ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-Up Impact Report and Exploratory Analyses of Kindergarten Impacts. Final Report. NCEE 2012-4009
Author: Goodson, Barbara
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income Groups,Observation,Vocabulary,Teacher Surveys,Quality Control,Program Effectiveness,Counties,Kindergarten,Followup Studies,Vocabulary Development,Quality Assurance,Grade 1,Listening Comprehension,Intervention,Reading Aloud to Others,Reading Achievement,Academic Achievement,Phonological Awareness,Age Differences,Young Children,Low Achievement,Educational Strategies,Instructional Materials,Outcomes of Education,Expressive Language,Reading Instruction,Literacy,Literacy Education,Decoding (Reading),Student Evaluation,Predictor Variables

This study is the first randomized study of the impacts of the vocabulary instruction program Kindergarten PAVEd for Success (K-PAVE) (Hamilton and Schwanenflugel 2011) on low-income students in kindergarten and grade 1. The study has two components. The first component is a test of the impacts of one year of the K-PAVE vocabulary instruction in kindergarten, before students have encountered formal reading instruction (the kindergarten study). The second component is a test of whether the effects of the vocabulary instruction in kindergarten are sustained beyond the intervention period, in grade 1 (the grade 1 follow-up study). This report presents the findings from the grade 1 follow-up study, which followed students who were part of the kindergarten sample into grade 1. During grade 1, no students received K-PAVE; the study was designed to determine whether the impacts found at the end of kindergarten were sustained in grade 1. The report also presents supplemental findings on impacts at the end of kindergarten and discusses outcomes that were not addressed in the kindergarten report. Appended are: (1) K-PAVE Materials Provided to Teachers; (2) Sample Weekly Unit from K-PAVE Program; (3) List of K-PAVE Target Words; (4) Mississippi Counties with Study Schools; (5) Exploratory Analyses of Kindergarten Impacts on Components of Classroom Vocabulary and Comprehension Support, Student Lexical Diversity, and Teacher Lexical Diversity; (6) Statistical Power Analysis; (7) Random Assignment; (8) Recruitment and Random Selection of the Student Sample; (9) Comparison of Students Missing and Not Missing Baseline Assessment; (10) Model Specifications; (11) Sensitivity Analyses; (12) Imputation of Missing Data; (13) Data Collection Procedures; (14) Data Quality Assurance Procedures; (15) School, Teacher, and Student Covariates; (16) Unadjusted Sample Means and Standard Deviations for Outcome Measures; (17) Classroom Observation Measures Used to Create Vocabulary and Comprehension Support Outcome Variables; and (18) Teacher Survey. (Contains 6 figures, 53 tables, 1 map and 69 footnotes.) [For related report, &quot;The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): Kindergarten Final Evaluation Report. NCEE 2010-4014,&quot; see ED512900.]
What's Missing from the Debate on Seniority? A Policy Brief
Author: Annenberg Institute for School Reform at Brown University
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Job Layoff,School Districts,Budgets,Budgeting,Public Schools,Educational Finance,Teachers,Teacher Competencies,Teaching Experience,State Legislation,Teacher Evaluation,State Standards,Status,Teacher Dismissal,Teacher Rights

As states across the country face unprecedented budget shortfalls, communities as well as policymakers are trying to stave off the potentially devastating impacts of budget cuts on schools and other basic services. Many public school systems are facing significant shortfalls, forcing "reductions in force" or RIFs, of teachers and other school staff. The numbers are significant. In California, over 19,000 teachers received notice of possible layoff. In Milwaukee, over 350 teachers have lost their jobs. In both Chicago and Philadelphia, layoffs have numbered close to 1,000. Teacher layoffs are painful in any district, under any circumstances. But the way that layoffs are conducted--how decisions are made and what their impact is from school to school--can be critical to controlling the damage they bring. This year, with so many teaching positions on the line, a strong national effort has been mounted to eliminate seniority rules (also known as "last in-first out" or LIFO rules) that govern teacher layoffs. Supporters argue that teacher "quality", not years of experience, should be the primary lens through which to determine which teachers are dismissed and which are protected from layoffs. Several states (Florida, Ohio, Idaho) have passed new laws prohibiting seniority and instead requiring that RIFs target those teachers who have performed poorly on district evaluations. Other states are considering similar proposals. In the face of continuing inequities in school systems and the potential for those inequities to be exacerbated by budget cuts, the debate over seniority rights is resonating in many communities. This debate spotlights some important equity-oriented issues, but it is unclear whether and how debating seniority rights will help communities address these issues adequately. This brief seeks to unpack the debate over seniority rights and offer community groups a better understanding of some of the underlying issues being raised. (Contains 1 footnote.)
Central Falls High School: First Year Transformation Report
Author: Burns, Amy
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: High Schools,Educational Administration,Politics of Education,Educational Change,Effective Schools Research,Institutional Survival,Underachievement,Educational Planning,Program Implementation,Change Strategies,Mathematics Achievement,Language Arts,Educational Improvement,Improvement Programs,Language Proficiency,Organizational Climate,Organizational Culture,Educational Environment,Program Effectiveness

