ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Physics Courses &amp; Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On
Author: White, Susan
Date: 2014-06-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Physics,Science Education,National Surveys,High School Graduates,Course Selection (Students),Private Schools,Public Schools,Trend Analysis,Enrollment Trends,Advanced Placement,Teacher Surveys,Science Teachers,Secondary School Science

This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were enrolled in physics courses. The authors also find that students in private schools are more likely to take physics than those in public schools, and AP physics and second-year physics courses were the fastest growing courses.
High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On
Author: White, Susan
Date: 2014-04-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Physics,Science Education,National Surveys,School Size,Educational Attainment,High School Graduates,Geographic Location,Access to Education,High School Seniors,Course Selection (Students),Adults,Census Figures,Private Schools,Public Schools,Trend Analysis,Secondary School Science,Teacher Surveys

In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the remarkable consistency in the availability of physics through the years. About 95% of seniors attend a school where physics is taught on a regular basis; this has been true since the first survey during the 1986-87 academic year. This year, as they examine the availability of physics at the state level, they looked at educational attainment in each state and the average size of schools in the state as factors affecting physics availability. As they reported earlier, physics is more likely to be offered in states with larger schools on average. They also found that high school physics is more likely to be offered in states with a higher proportion of adults (age 25 or older) who have graduated from high school.
SEL: A New Entry in the Acronym Game
Author: Watkins, J. Foster
Date: 1968-05-00
Type: Journal Articles
Subjects: Public Education,Educational Improvement,Federal Programs,Educational Research,Educationally Disadvantaged,Demonstration Centers,Communication Skills,Interpersonal Relationship,Pilot Projects,Educational Experiments,Elementary Secondary Education

The author plays off the use of acronyms in education in describing the work of the Southeastern Educational Laboratory (SEL). The SEL was one of the regional educational laboratories established by the U. S. Office of Education in the late 60s to assist in the improvement of public education. It served Alabama, Florida and Georgia. The author served as its representative in Alabama and worked with six school system across the state in school improvement initiatives. Auburn University sponsored the work of the lab in Alabama.
Mentoring Resulting in a New Model: Affect-Centered Transformational Leadership
Author: Moffett, David W.
Date: 2014-10-22
Type: Speeches/Meeting Papers
Subjects: Mentors,Transformational Leadership,Models,Leadership Qualities,Psychological Patterns,College Faculty,Graduate Students,Self Esteem,Self Efficacy,Individual Development,Leadership Styles,Personal Autonomy,Religious Factors

The authors were professor and student, in a doctoral leadership course, during fall semester of 2013-2014. Across the term the professor mentored the mentee, guiding him to the creation of the next, needed model for leadership. The new model, known as The Affect-Centered Transformational Leadership Model, came about as the result. Becoming an affect-centered transformational leader requires substantial knowledge of human development theories, internalization of the theories, deep reflection, personal sacrifice, willingness to change, ability to articulate action plans, and follow-through. Becoming affect-driven followers require the same, with ongoing leader guidance. Intensive training and requirements of use are essential to the success of the endeavor. Cultures are created in organizations and transactional leadership is the prevailing model. The authors assert the new leadership model will provide better results for organizations. It is less hierarchical and more oriented to enhance others&apos; self-worth. It favors creativity and innovation, taking the whole person into account. It reaches personal attitudes, beliefs, and values. Organizational success can be enhanced by the leader&apos;s knowledge, and application, of human development theories. Affective appeal reaches a person&apos;s heart of hearts. The affective levels of spirituality and emotion enhance self-worth and efficacy. Leaders who communicate to these affective levels elicit transcendental experiences for followers. Individuals desire autonomy, and an affect-centered leadership style can provide such. The shift to affect-centered leadership can result in a happier, more productive, workplace. Enhanced developmental relationships come about, as a result of these communications.
State Education Agencies&apos; Acquisition and Use of Research Knowledge in School Improvement Strategies. CPRE Research Report # RR-77
Author: Goertz, Margaret E.
Date: 2013-09-00
Type: Reports - Research
Subjects: State Departments of Education,Educational Improvement,Research Utilization,Information Seeking,Social Networks,State Policy,Educational Policy,Administrative Organization,Delivery Systems,Educational Finance,Information Networks,Information Management,Organizations (Groups),Information Sources,Elementary Secondary Education,Improvement Programs,Educational Research

