ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Principal Leadership through Feedback and Coaching
Author: Bickman, Leonard
Date: 2012-00-00
Type: Reports - Research
Subjects: Feedback (Response),Intervention,Trust (Psychology),Educational Practices,Instructional Leadership,Principals,Coaching (Performance),Leadership Qualities,Leadership Training,Improvement Programs,Self Evaluation (Individuals),Longitudinal Studies,Pretests Posttests,Teacher Administrator Relationship,Teacher Attitudes,Administrator Evaluation,Program Effectiveness,Participant Satisfaction

The purpose of this study is to evaluate the efficacy of a feedback and coaching intervention designed to improve the quality of principal leadership. Principals received feedback from teachers on their instructional leadership, and their teachers' trust of them. Principals also provided self-ratings and they compared their teachers' ratings to their own self-ratings. In the first part of the study they received feedback reports of these data. In the second part they worked with trained coaches on how to use and integrate that information into their educational practice. The authors predicted that this intervention would improve principals' leadership, trust, and, ultimately, enhance student achievement. (Student achievement was not evaluated in this project). The first hypothesis about feedback was tested in a longitudinal randomized design and the second concerning the addition of coaching in a pre-post design where principals received feedback only in the first year and feedback and coaching in the second year. The results indicate that teachers' perceptions of instructional leadership and trust of their principal can be enhanced when principals are provided with feedback alone. However, when coaching is added the effects are much more powerful and depend on the principal's perception of the validity of the feedback and the number of coaching sessions attended. This study provides new experimental evidence of the efficacy of feedback and coaching as a program for leadership change and development aimed at improving instructional leadership and teacher-principal trust. Appended are: (1) References; and (2) Tables and Figures. (Contains 3 tables.)
The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators? A CAPSEE Working Paper
Author: Deming, David J.
Date: 2012-02-00
Type: Reports - Research
Subjects: Proprietary Schools,Higher Education,Undergraduate Students,Student Characteristics,Comparative Analysis,School Holding Power,Unemployment,Income,Satisfaction,Loan Default,Debt (Financial),Student Financial Aid,Student Loan Programs,Remedial Instruction,College Outcomes Assessment,Enrollment,Graduation,Private Colleges,Public Colleges,Two Year Colleges,Federal Legislation,Educational Legislation

Private for-profit institutions have been the fastest growing part of the U.S. higher education sector. For-profit enrollment increased from 0.2 percent to 9.1 percent of total enrollment in degree-granting schools from 1970 to 2009, and for-profit institutions account for the majority of enrollments in non-degree granting postsecondary schools. We describe the schools, students, and programs in the for-profit higher education sector, its phenomenal recent growth, and its relationship to the federal and state governments. Using the 2004 to 2009 Beginning Postsecondary Students (BPS) longitudinal survey, we assess outcomes of a recent cohort of first-time undergraduates who attended for-profits relative to comparable students who attended community colleges or other public or private non-profit institutions. We find that relative to these other institutions, for-profits educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at retaining students in their first year and getting them to complete short programs at the certificate and AA levels. But we also find that for-profit students end up with higher unemployment and &quot;idleness&quot; rates and lower earnings six years after entering programs than do comparable students from other schools, and that they have far greater student debt burdens and default rates on their student loans. IPEDS [Integrated Postsecondary Education Data System] and Student Financial Aid are appended. (Contains 5 figures, 8 tables and 12 footnotes.) [This paper also appears in the winter 2012 issue of &quot;Journal of Economic Perspectives,&quot; 26(1), 139-164.]
Returns to Apprenticeship Training in Austria: Evidence from Failed Firms. CEE DP 88
Author: Fersterer, Josef
Date: 2008-02-00
Type: Reports - Evaluative
Subjects: Evidence,Apprenticeships,Foreign Countries,Experiential Learning,Outcomes of Education,Predictor Variables,Transfer Programs,Transfer of Training,Skill Development,Skill Analysis,Job Skills,Program Descriptions,Program Effectiveness,Case Records,Statistical Data,Time Factors (Learning),Program Length,Failure,Program Termination,Program Evaluation,Measurement Objectives,Measurement Techniques