In January 2010, the Rhode Island Department of Education (RIDE) identified Central Falls High School (CFHS) as one of the state's persistently lowest-achieving schools. The Central Falls School District (CFSD) and the Central Falls Teachers Union (CFTU) considered the transformation model but could not come to an agreement initially around &quot;assurances&quot; designed to lengthen the school day, increase professional development, and deepen teacher-student relationships. Citing a lack of resources, as well as a Rhode Island law requiring employee notification of termination for the following school year by March 1, the superintendent recommended the turnaround model. When the Central Falls Board of Trustees approved the adoption of the turnaround model in February 2010 and teachers received their termination notices, the decision became national news and drew the attention of President Barack Obama, Education Secretary Arne Duncan, and American Federation of Teachers President Randi Weingarten, among many others. Depending on the observer's perspective, this one high school district became symbolic of the citizenry's tendency to disrespect and blame teachers for the country's education woes, union-busting, a school district wrenching power from an entrenched labor union, or all that was wrong or right with federal education policy. Under intense media scrutiny, the CFSD and CFTU participated in more than forty hours of mediation and agreed to rescind the teachers' termination letters and work together to improve Central Falls High School using the transformation model. Central Falls administration hired a leadership team, including two co-principals and a transformation officer, during the summer of 2010. The leadership team immediately drafted the transformation action plan required by RIDE. This report summarizes progress toward the goals outlined in the action plan and summarizes stakeholders' perceptions of the first year of implementation, including challenges, opportunities, and areas for improvement. Appended are: (1) Protocol for Interventions: Persistently Lowest-Achieving Schools; (2) Central Falls High School Staff Survey Protocol; (3) Student Attendance before and after Guide 2 Success; (4) Complete Listing of Open-Ended Responses on Advisory; (5) Teacher and Staff Absences Rates, School Year 2010-2011; (6) Complete Listing of Open-Ended Responses on Performance Management; (7) Complete Listing of Open-Ended Responses on Transformation Progress; and (8) Complete Listing of Open-Ended Responses on Suggested Improvements. (Contains 25 figures and 17 footnotes.)
Campaign Sii Ha Sin: Shaping the Future of Tribal Colleges and Universities
Author: American Indian College Fund
Date: 2004-07-00
Type: Reports - Descriptive
Subjects: American Indians,School Holding Power,Tribally Controlled Education,American Indian Education,Financial Support,Access to Education,Expectation,College Graduates,Educational Attainment,Program Effectiveness

The impact of the American Indian College Fund's Campaign Sii Ha Sin has been immediate and profound. The capital campaign, appropriately named for the Navajo concept of hope, has helped establish the tribal colleges as a positive and central force in American Indian higher education, the communities served by the tribal colleges and ultimately, in all of America. The tribal colleges involved in Campaign Sii Ha Sin attribute the ability to construct new facilities, buy equipment and to renovate existing classrooms as having played a significant role in the recruitment and retention of students, faculty and staff. The campaign also has enabled the tribal colleges to increase their reputations through the ability to expand program offerings and to enhance teaching and research capabilities. The most far-reaching outcome has been Campaign Sii Ha Sin's ability to raise expectations and pride among a student population that traditionally has posted the lowest degree attainment rates of any ethnic or racial group in the country. This report provides a comprehensive view of the impact that the Campaign Sii Ha Sin has had upon each tribal college. Campaign Sii Ha Sin sought to multiply support from major foundations with the resources available to individual tribal colleges to create the largest capital campaign ever undertaken by Native Americans. The vision that launched this campaign in 1999 has created unprecedented success and will continue to challenge the tribal colleges to build upon Campaign Sii Ha Sin's accomplishments.
Outlook. Number 369
Author: Council for American Private Education
Date: 2011-11-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,Enrollment Trends,Educational Legislation,Federal Legislation,State Church Separation,Disabilities,Awards