Over the last 20 years, state education agencies (SEAs) have been given considerably more responsibilities for directing and guiding the improvement of low-performing schools. At the same time, federal policies strongly pressed SEAs to use research to design these supports. Very few studies have explored the SEA as an organization, or its role in accessing and using research. Likewise, few, if any, have studied the role of social networks in the organization and flow of information in SEAs. This exploratory study was designed to fill those gaps by examining where and how a purposive sample of three SEAs searched for, incorporated, and used research and other types of knowledge to design, implement, and refine state school improvement policies, programs and practices. The report includes an appendix that lists tables and figures: Table 1.1 List of Major Codes; Table 1.2 Survey Coverage and Response Rates, by State and Knowledge Network; Table 1.3 Trust and Efficacy Questions; Table 1.4 Calculation of Strength of Network Connections; Table 3.1 Number and Strength of Within and Across SEA Ties and Ties to External Organizations, by Network and State; Table 5.1 Average Strength* of Connections;, Table 5.2 Number and Percent of External Mentions, by Organizational Sector, Knowledge Network, and State; Table 5.3 Number and Percent of Federal Government Mentions for Research Knowledge, by Source and State; Table 5.4 Professional Membership Organizations, by Level, Type, and State; Table 5.5 Distinct Within-State External Organizations, by Sector and Knowledge Network within Each State; Table 6.1 Types and Forms of Knowledge Used in Work, by Frequency and State; and Figure 3.1 State A, Data Network, ties only; Figure 3.2 State A Data Network, strength of ties; Figure 3.3 State B, Data Network, ties only; Figure 3.4 State B, Data Network, strength of ties; Figure 3.5 State C, Data Network, ties only; and Figure 3.6 State C, Data Network, strength of ties. [For the related Policy Brief: &quot;How State Education Agencies Acquire and Use Research in School Improvement Strategies. Policy Brief. RB-55,&quot; see ED547656.]
How State Education Agencies Acquire and Use Research in School Improvement Strategies. Policy Brief. RB-55
Author: Goertz, Margaret E.
Date: 2013-08-00
Type: Reports - Research
Subjects: State Departments of Education,Educational Improvement,Research Utilization,Information Seeking,State Policy,Educational Policy,Administrative Organization,Information Management,Information Sources,Elementary Secondary Education,Improvement Programs,Educational Research

Although studies of districts&apos; and schools&apos; use of research exist, little is known about how SEAs search for, select, and use research and other kinds of evidence in their school improvement strategies. While one might assume similarities in research use behaviors, both the organizational structures of SEAs and the population of external organizations with which they interact are quite different than schools and districts, and the most recent in-depth study of SEAs was conducted nearly 20 years ago. The exploratory study on which this brief is based was designed to fill that gap by examining: (1) where SEA staff search for research, evidence-based, and practitioner knowledge related to school improvement; (2) whether and how SEA staff use research and these other types of knowledge to design, implement, and refine state school improvement policies, programs and practices; and (3) how SEAs are organized to manage and use such knowledge. [For the exploratory study: &quot;State Education Agencies&apos; Acquisition and Use of Research Knowledge in School Improvement Strategies. CPRE Research Report # RR-77,&quot; see ED547655.]
The Lived Experience of Standards Implementation in New York City Schools, 2011. CPRE Research Report # RR-75
Author: Goldsworthy, Heather
Date: 2013-10-00
Type: Reports - Research
Subjects: Urban Schools,Academic Standards,Educational Change,Core Curriculum,State Standards,Student Diversity,Elementary Schools,Middle Schools,Student Characteristics,Change Strategies,Performance Based Assessment,Curriculum,Teaching Methods,Academic Achievement,Correlation,Networks,Interviews,Principals,Administrator Attitudes,Teacher Attitudes,Instructional Leadership,Teamwork,Barriers,Program Implementation,Alignment (Education),Coding,Statistical Analysis,Planning

