ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing California&apos;s Growing Teacher Shortage: 2017 Update
Author: Carver-Thomas, Desiree
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Supply and Demand,Teacher Selection,Teacher Qualifications,Special Education Teachers,Mathematics Teachers,Science Teachers,Language Teachers,Bilingual Education,Low Income Students,English Language Learners,Minority Group Students,State Legislation,State Aid,Teacher Salaries,Mentors,Teaching Conditions,Incentives,Labor Turnover

In a January 2016 report on teacher shortages in California, &quot;Addressing California's Emerging Teacher Shortage: An Analysis of Sources and Solutions,&quot; the Learning Policy Institute found that there were too few qualified California teachers to meet the growing demand of school districts across the state. A fall 2016 survey of more than 200 California districts revealed that 75% of districts were experiencing teacher shortages, and the vast majority said those shortages were getting worse. Most of those districts reported responding to shortage conditions by hiring teachers with substandard credentials or permits--that is, teachers who have not yet completed the subject matter and teacher preparation requirements for a full credential. In this update, the authors show that, consistent with school district survey data, teacher workforce trends have worsened in the past year, with especially severe consequences in special education, math, and science, and significant threats in bilingual education. Recent investments in the California state budget hold promise for bolstering the teacher workforce within the next 5 to 7 years but will not lessen the shortages occurring now. To address the shortfalls, more immediate solutions would be needed. [For &quot;Addressing California's Emerging Teacher Shortage: An Analysis of Sources and Solutions,&quot; see ED606333. For two related research briefs, see &quot;California Special Education Teacher Shortages Grow More Severe&quot; (ED606780) and &quot;California Teacher Workforce Trends Signal Worsening Shortages&quot; (ED606781).]
21st Century Community Learning Centers: A Descriptive Evaluation for 2011-2012
Author: Hammer, Patricia Cahape
Date: 2012-12-00
Type: Reports - Research
Subjects: Community Centers,Program Evaluation,Enrichment Activities,Literacy Education,Student Participation,Volunteers,Partnerships in Education,Faculty Development,Technical Assistance,Referral,Student Behavior,Behavior Change,Student Improvement,Parent Participation,Substance Abuse,Prevention,Accountability,Program Improvement,Tutoring,Remedial Instruction,Homework

This evaluation study provides descriptive information about the implementation and outcomes of the 21st Century Community Learning Centers (CCLC) program in West Virginia, from September 2011 through May 2012. The report draws on information from online surveys of directors of 24 CCLC programs and from school teachers of nearly 4,000 participating students. Most participating students were in the elementary grades. The mean number of days students attended ranged from about 14 to 96 days, depending on the program. Teachers perceived the greatest improvements in participating students' behaviors related to promptness and quality of homework turned in, overall academic performance, and participation in class. Regarding parent and community involvement, more than half of program directors indicated they either had no family components in their programs or that they were, at best, well below target goals. Of those who reported success in this area, three main themes emerged as reasons for their successes: (1) the right types of activities; (2) ongoing, even daily contact with parents; and (3) a shared commitment to the program, which involved engaging parents in meaningful work toward program goals. Topics that program directors reported needing additional professional development include programming, staff development, and STEM/STEAM; for technical assistance topics include program evaluation, program sustainability, and project management. [For the 2010-2011 report, see ED606731.]
21st Century Community Learning Centers: A Descriptive Evaluation for 2010-2011
Author: West Virginia Department of Education (WVDE), Office of Research
Date: 2011-08-00
Type: Reports - Research
Subjects: Community Centers,Enrichment Activities,Literacy Education,Program Evaluation,Elementary School Students,Secondary School Students,Student Characteristics,Referral,Student Improvement,Student Behavior,Behavior Change,Homework,Student Participation,Tutoring,Remedial Instruction,Academic Achievement,Family Involvement,Health Promotion,Smoking,Substance Abuse,Prevention

