ethanporcaro/eric-fulltext-meta huggingface dataset:
One Secondary School's Subject-Area Teachers' Perspectives on Co-Teaching Students with Special Needs
Author: Legutko, Robert S.
Date: 2015-05-01
Type: Reports - Research
Subjects: Action Research,Rural Schools,Junior High Schools,High Schools,Secondary School Teachers,Teacher Attitudes,Special Needs Students,Disabilities,Team Teaching,Teacher Collaboration,Teaching Methods,Questionnaires,Cooperative Planning,Lesson Plans,Special Education Teachers,Regular and Special Education Relationship,Instructional Effectiveness

This study is an action research study conducted at one rural northeastern Pennsylvania junior/senior high school to gain secondary education subject-area teacher's perspectives on educating students with special needs in a co-teaching environment. A written open-ended questionnaire was issued to relevant faculty members which determined that co-teaching has many challenges but is a positive experience overall; co-teachers can be reduced to performing only the tasks of teacher aides; both co-teachers need to know the academic material and be comfortable with each other; and co-teachers must have time to plan lessons together.
Testing on Trial
Author: Carroll, Kathleen
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Standardized Tests,State Standards,Alignment (Education),Testing,Context Effect,Time Factors (Learning),Educational Improvement,Resistance to Change,Teaching Methods,Student Diversity,Information Sources,Educational Policy,Elementary Secondary Education,Student Evaluation,Educational Practices

Standardized tests are under a microscope as states prepare to administer new PARCC and Smarter Balanced tests aligned to the Common Core State Standards. This brief takes on five concerns about testing and is designed to help funders reframe the larger conversation to preserve a critical source of information about school, teacher and student performance.
The Curriculum Gap
Author: Carroll, Kathleen
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Curriculum Development,Alignment (Education),State Standards,Educational Quality,Teacher Attitudes,School Support,Instructional Materials,Educational Finance,Educational Cooperation,Partnerships in Education,Educational Administration

The challenge of updating curriculum to align with Common Core State Standards is a national one felt by states, districts, and teachers alike. Teachers generally express enthusiasm for the Common Core, but consistently cite a lack of high-quality curricula as an impediment to teaching them. The demand for core-aligned quality materials has far outpaced supply. This issue brief outlines how education grantmakers can impact curriculum alignment at the local, regional, and national levels.
Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations
Author: American Educational Research Association (AERA)
Date: 2013-00-00
Type: Collected Works - General
Subjects: Prevention,Bullying,Aggression,Violence,Educational Environment,Educational Legislation,Educational Policy,Peer Relationship,Victims,At Risk Students,Gender Issues,Student Rights,Legal Responsibility,Teacher Role,Student Role,Administrator Role,Parent Role,College Environment,Elementary Secondary Education,Best Practices,Research,School Safety,Data Collection,Data Analysis,Stakeholders

The epicenter for bullying is schools, colleges, and universities, where vast numbers of children, youth, and young adults spend much of their time. Bullying--a form of harassment and violence--needs to be understood from a developmental, social, and educational perspective. The educational settings in which it occurs, and where prevention and intervention are possible, need to be studied and understood as potential contexts for positive change. Yet many administrators, teachers, and related personnel lack training to address bullying, and do not know how to intervene to reduce it. These circumstances drove the decision by the American Educational Research Association (AERA) to undertake this report with the intention of providing an overview of the knowledge that can be relied on, and to signal to those in policy and practice this association's commitment to working with knowledge users and producers in the prevention of bullying in schools, colleges, and universities. This report--a series of 11 briefs--addresses legislative, policy, and procedural matters with pragmatic and practical strategies for the prevention of bullying. The briefs in this report include: (1) Looking Beyond the Traditional Definition of Bullying (Dorothy L. Espelage and Ron Avi Astor); (2) Bullying as a Pervasive Problem (Dewey Cornell, Dorothy L. Espelage, Matthew J. Mayer, Brendesha Tynes, and Ron Avi Astor); (3) Bullying and Peer Victimization Among Vulnerable Populations (Dorothy L. Espelage and Brendesha Tynes); (4) Gender-Related Bullying and Harassment: A Growing Trend (Elizabeth J. Meyer and V. Paul Poteat); (5) Legal Rights Related to Bullying and Discriminatory Harassment (V. Paul Poteat and Elizabeth J. Meyer); (6) Improving School Climate: A Critical Tool in Combating Bullying (Dewey Cornell and Dorothy L. Espelage); (7) Students, Teachers, Support Staff, Administrators, and Parents Working Together to Prevent and Reduce Bullying (Ron Avi Astor and Matthew J. Mayer); (8) Bullying and Harassment on College Campuses: Misunderstood and Underaddressed (Jaime Lester and Elizabeth J. Meyer); (9) Using Evidence-Based Programs in Schools to Take on Bullying (Ron Avi Astor and Dewey Cornell); (10) Putting School Safety Education at the Core of Professional Preparation Programs (Jaime Lester and Matthew J. Mayer); and (11) Reinvigorated Data Collection and Analysis: A Charge for National and Federal Stakeholders (Matthew J. Mayer and V. Paul Poteat). Individual briefs contain references. Bibliographical sketches of AERA Task Force members are also included.
Shifting Gears: Building New Pathways for Low-Skilled Workers to Succeed in the 21st Century Economy
Author: Joyce Foundation
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Semiskilled Workers,Adult Basic Education,Community Colleges,Technical Institutes,Labor Force Development,Educational Cooperation,Postsecondary Education,Program Effectiveness,Adult Programs,Educational Change

