ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Augmented Reality Training on Teachers&apos; Individual Innovativeness
Author: Sirakaya, Mustafa
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Integration,Teacher Education,Teacher Characteristics,Innovation,Gender Differences,Age Differences,Intellectual Disciplines,Program Effectiveness,Foreign Countries,Correlation

This study aimed to ascertain the effects of augmented reality training on teachers' individual innovativeness. The study group which consisted of 35 teachers utilized one group pretest-posttest experimental design. The teachers who volunteered to take part in the study received 40-hour augmented reality training. Individual Innovativeness Scale was used as the data collection tool in the research. For data analysis, descriptive statistics, related samples t-test and Wilcoxon signed-rank test were used. It was found that the majority of teachers was in the &quot;pioneer&quot; category before the training and displayed high level individual innovativeness. Based on post-training measurements, it was concluded that the teachers reached the category of &quot;innovative&quot; in individual innovativeness and there was an increase in the number of highly innovative teachers. It is concluded that augmented reality training positively improves teachers' individual innovativeness of. As a result of the analyzes, it was found that the individual innovativeness of teachers who were females, over 30 years and taught social subject matters changed significantly while the change in other groups was not significant.
Academic Performance among Minority Students in Dingalan National High School
Author: Capinding, Andie T.
Date: 2021-02-00
Type: Journal Articles
Subjects: Academic Achievement,Minority Group Students,High School Students,Ethnic Groups,Gender Differences,Age Differences,Correlation,Educational Environment,Student Attitudes,Grades (Scholastic),Foreign Countries

The study focused on the academic performance of minority students of Dingalan National High School. The goal of this study was to establish an evaluation of the factors that may affect the Academic Performance of students from an ethnic minority perspective. In particular, it sought to define and examine the following: the age, sex and grade profile of respondents, the relationship of students' academic achievements to the age and sex; and the relationship between academic achievement and the educational environment of the student. Researcher utilized the descriptive-correlational design of research using survey questionnaires in gathering data from the total population of minority students of Dingalan National High School. Study showed that 61.54% of the respondents have fair grades, 30.77% satisfactory, and only 7.69% outstanding grade. Study also showed that age, sex and educational environment have no direct relationship with academic performance among minority students.
Promising Practices for States in Supporting Teacher Compensation Reform
Author: Reform Support Network (RSN)
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Educational Change,State Policy,Educational Policy,School Districts,Planning,Best Practices

Aligning compensation with performance can help retain effective teachers. Typical district compensation systems, however, do not base compensation in whole or in part on performance, relying on traditional step-and-lane systems that acknowledge years of experience and highest degree attained. In spring 2013, the Tennessee State Board of Education passed a new policy requiring the Tennessee Department of Education to help school districts design new teacher compensation systems, many of which will take effect in school year 2014-2015. To assist Tennessee in its support of local districts transitioning to differentiated pay plans for teachers, the Reform Support Network organized a virtual peer feedback session in June 2013. The network designed the session to give the Tennessee Department of Education feedback on the draft technical assistance plan it had developed to support districts adopting new compensation systems. This report summarizes the advice those experts gave Tennessee and broadens it to make it relevant to other States.
Recruiting and Retaining Highly Effective Turnaround Teachers
Author: Reform Support Network (RSN)
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,School Turnaround,Educational Policy

A &quot;turnaround&quot; refers to a quick, dramatic improvement in an organization's performance -- inside or outside of the field of education. In education specifically, the term describes a rapid, dramatic improvement in low-performing school brought about by a new -- or newly empowered and accountable -- leader and staff. State, local education agency (LEA) and school leaders face significant challenges as they seek to support low-performing schools with high-performing educators best suited to turnarounds. While a certain amount of turnover is typically part of the turnaround process, shortages of teacher candidates persist across the country, particularly in rural areas and low-performing schools. In addition, these schools' failure to retain their highly effective teachers, in particular, exacerbates talent shortages and leaves too many students without access to such teachers. This publication provides resources for State and local leaders considering strategies to recruit and retain highly effective teachers for school turnarounds. It summarizes research and promising practices on recruitment and retention in turnarounds across all sectors, as well as findings on the recruitment and retention of highly effective teachers, with emphasis on actions State leaders can take to find and keep talented educators in turnaround schools. Links to additional research and information are provided.
State Perspectives on Emerging Practices for Effective Communication with Educators around Evaluation
Author: Reform Support Network (RSN)
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Federal Programs,Communication Strategies,State Departments of Education,Teacher Evaluation,Organizational Communication,Planning,Feedback (Response),Elementary Secondary Education