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) U.S. Supreme Court Hears Religious School Case; (2) ESEA Bill Would Exclude Private Schools from BRS Program; (3) Duncan Dialogues with Private School Leaders; (4) Enrollment Trends; and (5) CAPE Notes.
Implementing Common Core State Standards and Assessments: A Workbook for State and District Leaders
Author: Harris, Alex
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: State Standards,Workbooks,State Agencies,Alignment (Education),Educational Policy,Program Implementation,Delivery Systems,Best Practices,Institutional Advancement,State Action,Instructional Materials,Faculty Development,Technology Integration,Accountability,Teacher Education,Teacher Evaluation,Teacher Certification,Transitional Programs,Governance,Guidance Programs,Change Strategies,Educational Change,Educational Planning,Strategic Planning

Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as &quot;delivery&quot; to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of one's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation. The workbook begins with a diagnostic assessment to help readers determine where their Common Core State Standards (CCSS) implementation effort is going well and areas of challenge that merit additional attention. After the diagnostic, the next sections of the workbook focus on how the state agency and school districts can organize for implementation. The workbook then offers a set of implementation actions that consist of the actual work of the CCSS transition. Chapters 5 and 6 help readers answer the critical questions for two key actions: how to align curricular and instructional materials and how to train educators on the CCSS. The workbook ends with Chapter 11, which answers the final question--how to monitor progress and sustain momentum, a topic that obviously applies across all the implementation actions. Individual chapters contain endnotes. [&quot;Implementing Common Core State Standards and Assessments: A Workbook for State and District Leaders&quot; was written with the assistance of Marie O'Hara and Lauren Kurczewski. This paper was developed with the U.S. Education Delivery Institute.]
Outlook. Number 370
Author: Council for American Private Education
Date: 2011-12-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Crime,Elementary Secondary Education,Federal Legislation,Educational Legislation,Achievement Gains,Scores,Awards,National Competency Tests,Reading Achievement,Mathematics Achievement,Public Schools,Victims of Crime

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Math Scores Continue Upward Trend; Reading Remains Flat; (2) Duncan Supports Amending BRS Provisions in Senate Bill; (3) ESEA Changes Stall in Congress, Move Through Waivers; (4) Melinda Gates Recalls How Teacher Inspired Success; (5) School Crime; and (6) CAPE Notes.
Differing Skill Requirements across Countries and over Time. Research Report
Author: Ryan, Chris
Date: 2011-00-00
Type: Reports - Research
Subjects: Numeracy,Skilled Workers,Foreign Countries,Adult Literacy,Vocational Education,Job Skills,Skill Analysis,Comparative Analysis,Comparative Education,Occupational Surveys,Workplace Literacy,Task Analysis,Daily Living Skills,Educational Attainment,Use Studies,Performance Factors,Measures (Individuals),Research Reports

This report comes from a three-year program of research, &quot;Securing Their Future: Older Workers and the Role of VET.&quot; Previous work from the program looked at how well workers were matched to their jobs, based on their literacy and numeracy skills and the use of these skills in the workplace. In a continuation of that work, the research reported here investigates the relationship between skills and skills use at work in four Organisation for Economic Co-operation and Development (OECD) countries: Australia, New Zealand, the United States and Canada. This research takes advantage of two international surveys coordinated by Statistics Canada and the OECD: the International Adult Literacy Survey (IALS) and the Adult Literacy and Life Skills (ALLS) survey. These two surveys, conducted ten years apart, contain unique information about the literacy skills of workers and the frequency with which they undertake a range of literacy- and numeracy-related tasks. These data allow the authors to investigate skill matches to job requirements for workers in the four countries noted above. Key findings include: (1) While it might be expected that factors such as economic growth, technological innovation and structural change in the labour markets of these different countries have led to differences in the use of skills over time, the broad match of workers to jobs that use their skills was quite similar across the four countries; (2) The relationship between individual skills and skill requirements at work was positive for all four countries. High-skilled workers indicated that they use their skills more often at work than less-skilled workers; and (3) Despite the fact that these countries have probably experienced similar developments and adoption of new technology, they do not exhibit the same patterns of change in skill use over time. (Contains 10 tables, 5 figures and 6 footnotes.)
Strong Support, Low Awareness: Public Perception of the Common Core State Standards
Author: Achieve, Inc.
Date: 2011-10-00
Type: Reports - Research
Subjects: Elementary Secondary Education,State Standards,Educational Change,Public Education,Public Opinion,Mathematics Education,English Instruction,Language Arts,Literacy,Community Surveys,Consciousness Raising,Educational Improvement,Change Strategies,Accountability

