Curriculum,Expectation,Scaffolding (Teaching Technique),School Culture,School Effectiveness,Data,Decision Making,Individualized Instruction,College Preparation,Educational Administration

Does the world really need another report? What &quot;more&quot; could be said that has not already been said? Mid-continent Research for Education and Learning (McREL) asked themselves the same question and launched a major year long effort to capture what is currently known about what it takes to ensure the success of all students, especially children of color living in poverty. Thousands of research articles, books, and studies were scanned, identified and digested. Reports and studies, related to seven components of school systems and the learning needs of underserved students were examined. After reviewing this body of knowledge, eight reports were compiled which provide the underpinnings of this publication. While synthesizing and compiling this research, an important conclusion was reached: to improve the chances of life success for all children, educators and policymakers do not need &quot;more&quot; guidance, they may actually need &quot;less.&quot; This report attempts to include interventions that can be done today to change the odds for all students. The approach of the report is to determine principles and practices that can be employed immediately to turn the odds around for all students. (Contains 6 tables, 2 figures, 2 footnotes, and 200 endnotes.)
Systems Diagnostics: A McREL Report Prepared for Stupski Foundation&apos;s Learning System
Author: Igel, Charles
Date: 2009-00-00
Type: Information Analyses
Subjects: Urban Education,Disadvantaged Youth,Minority Group Students,At Risk Students,Teacher Recruitment,Faculty Development,Data,Decision Making,Data Collection,Intervention,Systems Approach,Evaluation,Reliability,Educational Administration,Dropout Prevention,Academic Achievement,Administrative Organization,Literature Reviews

This document is one of eight reports prepared to support the development of a new learning system, an effort that is the first step in a major initiative undertaken by the Stupski Foundation. The report was created collaboratively by researchers from McRel with guidance from officers of the Stupski Foundation. Its purpose is to provide members of a &quot;Design Collaborative&quot; team--consisting of practitioners, parents, students, and researchers--with a review of key findings from existing literature to support their efforts to develop the systems diagnostics component of the Stupski Foundation&apos;s Learning System. The purpose of this report is to begin a conversation around a comprehensive approach to systems diagnostics rather than to provide a final answer. The literature review method is contained in the appendix. (Contains 2 tables, 2 figures, and 6 footnotes.) [This report is part of a larger set of reports prepared by McRel for the Stupinski Foundation.]
School Improvement. Noteworthy Perspectives
Author: Mid-continent Research for Education and Learning (McREL)
Date: 2008-00-00
Type: Collected Works - General
Subjects: Educational Improvement,Performance Factors,Change Strategies,Board of Education Policy,Improvement Programs,Leadership Effectiveness,Effective Schools Research,Best Practices,Expectation,School Culture,Institutional Role,Resistance to Change,Data Collection,Sustainability,Systems Approach,Case Studies,Disadvantaged Schools

Since the publication of McREL&apos;s &quot;2003 Annual Report,&quot; McREL staff members wrote more than 100 published articles in practitioner and peer-reviewed journals describing what they know from four decades of research on effective schools as well as years of practical experience working to help educators raise student performance: that improving schools is both a &quot;science&quot; and an &quot;art.&quot; This idea is the common thread running through this unique issue of &quot;Noteworthy Perspectives,&quot; which brings together several previously published articles from McREL. The issue opens with Bryan Goodwin and Ceri Dean&apos;s pointed &quot;Three School Improvement Mistakes (and How to Avoid Them).&quot; The authors assert that there are three common, yet avoidable, mistakes many schools make when trying to implement their school improvement efforts. Next, a McREL policy brief is offered wherein Laura Lefkowits and Carolyn Woempner describe steps a school board might take to improve the environment (and ultimately the performance) of low-performing, high-needs schools. The issue concludes with reprinted highlights of McREL&apos;s research on effective school district leaders as it appeared in &quot;The School Administrator&quot; magazine. Collectively, these articles represent some of McREL&apos;s best thinking and research to date on what it takes to improve school performance and student achievement. (Individual articles contain references.)
College Readiness: A McREL Report Prepared for Stupski Foundation&apos;s Learning System
Author: Lefkowits, Laura
Date: 2009-00-00
Type: Reports - Research
Subjects: Urban American Indians,Minority Group Students,At Risk Students,Disadvantaged Youth,College Readiness,High School Graduates,College Preparation,Metacognition,Thinking Skills,Career Readiness,Higher Education,College School Cooperation,Educational Change,Literature Reviews