The College and Career Readiness Standards, referred to as the Common Core Learning Standards (CCLS) in New York City, are increasingly the focus of educational reform efforts across the United States. Each year for the past several years, the New York City Department of Education (NYCDOE) has created a set of focusing expectations for schools in order to guide their engagement with the CCLS. Evaluation of CCLS implementation in New York City in 2011-12 allowed the authors to examine how a diverse sample of 16 elementary and middle schools engaged with the Citywide Instructional Expectations (CIEs). The sample of schools came from all five boroughs across New York City and represented a range of student demographics and performance. Through these analyses, patterns emerged that seemed to explain how different schools interpreted and implemented the CIEs. In this report the authors trace the ways that conservation-oriented and transformation-oriented schools engaged with different components of the CIEs. The authors found that the different orientations led schools to engage in looking at student work differently, to have different experiences with task selection and implementation, and to take different learning away from their experiences. Overall, the authors determined that schools with a transformation-oriented perspective made more progress towards the kinds of practices that will be required in the coming decade. These findings have important implications for schools and districts across the nation as they seek to grapple with Standards implementation.
Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment
Author: Supovitz, Jonathan
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Mathematics Instruction,Student Evaluation,Formative Evaluation,Measures (Individuals),Mathematics Teachers,State Standards,Urban Schools,Pedagogical Content Knowledge,Elementary School Mathematics,Secondary School Mathematics,Field Studies,Scoring Rubrics

This interactive electronic report provides an overview of an innovative new instrument developed by researchers at the Consortium for Policy Research in Education (CPRE) to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers' knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS). The electronic report has three main sections: the first gives an overview of the TASK instrument, the second provides a sample TASK in fractions, appropriate for teachers in grades 3-5, and the third provides an overview of the domains measured by the TASK instrument and reports the results of a major national field trial. These results were collected from five urban and urban fringe districts in five states in the northeast and southern United States. They provide a sense of current teacher capacity to meet the ambitious expectations of the Common Core State Standards in Mathematics.
An Endangered Species? Skill Training, Distance Learning and the Devolution of Student Development
Author: Watkins, J. Foster
Date: 1994-03-22
Type: Journal Articles
Subjects: Community Colleges,College Presidents,Student Personnel Services,Skill Development,Distance Education,Student Development,Economic Development,Labor Force Development

A community college president brought a student affairs background with him as he assumed his first presidency. That perspective was an influencing factor in the organizational development initiatives at the institution in the first decade of his service. In this submission to the &quot;Community College Times,&quot; he develops the position that the emerging emphasis upon skills training and the use of distance learning may limit the full development of students through viable out-of class, on-campus experiences.
Letting Our Products Make the Case for the Two-Year Transfer-Oriented Institution
Author: Watkins, J. Foster
Date: 1992-06-30
Type: Journal Articles
Subjects: Community Colleges,College Presidents,College Transfer Students,Surveys,Qualitative Research,Success,Educational Objectives,Outcomes of Education,Labor Force Development

A president describes the steps taken by his institution to communicate with interested parties that his institution is meeting its challenges as a transfer-oriented institution. Multiple survey approaches are discussed along with a number of qualitative approaches that contribute to the institution's ability to document its successes with its students, future students and the larger community as an access and opportunity college.
WWC Review of the Report &quot;Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students&apos; Academic Performance and All Students&apos; College Transition.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Social Class,First Generation College Students,Academic Achievement,College Freshmen,Student Adjustment,Student Diversity,College Seniors,Student Experience,Grade Point Average,Comparative Analysis,Group Discussion,Intervention,Social Influences,Student Surveys,Program Effectiveness,Statistical Significance,Low Income Groups,At Risk Students,Transcripts (Written Records)