Representatives of five Race to the Top grantees--Delaware, New York, North Carolina, Ohio and Rhode Island--gathered in Providence, Rhode Island on December 12, 2012 under the auspices of the Quality Evaluation Rollout (QER) Working Group to plan strategies for improving communication between teachers and State education agencies (SEAs) on teacher evaluation systems. Each State brought to the meeting a &quot;problem of practice&quot; statement to serve as a focus for cross-State dialogue about the potential of emerging practices for engaging teachers. The leaders around the table represented different education systems, evaluation plans, history and policies, yet their reflections continually returned to a few principles, fundamental to effective communications but rediscovered through the trial-and-error process of communicating with teachers about evaluation. This brief explores emerging practices that put these principles into action and enable States to communicate more effectively with teachers about evaluation. Even those leaders many months into the development of evaluation systems may find this discussion of individual practices useful and the reinforcement of strategic communication fundamentals a valuable reminder.
State Development and Use of Video Libraries to Improve Teacher Effectiveness. Race to the Top Brief
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Technology Uses in Education,Video Technology,Electronic Libraries,Teacher Improvement,Teacher Effectiveness,State Departments of Education,Proposal Writing,Program Development,Alignment (Education),Standards,Training,Teacher Evaluation,Administrator Evaluation,State Government,Government Role,Selection Criteria

Several Race to the Top grantees are considering the development of video libraries as one element of their larger teacher and leader effectiveness reforms. Video libraries promise to offer &quot;real world&quot; examples of teaching practice that can be used for a wide range of purposes: providing teachers with concrete evidence of excellent practice aligned with college and career ready standards, serving as examples in interrater reliability training for observers of teaching practice, and so forth. This publication summarizes research about the specifications for video libraries in the Requests for Proposals (RFPs) developed by four States: Delaware, Illinois, New York and Rhode Island. This publication may be particularly useful for policymakers and administrators in State and local educational agencies that may be considering the development of a video library as a strategy for improving teacher and student performance. Below, the publication analyzes the contents and specifications of the RFPs that each State developed for video libraries. The differences between them offer insights into the different use cases for video libraries, as well as the ways States describe them. We ask the reader to keep in mind that this publication documents an emerging practice. It captures a moment in time in the design and procurement of video libraries by Race to the Top grantees, not necessarily best practice.
Sustainability Rubric: A Tool to Help State Education Agencies Assess Their Current Efforts to Sustain Reform Strategies to Meet Student Achievement Goals
Author: Reform Support Network (RSN)
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Sustainability,Scoring Rubrics,Educational Change,State Departments of Education,Personnel Management,Performance Based Assessment,Accountability,Alignment (Education),Educational Improvement,Academic Achievement,Human Capital,Partnerships in Education,Government Role,Educational Objectives,Data Collection,Data Use,Stakeholders,Public Opinion,Educational Resources,Readiness,Capacity Building

The Sustainability Rubric is a tool for SEAs to use in assessing the sustainability of any reform initiative (for example, implementing an educator effectiveness system). The rubric introduces a succinct description of the three primary categories of sustainability: context for sustaining reform, system capacity and performance management. The full rubric covers 19 sustainability elements and moves along a continuum to characterize inadequate to exemplary for each element, providing a set of guiding &quot;look-fors&quot;. The rubric was intentionally designed to be content agnostic, to be utilized within a variety of education reform areas. The design of the Sustainability Rubric allows for later re-testing to determine the SEA's progress along the continuum. This version, finalized in April 2015, was edited based on feedback received from six States that piloted the tool in 2014.
Sustainability Rubric Summary for Local Educational Agencies
Author: Reform Support Network (RSN)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Sustainability,Scoring Rubrics,Educational Change,School Districts,Elementary Secondary Education

The Sustainability Rubric Summary for Local Educational Agencies is a condensed version of the full rubric [see ED611412]. It provides an overview of the rubric's purpose; the categories, elements, and variables of sustainability; and the guiding questions to consider. This brief document is intended to be used for reference throughout your ongoing sustainability work.
Sustainability Self-Assessment Workbook for Local Educational Agencies
Author: Reform Support Network (RSN)
Date: 2015-07-00
Type: Guides - General
Subjects: Sustainability,Educational Change,School Districts,Elementary Secondary Education,Self Evaluation (Groups),Improvement