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. The Foundation endeavors to improve the life options of all students, especially underserved urban youth of color, whom we refer to as &quot;Our Kids,&quot; by fundamentally redesigning the education system. The report was created collaboratively by researchers from McRel with guidance from officers of the Stupski Foundation. Its purpose is to provide a summary review of the literature contributing to the definition of &quot;college readiness.&quot; The review aimed to identify the strategies, knowledge, behaviors, and skills needed before students are considered college ready upon graduation from high school. The definition of college readiness will provide members of a &quot;Design Collaborative&quot; team-- consisting of researchers, practitioners, parents, and students- with a knowledge base from existing literature to support their efforts to develop a learning system that will bring all students high levels of achievement and readiness for college. The literature review method is detailed in the appendix. (Contains 1 table, 4 figures, and 4 footnotes.) [This report is part of a larger set of reports prepared by McRel for the Stupski Foundation.]
On the Cusp in California: How PreK-3rd Strategies Could Improve Education in the Golden State
Author: Jacobson, Linda
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Preschool Education,Primary Education,Educational Improvement,Educational Change,Educational Quality,Access to Education,Early Childhood Education,Child Care,Federal Aid,State Aid,Financial Support,Educational Finance,Federal Legislation,State Legislation,Educational Legislation,Achievement Gap,Kindergarten,Emergent Literacy,Budgeting,Retrenchment,Teacher Effectiveness,Preschool Teachers,Elementary School Teachers,Teacher Qualifications,Equal Education,Educational Facilities,English Language Learners,Hispanic American Students

This report on the state's early education system offers a dark assessment, but not a fatalistic one, especially if leaders can seize and build on reform efforts that have already started in patches throughout the state. There's much more that policymakers, advocates and the state can--and should--be doing to work toward a day when all California children have access to seamless early learning experiences that enable them to achieve proficiency by the end of third grade. California is on the cusp, poised to make real improvements. Key state officials along with early childhood advocates and school reformers, need to exert leadership to raise the profile of and create a sense of urgency around PreK-3rd reform as a strategy to close achievement gaps and boost academic performance. This report seeks to help policymakers and advocates in California focus more on PreK-3rd--the promise of the reforms, the hurdles, and the steps the state can take to overcome them. High-quality preschool is a critical component of any PreK-3rd system, and this report begins by surveying the state's current programs, examining their quality, and  determining how many children are being served by them. It also looks at efforts over the past two decades to offer slots to more children and improve preschool quality, efforts that have led to both disappointments and signs of progress. The latter half of this report goes beyond discussions of preschool to address the need for broader PreK-3rd reforms in California. Lastly, this report recommends 13 steps California policymakers should take to improve early childhood quality and access and move toward a more seamless PreK-3rd early learning system in the state. (Contains 3 tables and 85 notes.)
Student Supports: A McREL Report Prepared for Stupski Foundation&apos;s Learning System
Author: Moore, Laurie
Date: 2009-00-00
Type: Reports - Research
Subjects: Urban Education,Disadvantaged Youth,Minority Group Students,At Risk Students,Poverty,Pupil Personnel Services,Parent Participation,After School Programs,Integrated Services,Extended School Day,Socialization,Emotional Development,School Health Services,Learning,Barriers,Literature Reviews

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. This document synthesizes recent research and theoretical literature on effective strategies for supporting urban, underserved students&apos; social, emotional, and academic learning needs. Schools should adopt and/or adapt: (1) Effective curricula and programs to promote social-emotional learning; (2) Effective out-of-school time (OST) programs; (3) School day extension-of-learning (ELT) models; (4) School-based health or student support center models; and (5) 
Systemic, family-centered, collaborative, and culturally appropriate approaches to student support services. The literature review method is appended. (Contains 3 figures, 2 tables, and 5 footnotes.) [A list of references reviewed but not cited in this report is included.]