For the 2014 study, &quot;Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition,&quot; researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel featured demographically diverse college seniors who responded to questions about their experience of and adjustment to college. The study sample consisted of 168 incoming college freshmen in a highly selective, midsized private university in the United States. Researchers assessed the impact of the panelists' stories by comparing grade point averages at the end of students' freshman year. This study is a well-executed randomized controlled trial with low levels of sample attrition and meets WWC group design standards without reservations. The study authors found, and the WWC confirmed, that there was a statistically significant effect on mean grade point average. The following are appended: (1) Study details; (2) Outcome measures for the academic achievement domain; (3) Study findings for the academic achievement domain; and (4) Supplemental findings for the academic achievement domain. A Glossary of Terms is also included. [The following study is the focus of this &quot;Single Study Review:&quot; Stephens, N. M., Hamedani, M. G., &amp; Destin, M. (2014). &quot;Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition.&quot; &quot;Psychological Science,&quot; 25(4), 943-953. doi: 10.1177/0956797613518349. For the What Works Clearing House Quick Review of this report, see ED544776.]
The Impact of the GE Foundation &quot;Developing Futures&quot;™ in Education Program on Mathematics Performance Trends in Four Districts. Research Report # RR-74
Author: Sirinides, Philip
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Education,Educational Change,Student Improvement,Mathematics Achievement,Science Achievement,Educational Trends,School Districts,Program Evaluation,Program Effectiveness,Hypothesis Testing,Partnerships in Education,Outcomes of Education,Longitudinal Studies,Trend Analysis,Statistical Analysis,Structural Equation Models

Beginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. This report analyzes the impacts of the GE Foundation commitment to the partner districts by examining trends in student performance in mathematics over time in four districts. The authors hypothesized that the GE Foundation's collaborative efforts with the district educators would produce detectable and significant improvements in student outcomes. This report analyzes the longitudinal impact of &quot;Developing Futures&quot;™ in four urban school districts that have worked with the GE Foundation for at least four years, including Cincinnati, Ohio; Erie, Pennsylvania; Jefferson County (Louisville), Kentucky; and Stamford, Connecticut. Using individual student records over a period of up to 10 years, the authors analyzed performance trends both before and after the GE Foundation began working with the districts to assess how student achievement in mathematics changed during the introduction of &quot;Developing Futures&quot;™. Overall, the authors found strong evidence that the GE Foundation's efforts significantly contributed to improvements in student mathematics test performance across the partner districts. The report includes two appendices: (A) Annual Testing Schedules by District; and (B) Annual Statistical Model.
Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Research Report
Author: Supovitz, Jonathan
Date: 2013-11-00
Type: Reports - Research
Subjects: Educational Policy,Instructional Design,Policy Formation,State Standards,Discourse Analysis,Decision Making,Educational Change,Educational Practices,Alignment (Education)

District policy makers never have more potential influence than when they are crafting a Policy. In this paper Jonathan Supovitz argues, that the success of an instructional policy depends to some extent on the choices made in its crafting before it is let loose upon the world. The way a policy is framed and designed has important implications for the way people receive and understand it, and the extent to which they respond to it. The choices embedded within its design are essentially a set of signals that interact with a variety of influences, both real and perceptual, as it is received, interpreted, and enacted upon by its intended audience. To illustrate this idea, the focus of this paper is on the design of a 2011 New York City Department of Education policy intended to engage teachers across the City during the 2011-12 school year with the Common Core State Standards, called the Common Core Learning Standards (CCLS) in New York City. A close analysis of the language of the CIEs, with companion explanations from interviews with the architects of the policy about their thoughts and decisions during its construction, show a set of careful choices and knowledge-informed decisions about what they thought were the best ways to encourage teachers, school leaders, and school support providers to learn about the expectations of the CCLS and their implications in order to bring about real changes in school and teacher practices.