The United States faces an increasing gap between the skills possessed by its workforce and those that are necessary to succeed in the 21st century economy. This gap poses a threat to the financial wellbeing of low-skilled American workers and their families and to the nation's long-term economic growth. Recognizing the threat posed by these economic realities and demographic trends, the Joyce Foundation launched the Shifting Gears initiative to bolster efforts in six Midwest states to help working-age adults who need to expand their skills. Over a five-year period starting in 2007, four of the six states adopted innovative strategies and changed policies to better serve low-skilled workers within adult basic education, workforce development and community and technical college systems. One of the challenges facing the states had been that these systems have tended to operate independently, but Shifting Gears spurred them to work collaboratively. The result: creation of pathways for low-skilled adults to move easily from one system to the other--with the ultimate goal of obtaining marketable skills and postsecondary credentials. About 4,000 low-skilled adults have enrolled in new programs across these four states, a modest number but one expected to grow considerably during the next several years as these innovative strategies are embraced more broadly. Leaders in the states--representing adult basic education, workforce development, and community and technical college systems--have not yet fully achieved change across all these systems, nor were they expected to have done so by the end of the five-year Shifting Gears project. But their initial successes have put them on a positive trajectory towards this longer-term goal. These state leadership teams now face the challenge of expanding their successful yet presently small-scale programs, while ensuring that resources are available to maintain their long-term sustainability.
Investigation of Primary School Teachers' Attitudes towards Gifted Education=Ilkögretim Ögretmenlerinin Üstün Yeteneklilerin Egitimine Iliskin Tutumlarinin Incelenmesi
Author: Tortop, Hasan Said
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Primary Education,Elementary School Teachers,Teacher Attitudes,Teacher Student Relationship,Teacher Surveys,Statistical Analysis,Scores,Gender Differences,Age Differences,Counseling Psychology,Counselor Attitudes,Physical Education Teachers,Science Teachers

Gifted education is very important issue for the development of societies. This importance has been increased with opening of the Center for Science and Art in Turkey. These institutions provide with formal educational institutions coordination for development of gifted students. In this respect, primary school teachers' attitude towards gifted education is very important. In this study was survey model and sample of study was determined nine schools in Isparta city at 2011-2012 academic years using with cluster sampling method. Totally 323 primary school teachers which different branches have been reached. Obtained data with Opinions of Gifted and Their Education (OGTE) was evaluated by the SPSS program. According to the findings, it was understood that the average score of primary school teachers' attitudes toward gifted education was a little above medium level (X[bar] =3.38) and did not differ between gender, age, branch. However, one of the sub dimensions of the scale; &quot;social value&quot; dimension was differed between gender and age. Psychological Counseling and Guidance teachers have the highest average score of attitude towards gifted education (X[bar] =3.55), and Physical Education teachers (X[bar] =3.27) and Science and Technology teachers (X[bar] =3.31) have the lowest average score of attitude towards gifted education respectively.
The Relationship between the Rigor of a State's Proficiency Standard and Student Achievement in the State
Author: Stoneberg, Bert D.
Date: 2015-08-00
Type: Reports - Research
Subjects: Academic Standards,Difficulty Level,Academic Achievement,State Standards,National Competency Tests,Correlation,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement

The National Center of Education Statistics conducted a mapping study that equated the percentage proficient or above on each state's NCLB reading and mathematics tests in grades 4 and 8 to the NAEP scale. Each &quot;NAEP equivalent score&quot; was labeled according to NAEP's achievement levels and used to compare state proficiency standards and to determine whether states have been raising their standards over time. An explicit purpose for the study was to use state proficiency scores to compare the effectiveness of schools across states, but the mapping study did not compare the rigor of a state's standard with the overall achievement in the state. This paper examined statistically and graphically the relationship of the 2013 proficiency standard with NAEP 2013 student achievement. The standard vs. achievement Pearson r correlation coefficient in reading was 0.28 for Grade 4 and 0.01 for grade 8. The Pearson r in mathematics was 0.30 for both grades. There is no apparent reason to postulate a relationship between student achievement and proficiency standards because student achievement is an outcome of pedagogical endeavor while proficiency standards are a product of political exercise. The rigor of a state's proficiency standard has little relationship with overall student achievement in the state.
The Geography of the New Teacher Pipeline. Policy Research: IERC 2015-1
Author: Lichtenberger, Eric J.
Date: 2015-00-00
Type: Reports - Research
Subjects: Geography,High School Students,Beginning Teachers,Labor Market,Institutional Characteristics,Student Characteristics,High Schools,Geographic Location,Correlation,Colleges,Racial Differences,Ethnic Groups,Proximity,Racial Composition,Teacher Placement,Poverty,School Districts,College Entrance Examinations,Scores,Databases,Student Records,High School Graduates,College Attendance

The purpose of this study was to demonstrate how data on the geography of Illinois' new teacher pipeline can be used to inform the design of policies and practices to improve the supply of academically skilled, diverse individuals into teaching in the state's public schools. This study builds on a prior IERC study which connects data for two cohorts of Illinois students, the public high school classes of 2002 and 2003. To address the research questions regarding the role that geography plays in where new teachers obtain their first teaching employment, we focus our analyses on the 7,209 new teachers who emerged from these two Illinois high school cohorts. The study establishes that labor markets for new teachers overall tend to be quite small geographically and that the geographic size of new teacher labor markets was more closely linked to characteristics of a teacher's high school than to his or her academic qualifications. Other findings suggests that all new teachers, not just those in urban environments, will need to be prepared for the possibility of working in substantially different educational settings from what they experienced as students. Contains supplemental materials and tables. The following are appended: (1) Average Differences in Characteristics of Students in their Former High School; and (2) Average Differences in Characteristics of Students in their First School of Employment. [For the previous study referenced in this report, &quot;A Longitudinal Study of the Illinois High School Class of 2002: A Six-Year Analysis of Postsecondary Enrollment and Completion. Policy Research: IERC 2010-3,&quot; see ED511808.]
Opening the Schoolhouse Doors: Tax Credits and Educational Access in Alabama
Author: Carpenter, Dick M., II.
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Tax Credits,State Legislation,School Choice,Public Schools,Tuition,Private Schools,Educational Quality,Scholarships,Low Income Groups,Corporate Support,Donors,Educational Change,Court Litigation,Religious Education,Grants,College Students,State Aid,Teacher Recruitment,Faculty Development,Victims,Crime

In 2013, Alabama adopted the Alabama Accountability Act, an education reform measure that includes two new school choice programs that extend a lifeline to Alabama students trapped in failing public schools. One program offers a tax credit to help offset the cost of tuition for families who move their children from public schools designated as &quot;failing&quot; by the state to a private school. The other encourages millions in new private school scholarships for lower-income families by offering a tax credit for corporate and individual donations to scholarship funds. Shortly after the reforms were adopted, the Alabama Education Association and other opponents filed a lawsuit claiming, among other things, the tax credits violate the state constitution's prohibition on funding religious institutions. Not only does this argument contradict long-standing Alabama Supreme Court precedent, it also flies in the face of decades of similar programs already operating in Alabama, as detailed in this report. At least six other programs, some of them dating to the 1970s, give participating students a free choice of public, private or religious schools. In all of these programs, like the new tax credits, the funding supports the students, not the schools they happen to choose. A ruling against the tax credits would jeopardize not only the hopes of children desperate to escape failing public schools, but also educational support for more than 15,000 other students.
Lessons Learned from Strategy Landscape Tool
Author: Grantmakers for Education
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Grants,Educational Finance,Private Financial Support,Visual Aids,Data

In 2011, Grantmakers for Education (GFE) partnered with the Monitor Institute to develop the K-12 Education Strategy Landscape Tool--an asset mapping tool that used interactive data visualization to provide a clear picture of the who, what, where, and when of education grantmaking. The prototype launched in January of 2012. Over a dozen funders participated in the launch by sharing their grantmaking data. Unfortunately, this specific venture and approach proved unsustainable in the long run due to reasons outlined in this report and in the Center for Effective Philanthropy's article, &quot;Lessons from a Risk Taken,&quot; which highlights fundamental difficulties in communicating strategies and coordinating grantmaking. The need for such a tool, however, hasn't changed. There is still a desire in the field for a clearer picture of investments in education grantmaking. A tool that provides this effectively could be of tremendous value for GFE members and the field. To understand how one might better approach a tool like this in the future, GFE and its funding partners saw value in an analysis of the initial project--the learnings of which could be applied to future initiatives. This report discusses the findings of an analysis conducted by the Wolff Olins consulting firm, and includes recommendations for the future development of asset mapping tools.
Examining of the Predictors of Pre-Service Teachers' Perceptions of the Quality of the Science Fair Projects in Turkey
Author: Tortop, Hasan Said
Date: 2014-06-00
Type: Reports - Research
Subjects: Foreign Countries,Science Fairs,Student Projects,Scoring Rubrics,Elementary School Students,Elementary School Science,Preservice Teachers,Student Attitudes,Scores,Predictor Variables,Research Skills,Student Research,Correlation,Statistical Analysis,Multiple Regression Analysis