In June 2010, the final Common Core State Standards (CCSS)--K-12 standards in mathematics and English language arts/literacy developed through a multi-state initiative--were released. Since then, 45 states and Washington DC have chosen to adopt the new standards as their own. Implementation efforts are underway in most of these states, providing an important foundation for transforming education and making college and career readiness a reality for all students. Despite the widespread adoption of the standards--which will directly impact the over 42 million students in K-12 public schools across 45 states and the 2.7 million educators teaching in those schools--it has been unclear what, if anything, the public knows and thinks about the CCSS and related reforms. To explore the public's awareness of and support for the new Common Core State Standards and aligned common assessments Achieve commissioned a national poll in August 2011. Findings include: (1) Generally, public education is considered to be a very or extremely important issue to voters across the board. However, only about one in ten voters--and educators--believe public education is working pretty well right now; (2) There is strong support among voters and teachers for common standards. The support is strong regardless of age, education level, race, ethnicity or party affiliation; (3) The Common Core State Standards are in the early stages of implementation and awareness among the general public is very low. Awareness among teachers is significantly higher; (4) Among voters who are aware of the Common Core State Standards, there is a mixed impression of the CCSS, with essentially the same percentage having a favorable and unfavorable view. Among teachers who are aware of the Common Core, there is generally a more favorable view; and (5) There is strong support for common assessments among states, but also disagreement as to how the results of the assessments should be used. The general public strongly supports using the results for a full range of accountability purposes, while teachers are more skeptical of using test results for such purposes. (Contains 3 footnotes.)
Collaborative Portfolio's Effect on Library Usage
Author: Bryan, Valerie
Date: 2011-00-00
Type: Reports - Research
Subjects: Portfolios (Background Materials),Assignments,Strategic Planning,Media Specialists,Thinking Skills,School Libraries,Library Materials,School Schedules,High Schools,Student Research,Teacher Surveys,Critical Thinking,Librarians,Users (Information)

Library resources are expensive and it is the library media specialist's responsibility to ensure that use of the library's resources is maximized to support the School Strategic Plan (SSP). This library usage study examined data on the scheduling of high school classes for research-based assignments, related to content area curriculum standards, as well as the level of thinking skills applied by students engaged in the activities. Study results indicated a relative increase in library usage resulted from the introduction of a collaborative library portfolio. Yet, there was no statistically significant difference in data compared from fall 2009 to fall 2010. Teachers surveyed consistently reported that students applied higher-order critical thinking skills while working on research-based assignments, which supported the SSP. (Contains 2 tables and 3 figures.)
Using Online Tools for Communication and Collaboration: Understanding Educators' Experiences in an Online Course
Author: Boling, Erica C.
Date: 2011-12-00
Type: Reports - Research
Subjects: Distance Education,Online Courses,Technology Integration,Apprenticeships,Cooperation,Educational Technology,Delivery Systems,Technology Uses in Education,Teaching Methods,Instructional Effectiveness,Achievement Gains,Interviews,Graduate Students,Formative Evaluation,Computer Mediated Communication,Network Analysis,Aptitude Treatment Interaction

This designed-based research study explored educators' experiences in an online course to better understand how course design and pedagogical delivery can best support student learning. Using the Cognitive Apprenticeship Model (Collins et al., 1987) as a theoretical lens, researchers investigated the following: 1) What methods of instruction, as described by the Cognitive Apprenticeship Model, assisted educators in learning how to use technology to support online communication and collaboration? How were these methods introduced and used? and 2) What evidence exists to show that these methods of instruction had a positive impact on students' changing knowledge, skills, and/or dispositions of technology integration? Interviews and course artifacts were collected from one online course instructor and 11 graduate students from various fields of study. Findings highlight specific methods of instruction that can inform educators' uses of Web 2.0 tools in online courses, illustrating how the Cognitive Apprenticeship Model can be used to inform online course development.