The West Virginia Department of Education (WVDE) has implemented a program, the 21st Century Community Learning Centers (CCLC), to help establish local community learning centers that provide academic enrichment opportunities for children to: (1) meet state and local student standards in core academic subjects; (2) offer students a broad array of enrichment activities that can complement their regular academic programs; and (3) offer literacy and other educational services to the families of participating children. This evaluation of CCLC for 2011 consists of a descriptive analysis of the teacher and program director surveys, as well as a compilation of the dose strength data for each of the individual programs. Two survey instruments were used, one for program directors and one for teachers from schools participating in the CCLC program. Instruments were mailed from the WVDE Office of Research to all CCLC program directors, who then distributed them to all site coordinators. Site coordinators sent the teacher survey on to all teachers who had referred students to the CCLC program. Both surveys were filled out at the end of the 2010-2011 school year. A series of analyses were run using descriptive statistics from the surveys. Findings and recommendations are discussed. [For the 2009-2010 report, see ED606734.]
The West Virginia Special Education Technology Integration Specialist (SETIS) Program: 2011-2012 Evaluation Report
Author: Stohr, Amber
Date: 2013-03-00
Type: Reports - Research
Subjects: Special Education,Educational Technology,Technology Uses in Education,Technology Integration,Specialists,Professional Development,Technological Literacy,Program Implementation,Special Education Teachers,Mentors,Coaching (Performance),Capacity Building,Teacher Competencies,Administrator Qualifications,Barriers,Program Effectiveness,Public Schools,Preschool Education,Elementary Secondary Education

The Special Education Technology Integration Specialist (SETIS) program was created through an expansion of the Technology Integration Specialist (TIS) program. The original TIS program was designed to provide and coordinate professional development activities for all teachers and administrators on a school-level basis to assist them in becoming proficient in the use of 21st Century Technology Tools--a key component of Teach 21. The TIS is an individual who models, coaches, and mentors teachers in using statewide technology resources to meet West Virginia's content standards and objectives. The TIS also assists in the implementation of county and school technology plans, and in the use of other county and school software applications. The West Virginia Department of Education piloted the TIS program through Part D of Title II technology funds provided by the United States Department of Education. The program has now been expanded to include library media specialists, special educators, Title I teachers, career and technical education teachers, and county- and school-based TISs who are supported through local county funds. Special educators were brought into the TIS program in April 2006; they are referred to as &quot;special education technology integration specialists,&quot; or &quot;SETISs.&quot; In 2011-2012, its 7th year, the program trained 16 special educators as models, coaches, and mentors of technology integration at schools and within classrooms. This study examines SETIS program implementation, use, and impact across three key stakeholder groups: SETIS, teacher colleagues, and school administrators. Drawn from the TIS evaluation plan, the SETIS program adopted five overarching evaluation questions: (1) To what extent does the TIS program build the capacity of participating TISs to plan and facilitate (a) teaching and learning, (b) information access and delivery, and (c) program administration? (2) To what extent do TISs encounter barriers to successful program implementation (e.g., financial, temporal, relational, etc.)? (3) To what extent is the level of technology integration in TIS schools positively impacted through participation in the program? (4) In what ways have school administrators and teachers leveraged the TIS and the resources provided by the TIS? and (5) What impact has the TIS program had on students' technology literacy in participating schools?
Understanding California&apos;s Early Care and Education System. Research Brief
Author: Melnick, Hanna
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Child Development,State Standards,Access to Education,Educational Quality,Sustainability,Educational Finance,Data Collection,Financial Support,Program Effectiveness,Low Income Students,Early Intervention,Infants,Toddlers,Preschool Children,Teacher Salaries,Wages,Home Visits,Special Education,Federal Aid,State Aid

California offers an array of state and federally funded early care and education (ECE) programs for children birth to age 5, particularly those living in or near poverty. However, California's ECE system is complex and fragmented, often making it difficult for policymakers, providers, and families to understand. This brief, which is based on the report &quot;Understanding California's Early Care and Education System,&quot; provides policymakers with a comprehensive overview of the state's ECE system, describing its administration and funding, access to care, program quality, and data limitations. [For the full report, see ED606735.]
21st Century Community Learning Centers: A Descriptive Evaluation for 2009-2010
Author: West Virginia Department of Education (WVDE), Office of Research
Date: 2010-11-00
Type: Reports - Research
Subjects: Community Centers,Enrichment Activities,Literacy Education,Program Evaluation,Elementary School Students,Secondary School Students,Student Characteristics,Referral,Student Improvement,Student Behavior,Behavior Change,Homework,Student Participation,Tutoring,Remedial Instruction,Academic Achievement,Family Involvement,Health Promotion,Smoking,Substance Abuse,Prevention