Little is known about the payoffs to apprenticeship training in the German speaking countries for the participants. OLS estimates suggest that the returns are similar to those of other types of schooling. However, there is a lot of heterogeneity in the types of apprenticeships offered, and institutional descriptions suggest that there might be an important element of selection in who obtains an apprenticeship, and what type. In order to overcome the resulting ability bias we estimate returns to apprenticeship training for apprentices in failed firms in Austria. When a firm fails, current apprentices cannot complete their training in this firm. Because apprentices will be at different stages in their apprenticeship at that time, the failure of a firm will manipulate the length of the apprenticeship period completed for some apprentices. The time to the firm failure therefore serves as an instrument for the length of the apprenticeship completed both at the original firm and at other firms. We find instrumental variables returns which are similar or larger than the OLS returns in our sample, indicating relatively little selection. (Contains 5 tables, 1 figure and 6 footnotes.) [Additional funding for this paper was provided by the Austrian Science Fund.]
A Researcher's Guide to the Swedish Compulsory School Reform. CEE DP 87
Author: Holmlund, Helena
Date: 2008-02-00
Type: Guides - Non-Classroom
Subjects: School Restructuring,Compulsory Education,Outcomes of Education,Educational Attainment,Educational Change,Gender Differences,Achievement Gains,Program Effectiveness,Program Evaluation,Educational Trends,Municipalities,Program Implementation,School Statistics,Check Lists,Predictor Variables,Outcome Measures,Statistical Analysis,Statistical Data,Cohort Analysis,Educational Assessment,Educational Indicators,Foreign Countries,Evaluation Methods

When studying different types of returns to education, educational reforms are commonly used in the economics literature as a source of exogenous variation in education. The Swedish compulsory school reform is one example; the reform extended compulsory education throughout the country, in different municipalities at different points in time. Such variation across cohorts and regions can be used in a differences-in-differences framework, in order to estimate causal effects of education. This paper provides a guide to researchers who consider using the Swedish reform in an empirical analysis: I present a description and background of the reform, provide some baseline results, a reliability analysis of the reform coding, a discussion of whether the reform is a valid instrument, and comment on the interpretation of IV estimates of returns to schooling. The main conclusions are the following: i) a reliability analysis of the reform coding finds a lower bound reliability estimate of 0.66-0.91; ii) the reform indeed raised educational attainment, more so for boys than for girls, and iii) with careful consideration of region-specific trends, the reform can be considered a valid instrument for education. Appended are: (1) Reform coding for register data; and (2) Reliability analysis. (Contains 4 figures, 9 tables and 16 footnotes.) [Part of this research has been financed by the Swedish Council for Working Life and Social Research.]
The Professional Artistry of Teaching: A Question of Recognition or Regulated Control!
Author: Naidu, Sham
Date: 2012-03-10
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Quality Control,Recognition (Psychology),Teachers,Models,Accountability

Many teachers view &quot;teacher evaluation&quot; or &quot;teacher appraisal&quot; as a means of effecting bureaucratic organisational change in schools. In essence, this change is attributed to &quot;political reconstruction&quot; and the &quot;disciplining&quot; of teachers. As a result, some common phrases associated with this ideological phenomenon of &quot;accountability&quot; are: &quot;quality control&quot;, &quot;performance indicators&quot;, &quot;calculable teachers&quot;, &quot;describable teachers&quot;, &quot;comparable teachers&quot;, &quot;evaluatory eye&quot;, &quot;disciplinary power&quot; and the issue of &quot;professionality&quot; (Smyth, 2001a, p. 117). The writer is of the opinion that teachers are the potential agents of change and not the policy makers situated in their ivory towers. But how can teachers change the world when they are daily subjected to bureaucratic processes designed to control and manipulate their work? For example, even the issue of professionality in teaching has not escaped the gaze of surveillance.
Acts of Fabrication in the Performance Management of Teachers' Work
Author: Naidu, Sham
Date: 2012-03-10
Type: Reports - Descriptive
Subjects: State Regulation,Teachers,Evaluation,Beliefs,Accountability,Teaching Methods,Foreign Countries,Individual Development,Performance Factors

&quot;Performativity,&quot; it is argued, is a new mode of state regulation which makes it possible to govern in an &quot;advanced liberal&quot; way. It requires individual [teachers] to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of &quot;fabrications&quot; (Ball, 2003, p. 215).
Educational Effects of Widening Access to the Academic Track: A Natural Experiment. CEE DP 85
Author: Maurin, Eric
Date: 2007-08-00
Type: Numerical/Quantitative Data
Subjects: Access to Education,Educational Change,Open Enrollment,Track System (Education),Secondary Schools,Outcomes of Education,Comparative Analysis,Educational Attainment,Gender Differences,Economically Disadvantaged,Foreign Countries

It is difficult to know whether widening access to schools which provide a more academically oriented general education makes a difference to average educational achievement. We make use of reforms affecting admission to the &quot;high ability&quot; track in Northern Ireland, but not England. The comparison of educational outcomes between Northern Ireland and England before and after the reform identifies the net effect of expanding the academic track to accommodate more students. This is composed of the direct effect of the more academic track on individual performance and the indirect effect arising on account of the change in peer group composition. Our paper is relevant to debate on the consequences of ability tracking and of expanding access to the academic track. (Contains 19 figures, 2 tables and 27 footnotes.)
First Step to Success. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Early Intervention,Behavior Modification,Aggression,Antisocial Behavior,At Risk Students,Emotional Disturbances,Elementary School Students,Primary Education,Program Effectiveness,Educational Research,Reading Achievement,Student Behavior,Interpersonal Competence,Academic Achievement