This study aimed at examining the predictors of quality of science fair (SF) projects in the light of pre-service teachers' evaluation of SF rubric' domains. These projects were selected by judges in A city for the A Regional Exhibition of Science and Mathematics Project Study for Primary School Students: The SF projects were evaluated by thirty junior pre-service teachers who took the Projects Based Learning Applications course at A University A Faculty of Education in the Fall Term of the academic year of 2011-2012. The results of study revealed that the lowest mean scores of the domain of SF rubric was the method domain ([x-bar] = 1.35), and the highest mean scores of the domain of SF rubric was the utility domain ([x-bar] = 1.64) according to the results of the descriptive statistics. Surprisingly, the methods domain was one of the weakest predictors of overall scores of the SF rubric. It is important that project competitions and project based learning applications should do to help students to gain the scientific research skills. The necessary steps should be taken to help teachers and pre-service teachers to look at the science fair and preparing SF projects from this perspective.
A Study of Organizational Behavior of Colleges of Education of Maharashtra State
Author: Thakur, Geeta R.
Date: 2014-07-14
Type: Dissertations/Theses
Subjects: Foreign Countries,Schools of Education,Behavior,Public Colleges,Private Colleges,Mixed Methods Research,Grounded Theory,Content Analysis,Teacher Educators,Benchmarking,Ethics,Values,Motivation,Stress Management,Group Dynamics,Decision Making,Leadership,Organizational Culture,Organizational Change,Organizational Development,Urban Schools,Rural Schools,Interviews,Differences

The purpose of this study was to study Organizational Behavior of Colleges of Education of Maharashtra state in India. Organizational behavior was studied at three process level i.e. individual process level, team process level and organizational process level. The differences were found out if any, in the Organizational Behavior, in between the Colleges of Education managed by different types of management i.e. government, private aided colleges, private unaided colleges, minority colleges and non-minority colleges and in between the Colleges of Education situated in urban and rural areas. For this study, quantitative and qualitative approaches were used. The quantitative approach i.e. causal comparative type was used while dealing with the data obtained through Organizational Behavior Scale filled by teacher educators. The qualitative approach was used while dealing with the data obtained from principals through Organizational Behavior Interview Schedule. The methodology used to analyze the responses of principals was content analysis. The result revealed the organizational behavior at various process levels and compared according to management and locale. Content analysis was done to understand the differences between the perception of teacher educators and principals. Further the benchmark was developed based on learning in organization, work place ethics and values, foundations of employee motivation, stress management, foundation of team dynamics, decision making and employees involvement, communicating in organizational setting, organizational leadership, organizational culture, employee relationship and organizational change and development. These bench marks were developed keeping in view the teacher educators, principals and administrators of Colleges of Education. The Organizational Behavior Scale and Organizational Behavior Interview Schedule are appended.
The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development
Author: Jacob, Andy
Date: 2015-00-00
Type: Reports - Research
Subjects: Faculty Development,Teacher Improvement,Teacher Effectiveness,Surveys,Interviews,School Districts,Investment,Teacher Attitudes,Educational Finance,Charter Schools,Elementary Schools,Middle Schools,High Schools

&quot;The Mirage&quot; describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely. However, research suggests that despite enormous and admirable investments of time and money, education leaders are much further from that goal than has been acknowledged, and the evidence base for what actually helps teachers improve is very thin. Like a &quot;mirage,&quot; it is not a hallucination but a refraction of reality: Growth is possible, but the goal of widespread teaching excellence is further out of reach than it seems. This report presents findings from surveys and interviews and offers recommendations including: (1) &quot;Redefining&quot; what it means to help teachers improve; (2) &quot;Reevaluating&quot; existing professional learning supports and programs; and (3) &quot;Reinventing&quot; how we support effective teaching at scale. The following are appended: (1) The Mirage: Technical Appendix of Data and Analysis; (2) Detailed Summary Method for Estimating Teacher Improvement Spending; and (3) Overview of the Development Profile Analysis. Endnotes are also included.