The West Virginia Department of Education (WVDE) has implemented a program, the 21st Century Community Learning Centers (CCLC), to help establish local community learning centers that provide academic enrichment opportunities for children to: (1) meet state and local student standards in core academic subjects; (2) offer students a broad array of enrichment activities that can complement their regular academic programs; and (3) offer literacy and other educational services to the families of participating children. This evaluation of CCLC for 2010 consists of a descriptive analysis of the teacher and program director surveys, as well as a compilation of the dose strength data for each of the individual programs. Two survey instruments were used, one for program directors and one for teachers from schools participating in the CCLC program. Instruments were mailed from the WVDE Office of Research to all CCLC program directors, who then distributed them to all site coordinators. Site coordinators sent the teacher survey on to all teachers who had referred students to the CCLC program. Both surveys were filled out at the end of the 2009-2010 school year. A series of analyses were run using descriptive statistics from the surveys. Findings and recommendations are discussed.
Understanding California&apos;s Early Care and Education System
Author: Melnick, Hanna
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Child Development,State Standards,Access to Education,Educational Quality,Sustainability,Educational Finance,Data Collection,Financial Support,Program Effectiveness,Low Income Students,Early Intervention,Infants,Toddlers,Preschool Children,Teacher Salaries,Wages,Home Visits,Special Education,State Aid,Federal Aid

Early care and education (ECE) can have a positive effect on many aspects of children's development, including the language, literacy, mathematics, executive functioning, and social-emotional competencies needed for a smooth transition into kindergarten and later life success. But for many families, high-quality ECE is out of reach. California has established a range of programs to support the development of children from birth to age 5, but these programs are uncoordinated, insufficient in scope, and of variable quality. This report provides California policymakers with a comprehensive overview of the state's ECE system, describing its administration and funding, access to care, program quality, and data limitations. State policymakers should consider the following five questions in light of the findings in this report: (1) How can California move from a patchwork of disconnected programs to a more unified ECE system?; (2) How should California increase the availability of high-quality, full-day ECE programs that meet the needs of children and families?; (3) How can California more sustainably fund ECE programs?; (4) How can California continue to improve quality and supports for all ECE programs?; and (5) How can California improve its data systems to inform strategic decision making? This report provides some of the background information policymakers need to begin answering these questions so that they can create a system that will better serve California's children. [For the research brief, see ED606733.]
Emergent Bilinguals as Teachers: Constructing Storylines in an Elementary Mathematics Classroom
Author: Smith, Erin
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Stereotypes,Bilingualism,Elementary School Students,Mathematics Instruction,Classroom Communication,Elementary School Teachers,Teaching Methods,Teacher Student Relationship,Teacher Role,Faculty,Longitudinal Studies,Hispanic American Students,English Language Learners,Peer Teaching,Error Correction

Stereotypes and storylines for emergent bilinguals (EBs) permeate U.S. culture, have been historically deficit-oriented, and determine ways teachers and students interact with each other in classroom contexts. As a way to disrupt and challenge such narratives, one elementary teacher, Courtney, leveraged her authority to construct and foster the storyline of mathematical competence for EBs across multiple school years. One of the most frequent ways Courtney did this was to interactively position EBs as teachers in whole class mathematical interactions. [For the complete proceedings, see ED606531.]
An Analysis of High School Students Taking Statistics Using the HSLS:09 Dataset
Author: Weiland, Travis
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Statistics,Longitudinal Studies,Access to Education,Equal Education,Gender Differences,Racial Differences,Socioeconomic Status,Credits,Academic Achievement,Student Attitudes,Self Efficacy