This companion document to the &quot;Sustainability Rubric for Local Education Agencies&quot; (see ED611412) contains a series of exercises designed to answer the question, &quot;I want to make our reforms sustainable--where do I start?&quot; The workbook is designed to help a designated facilitator lead a series of meetings for the appropriate team in a local educational agency (LEA), conduct an initial self-assessment of the sustainability of the LEA's reforms and plan to improve sustainability. Before using the workbook, it is a good idea to read the &quot;Sustainability Rubric for Local Education Agencies&quot; to understand the structure of the framework.
Sustainability Self-Assessment Workbook
Author: Reform Support Network (RSN)
Date: 2015-06-00
Type: Guides - General
Subjects: Sustainability,Scoring Rubrics,Educational Change,State Departments of Education,Personnel Management,Performance Based Assessment,Accountability,Alignment (Education),Educational Improvement,Academic Achievement,Human Capital,Partnerships in Education,Government Role,Educational Objectives,Data Collection,Data Use,Stakeholders,Public Opinion,Educational Resources,Self Evaluation (Groups),Facilitators (Individuals),Teamwork,Capacity Building

This companion document to the &quot;Sustainability Rubric&quot; (see ED611436) contains a series of exercises designed to answer the question, &quot;I want to make our reforms sustainable--where do I start?&quot; The workbook is designed to help a designated facilitator lead a series of meetings for the appropriate team in a State Education Agency (SEA), conduct an initial self-assessment of the sustainability of the State's reforms and plan to improve sustainability. Before using the workbook, it is a good idea to read the &quot;Sustainability Rubric&quot; to understand the structure of the framework.
Sustainability Rubric Summary
Author: Reform Support Network (RSN)
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Sustainability,Scoring Rubrics,Educational Change,State Departments of Education,Personnel Management,Performance Based Assessment,Accountability,Alignment (Education),Educational Improvement,Academic Achievement,Human Capital,Partnerships in Education,Government Role,Educational Objectives,Data Collection,Data Use,Stakeholders,Public Opinion,Educational Resources,Teamwork,Capacity Building

The Sustainability Rubric Summary is a condensed version of the full Sustainability Rubric [see ED611436]. It provides an overview of the rubric's purpose; the categories, elements, and variables of sustainability; and the guiding questions to consider. This brief document is intended to be used for reference throughout your ongoing sustainability work.
Measuring Teaching Matters: What Different Ways of Looking at Student Results Tell Us about Teacher Effectiveness
Author: Reform Support Network (RSN)
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Evaluation,Academic Achievement,Achievement Gains,Value Added Models,School Districts,State Departments of Education

States are redesigning their educator effectiveness systems to provide more information and more support to improve teaching. In the process, they increasingly look beyond the most basic and historically most common view of measuring student performance: how many students &quot;passed&quot; the State test in a given year. A number of States now require an objective measure of student growth to be part of teacher evaluations. States are using student growth measures to understand teacher effectiveness for good reasons. First, student learning is the most important expectation we set for schools, and nothing in a school impacts student learning more than effective teaching. Second, new data systems permit far better links between student outcomes (tests, graduation, postsecondary experiences) and specific schools and teachers. This facilitates assessment of and systemic learning about changes to policy and practice that might lead to improvements in the quality of teaching and public schools. Finally, traditional methods of evaluating teachers that typically do not include objective measures of teacher performance have in most state education agencies (SEAs) and local educational agencies (LEAs) provided inadequate information about teacher effectiveness. In particular, these methods tend to yield high ratings for almost all teachers, and consequently these ratings have little value in predicting either future teacher effectiveness or student achievement. As a result, they have yielded little information that can help teachers become more effective practitioners. This brief describes various approaches to measuring student growth and what research says about the extent to which student growth may be used as a measure of teacher performance.
Leading Indicators for School Improvement: A Review of State Education Agency Practices
Author: Reform Support Network (RSN)
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Educational Improvement,School Effectiveness,State Departments of Education,Educational Practices,Academic Achievement,State Standards,Graduation Rate,Benchmarking,Grade 9,Student Promotion,Norm Referenced Tests,Achievement Tests,College Entrance Examinations,Instructional Effectiveness,Teacher Effectiveness,Educational Quality,Advanced Courses,Dual Enrollment,Attendance,Teacher Attendance,Dropout Rate,Educational Environment,Discipline,Suspension,Truancy,Parent Attitudes,Teacher Attitudes,Student Satisfaction,Teacher Persistence,School Turnaround