&quot;First Step to Success&quot; is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period. &quot;First Step to Success&quot; includes three interconnected modules: screening, classroom intervention, and parent training. The screening module is used to identify candidates who meet eligibility criteria for program participation. Classroom intervention and parent training comprise the program intervention component of &quot;First Step to Success&quot;. Two studies of &quot;First Step to Success&quot; that fall within the scope of the Children Classified as Having an Emotional Disturbance review protocol meet What Works Clearinghouse (WWC) evidence standards, and no studies meet WWC evidence standards with reservations. The two studies included 243 children in kindergarten through third grade who attended schools in New Mexico and Oregon. Based on these two studies, the WWC considers the extent of evidence for &quot;First Step to Success&quot; on children classified with an emotional disturbance (or children at risk for classification) to be small for all domains examined in this report (external behavior, emotional/internal behavior, social outcomes, reading achievement/literacy, and other academic performance domains). Appended are: (1) Research details for Walker et al., 1998 and for Walker et al., 2009; (2) Outcome measures for each domain; (3) Findings included in the rating for the external behavior domain, the emotional/internal behavior domain, the social outcomes domain, the the reading achievement/literacy domain, and the other academic performance domain; and (4) Single-Case Design studies reviewed for this intervention. A glossary of terms is included. (Contains 21 tables, 15 endnotes and 3 additional resources.)
The Effects of Higher Education Funding Reforms on the Lifetime Incomes of Graduates. CEE DP 78
Author: Dearden, Lorraine
Date: 2008-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Private Sector,Taxes,Graduates,Educational Finance,Outcomes of Education,Income,Statistical Analysis,Fees,Student Loan Programs,Simulation,Finance Reform,Foreign Countries,Public Sector

This paper undertakes a quantitative analysis of substantial reforms to the system of higher education (HE) finance first announced in 2004 and then revised again in July 2007. The reforms introduced deferred fees for HE, payable by graduates through the tax system in the form of income-contingent repayments on loans subsidised by the government. Lifetime earnings that have been simulated by the authors using innovative methods, are used to analyse the likely distributional consequences of the reforms for graduates. It is shown that graduates with low lifetime earnings will pay less for their HE than graduates higher up the lifetime earnings distribution compared to the system operating before the reforms. Taxpayers will bear substantial costs due to the interest rate and debt write-off subsidies. The extent to which the reforms are likely to shift the balance of funding for HE between the public and private sector is also analysed, as well as the likely distributional consequences of a number of variations to the system such as removing the interest subsidy from the loans. Copula Model for Earnings Dynamics is appended. (Contains 6 tables, 12 figures and 32 footnotes.)
Can Online Learning Reproduce the Full College Experience? Center for Policy Innovation Discussion Paper. Number 3
Author: McKeown, Karen D.
Date: 2012-03-13
Type: Reports - Descriptive
Subjects: Foreign Countries,Web Based Instruction,Electronic Learning,Online Courses,Educational Technology,Blended Learning,Distance Education,College Environment,College Instruction,Program Effectiveness,Educational Policy,Educational Trends,Comparative Analysis,Student Surveys,Extracurricular Activities,Student Experience,Conventional Instruction,Educational Finance,College Students,Student Attitudes,Preferences,College Choice,Student Problems,Interpersonal Relationship,Social Environment,Humanities,Science Education,Nursing Education,Paying for College

With the tuition cost of traditional colleges and universities soaring and education technology advancing, online courses and degree programs are becoming more common. Some critics argue that an online degree cannot provide all the important features of a traditional college education, from extracurricular activities to new professional networks, but the evidence disputes much of that criticism, especially for certain groups of students. Indeed, some aspects of online education may provide a better experience than a traditional brick-and-mortar college for some students. (Contains 49 footnotes.)
Parent Engagement: Strategies for Involving Parents in School Health
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Student Behavior,Health Promotion,Smoking,Outcomes of Education,Drug Use,Adolescents,Parents,Goal Orientation,Drinking,Parent Participation,Risk,School Activities,Health Behavior,Parent School Relationship,Volunteers,Decision Making