In this study I report results of an quantitative analysis using a large scale public dataset (HSLS:09) to investigate which students are taking statistics courses in high school to begin to understand the access students have to opportunities to learn statistics concepts and practices in high schools in the United States. The main result of this study is that predominantly the top academically performing high school students are earning credit for taking statistics. This is concerning as all students should have experiences learning concepts and practices from statistics to be prepared to engage in and play active roles in today's data centric societies. In line with the conference theme of looking forward, implications for future research and policy are discussed. [For the complete proceedings, see ED606531.]
Teachers&apos; Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Author: Stockero, Shari L.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Student Relationship,Mathematics Instruction,Thinking Skills,Teaching Methods,Guidelines,Classroom Communication,Vignettes,Algebra,Geometry,Teacher Attitudes,Interviews,Video Technology,Comparative Analysis,Recognition (Psychology)

We investigated teachers' responses to a common set of varied-potential instances of student mathematical thinking to better understand how a teacher can shape meaningful mathematical discourse. Teacher responses were coded using a scheme that both disentangles and coordinates the teacher move, who it is directed to, and the degree to which student thinking is honored. Teachers tended to direct responses to the same student, use a limited number of moves, and explicitly incorporate students' thinking. We consider the productivity of teacher responses in relation to frameworks related to the productive use of student mathematical thinking. [For the complete proceedings, see ED606531.]
High-Quality Instruction [does not equal] High-Level Noticing: Examining Factors That Influence Teachers&apos; Noticing
Author: Francis, Dionne Cross
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Teaching Methods,Observation,Mathematics Instruction,Elementary School Teachers,Coaching (Performance),Knowledge Base for Teaching,Teacher Attitudes,Self Efficacy,Psychological Patterns,Mathematics Skills,Thinking Skills

In this study, we investigate the relationship between teachers' noticing and the quality of their mathematics instruction. We analyzed the conversation of seven elementary teachers around five coaching cycles and scored their level of noticing and the mathematical quality of the instruction of the lesson. We compared teachers' noticing levels with their MQI scores for each coaching cycle. One case showed discrepancy between the level of noticing and the MQI scores. In this proposal, we discuss the cognitive and psychological constructs that seemed to influence teacher's noticing including mathematical knowledge for teaching (MKT), beliefs, teaching efficacy, and emotions. Results show that each of the constructs influenced the teacher's noticing to varying degrees. Implications for professional development are discussed. [For the complete proceedings, see ED606531.]
Competencies of Infant and Toddler Teachers and Caregivers: A Compendium of Measures. OPRE Report 2020-21
Author: Shah, Harshini
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Infants,Toddlers,Caregivers,Preschool Teachers,Competence,Early Childhood Education,Job Skills,Measurement Techniques,Teacher Competency Testing,Testing,Test Validity,Test Reliability,Knowledge Level,Teacher Characteristics,Training,Credentials,State Standards,Interpersonal Competence,Interaction,Classroom Environment,Child Care Centers,Rating Scales

In 2017, the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families (ACF) funded Mathematica to conduct the Infant and Toddler Teacher and Caregiver Competencies (ITTCC) project. The project aims to examine existing efforts across states, institutions of higher education, professional organizations, and early care and education (ECE) programs related to competencies for infant and toddler (I/T) teachers and caregivers who work in group settings and build a conceptual foundation to inform future measurement, research, and evaluation. This compendium describes the results of a scan of competency-aligned measures. The purpose of this compendium is to offer the early childhood education field a sense of existing options for assessing competencies for I/T teachers and caregivers who work in group care settings (centers and family child care homes). The measures included in this compendium were identified through prior activities undertaken for the ITTCC project, including the scan of existing competency frameworks and the literature review, and based on additional expert input. For each measure, the authors developed a profile that includes key information about the focus of the measure and how it has been or can be used. Although these profiles are not exhaustive, they include important information about the specific competencies the measures address and how they have been used to assess the competencies of I/T teachers and caregivers.
Effective Teacher Professional Development. Research Brief
Author: Darling-Hammond, Linda
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Faculty Development,Teacher Competencies,Teaching Methods,Active Learning,Evidence Based Practice,Coaching (Performance),Feedback (Response),Communities of Practice,Course Content,Teacher Collaboration,Inservice Teacher Education,Educational Technology,Technology Uses in Education,Reading Programs,Intervention,Elementary Secondary Education

Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies. [This brief was written with assistance from Danny Espinoza. For the full report, see ED606743.]