Over the past decade, national initiatives have shifted States' attention to the challenge of turning around low-performing schools. The lack of consistent, dramatic improvements in the lowest-performing schools reflects the severity of the school turnaround challenge, but also suggests the need to continuously evaluate and refine turnaround strategies. Studies indicate that it can take three to five years for turnaround efforts to impact overall student achievement, but leading indicators provide early evidence that can be used to gauge whether a school is on track to improve and to guide mid-course corrections that can increase the success rate of the turnaround effort. This brief examines current State education agency (SEA) practices for collecting and using leading indicators, describes how current practices can be strengthened, and identifies emerging promising practices in select States. This brief can be a useful resource for States working to improve their use of leading indicators to monitor and support improvements in low-performing schools.
Lessons Learned in Sustaining Education Reforms: A Case Study on the State of Delaware
Author: Reform Support Network (RSN)
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Educational Change,Federal Legislation,Federal Programs,Sustainability,State Departments of Education,Objectives,Technical Assistance,Institutional Role,Organizational Communication,Elementary Secondary Education

This brief case study shows how one State--Delaware--identified priority goals and reforms and plans to sustain them. The case study outlines Delaware's involvement in the Reform Support Network (RSN) Sustainability Work Group and three sustainability lessons learned by the State Education Agency (SEA): focus on what works, establish proof points for the SEA technical assistance role, and don't forget to communicate.
Making High-Quality Teacher Evaluation Manageable
Author: Reform Support Network (RSN)
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: State Departments of Education,School Districts,Educational Policy,Educational Practices,Instructional Leadership,Teacher Improvement,Technology Uses in Education,Teacher Evaluation,Observation

This publication explores quickly deployable, high-impact tactics that State education agencies (SEAs) and local educational agencies (LEAs) are using to make their evaluation systems more manageable. It also examines the foundation upon which States and school districts must build high-quality, manageable evaluation systems.
Massachusetts&apos; Essential Conditions for School Effectiveness
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Effectiveness,Evaluation Methods,Self Evaluation (Groups),Governance,Core Curriculum,Instructional Effectiveness,Faculty Development,Student Personnel Services,School Districts,Leadership Effectiveness,Alignment (Education),Student Evaluation,Social Emotional Learning,Family School Relationship,Budgets

This brief discusses the Massachusetts' Essential Conditions for School Effectiveness. The conditions articulate the key elements of school governance, curriculum, instruction, finance, training and student services--elements that the State believes every school needs to have in place for all students to succeed. For Massachusetts, these conditions are more than just a wish list for school reform. In 2010, the Massachusetts Board of Elementary and Secondary Education voted the Essential Conditions for School Effectiveness into State regulations. As a result, the conditions serve not only as benchmarks against which schools can gauge their practices in key areas, but they also serve as a set of required practices guiding school improvement planning, school accountability and technical assistance across the State.
Measurable Success, Growing Adoption, Vast Potential: Social Media Use among State and Local Education Agencies
Author: Reform Support Network (RSN)
Date: 2013-05-00
Type: Reports - Research
Subjects: State Departments of Education,School Districts,Social Media,Information Dissemination,Audiences,Stakeholders,Best Practices,Planning,Educational Policy,Program Evaluation,Evaluation Methods,Barriers

This report presents data collected through a questionnaire of State education agencies and local educational agencies on the growing use of social media to reach key stakeholder groups and engage with primary audiences.
Measures of Learning: State Approaches for Gauging Student Growth in New Evaluation Systems
Author: Reform Support Network (RSN)
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Administrator Evaluation,Principals,Academic Achievement,Achievement Gains,Value Added Models,Educational Objectives,Data Use,Communication (Thought Transfer),Educational Change,Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Aid,Federal Programs,Public Education

This publication describes new ways that States redesigning their educator effectiveness systems are measuring growth in student achievement, including value-added models and student learning objectives. The publication concludes with a brief discussion of communicating the results of student growth measures, such as monitoring correlations between student outcomes and teacher evaluation ratings and using data dashboards to track and share evaluation data.
Measuring Student Growth for Teachers in Non-Tested Grades and Subjects
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Teacher Evaluation,State Boards of Education,School Districts,Teacher Effectiveness,Principals,Administrator Evaluation,Administrator Effectiveness,Educational Objectives,Evaluation Methods,Educational Policy,State Policy

This publication describes the options that State education agencies and/or local educational agencies have when taking into account student growth in non-tested grades and subjects as part of their teacher and principal evaluation systems.