Children and adolescents are establishing patterns of behavior that affect both their current and future health. Young people are at risk for engaging in tobacco, alcohol, or other drug use, participating in violence or gang activities, and initiating sex at an early age. However, a growing body of research demonstrates that enhancing protective factors in the lives of children and adolescents can help them avoid behaviors that place them at risk for adverse health and educational outcomes. Protective factors include personal characteristics such as educational or career goals; life conditions such as frequent parental presence in the home at key times (e.g., after school, at dinner time); and behaviors such as involvement in pro-social activities (e.g., school or community sports). Engaging parents in their children's and adolescents' school life is a promising protective factor. Research shows that parent engagement in schools is closely linked to better student behavior, higher academic achievement, and enhanced social skills. Parent engagement also makes it more likely that children and adolescents will avoid unhealthy behaviors, such as tobacco, alcohol, and other drug use. This publication defines and describes parent engagement and identifies specific strategies and actions that schools can take to increase parent engagement in schools' health promotion activities. The audiences for this publication include school administrators, teachers, support staff, parents, and others interested in promoting parent engagement. Each of these audiences has different but important roles and responsibilities related to garnering support for, and implementing, these strategies and actions.
Educating Teenagers about Sex in the United States. NCHS Data Brief. Number 44
Author: Martinez, Gladys
Date: 2010-09-00
Type: Reports - Research
Subjects: Adolescents,Sex Education,Contraception,Pregnancy,Gender Differences,Sexually Transmitted Diseases,Acquired Immunodeficiency Syndrome (AIDS),Parent Child Relationship

Sex education in schools and other places, as well as received from parents, provides adolescents with information to make informed choices about sex at a crucial period of their development. Using data from the 2006-2008 National Survey of Family Growth (NSFG), this report examines the percentage of male and female teenagers 15-19 years who received sex education. Teenagers were asked if they received formal instruction on four topics of sex education at school, church, a community center, or some other place before they were 18 years old and the grade they were in when this first occurred. In addition, they were asked if they talked to their parents before they were 18 about topics concerning sex, birth control, sexually transmitted diseases (STDs), and the Human Immunodeficiency Virus HIV/acquired immunodeficiency syndrome (AIDS) prevention. (Contains 4 figures.)
Obesity and Socioeconomic Status in Children and Adolescents: United States, 2005-2008. NCHS Data Brief. Number 51
Author: Ogden, Cynthia L.
Date: 2010-12-00
Type: Reports - Research
Subjects: Obesity,Socioeconomic Status,Children,Adolescents,Child Health,Incidence,Heads of Households,Educational Attainment,Low Income Groups,Racial Differences,Gender Differences,Whites,Mexican Americans,African Americans

In 2007-2008 almost 17% of children and adolescents aged 2-19 years were obese. Childhood obesity often tracks to adulthood and, in the short run, childhood obesity can lead to psychosocial problems and cardiovascular risk factors such as high blood pressure, high cholesterol, and abnormal glucose tolerance or diabetes. Studies have suggested that obesity is greater in the low income population than in higher income individuals. This data brief presents the most recent national data on childhood obesity and its association with poverty income ratio (PIR) and education of household head. Results are presented by sex and race and ethnicity. (Contains 5 figures.)
Identifying Emotional and Behavioral Problems in Children Aged 4-17 Years: United States, 2001-2007. National Health Statistics Reports. Number 48
Author: Pastor, Patricia N.
Date: 2012-02-24
Type: Reports - Research
Subjects: Behavior Problems,Emotional Problems,Mental Health,Child Health,Children,Identification,Developmental Disabilities,Health Services,Scores,Incidence,Risk,Special Education

Objectives: This report examines two measures that identify children with emotional and behavioral problems: high scores based on questions in the brief version of the Strengths and Difficulties Questionnaire (SDQ) and a single question about serious (definite or severe) overall emotional and behavioral difficulties. Children were classified into four groups, those with: only high scores on the brief SDQ, only serious overall difficulties, both high scores on the brief SDQ and serious overall difficulties, and neither high scores on brief SDQ nor serious overall difficulties. Children's characteristics, conditions, and service use in these four groups were compared. Methods: Data from the 2001-2007 National Health Interview Survey identified the emotional and behavioral problems, characteristics, conditions, and service use of children aged 4-17 years. Results: Approximately 7% of children had either high scores on the brief SDQ or serious overall difficulties, with 2% having only high scores on the brief SDQ, 3% having only serious overall difficulties, and 2% having both high scores on the brief SDQ and serious overall difficulties. Characteristics of the three groups of children identified with emotional and behavioral problems differed from each other and from children without problems. Children in each of the groups with emotional and behavioral problems, compared with children without problems, were more likely to have developmental conditions and to have used services. Additionally, children with serious overall difficulties (either with or without high scores on the brief SDQ) were more likely to have developmental conditions, receive special education, and use mental health services than children with only high scores on the brief SDQ. (Contains 6 tables and 10 figures.)