ethanporcaro/eric-fulltext-meta huggingface dataset:
Accelerated Reader and Young People's Reading in 2013: Findings from the National Literacy Trust's 2013 Annual Literacy Survey on Reading Enjoyment, Reading Behaviour outside Class and Reading Attitudes
Author: Clark, Christina
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Acceleration (Education),Reading Programs,Reading Skills,Reading Attitudes,Recreational Reading,Program Effectiveness,Children,Youth,Adolescents,Educational Indicators,Literacy,Surveys,Gender Differences,Ethnicity,Racial Differences,Statistical Data,Reading Habits,Books,Reading Ability,Socioeconomic Influences

Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. Although a wealth of data is routinely collected about children's reading skills as part of the AR tool, no information is collected on the &quot;softer&quot; reading outcomes, such as reading enjoyment and attitudes towards reading. The National Literacy Trust was therefore commissioned by Renaissance Learning in 2012 to help plug that gap using data from our third annual literacy. They found that children and young people who use AR tend to enjoy reading more, read more often, read a greater variety of fiction texts and think more positively about reading than their peers who do not use AR. To see whether these findings could be replicated with another cohort of pupils, the Trust was again commissioned by Renaissance Learning in 2013 to explore the impact of AR on children's reading enjoyment, behaviour and attitudes. 29,422 children and young people aged eight to 16 participated in the survey, which was conducted in November/December 2013. This survey, amongst other literacy aspects, explores whether young people enjoy reading, how often they read outside class and for how long, what type of materials they read outside class, how many books they read in a month and what they think about reading. Using a question from the 2013 annual literacy survey that simply asked pupils whether they use Accelerated Reader or not, results showed that nearly a third (28.1%, N = 8,031) of children and young people said that they use AR; 47.7% said they do not use AR, while 24.2% were not sure whether they do or not. The quarter of children and young people who were not sure were excluded from the analyses in this report. The results of this second survey corroborate findings from the previous year and show that children and young people who use Accelerated Reader (AR) are more likely to enjoy reading, read more often and think more positively about reading than their peers who do not use this reading tool. Children and young people who use AR are also more likely to see a link between their reading and their success compared with their peers who do not use AR. An appendix provides an introduction to the annual literacy survey. [For the 2012 report, see ED556333.]
Activities for Challenging Gifted Learners by Increasing Complexity in the Common Core
Author: McKeone, Alyssa
Date: 2015-04-29
Type: Reports - Descriptive
Subjects: Academically Gifted,Student Needs,State Standards,Difficulty Level,Creative Thinking,Critical Thinking,Language Arts,Mathematics Instruction,Science Instruction,Social Studies,Core Curriculum,Middle School Teachers,Preservice Teachers,Student Diversity,Teaching Methods,Lesson Plans,Vocabulary Development,Concept Formation

Gifted learners need opportunities for critical and creative thinking to stretch their minds and imaginations. Strategies for increasing complexity in the four core areas of language arts, mathematics, science, and social studies were addressed using the Common Core and Iowa Core Standards through several methods. Descriptive adjective object boxes were created, based on the themes of bees, surface area and volume, cultural beliefs and mummies, and bee colony collapse disorder. The sets of materials were used in various ways to increase the complexity of instruction in the core subject areas of literacy, mathematics, social studies, and science. The descriptive adjective boxes consisted of several small objects related to a theme with corresponding cards. This card set provided activities to increase the complexity of the topics. [This paper is based on the conference presentation, &quot;Smartening up the Common Core: Increasing Complexity for Gifted Learners&quot; that was presented at the Iowa Talented and Gifted (ITAG) Annual Conference: Reaching for the Future (Des Moines, Iowa, Oct 13-14 2014.)]
An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development
Author: Taylor, Joseph A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Intervention,High School Students,Secondary School Curriculum,Secondary School Science,Interdisciplinary Approach,Instructional Materials,Faculty Development,Inquiry,Curriculum Research,Constructivism (Learning),Control Groups,Experimental Groups,Relevance (Education),Academic Achievement,Instructional Material Evaluation,Educational Practices,Student Characteristics,Pretests Posttests,Outcome Measures,Likert Scales,Classroom Observation Techniques,Science Achievement

This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and professional development. However, this effect was typical for interventions at this grade span that are tested using a state achievement test. Tests of mediation suggest a large treatment effect on teachers and in turn a strong effect of teacher practice on student achievement--reinforcing the hypothesized key role of teacher practice. Tests of moderation indicate no significant treatment by demographic interactions. [At time of submission to ERIC this article was in press with the &quot;American Educational Research Journal.&quot;]
Beyond Subprime Learning: Accelerating Progress in Early Education. Policy Brief
Author: Bornfreund, Laura
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Policy,Educational Assessment,Educational Indicators,Faculty Development,Family Involvement,Bilingual Students,Academic Standards,Student Evaluation,Accountability,Evaluation Utilization,Theory Practice Relationship,Educational Planning,Educational Change,Change Strategies,Alignment (Education),Articulation (Education),Teacher Improvement,Child Development,Lifelong Learning

Earlier this year, in &quot;Subprime Learning: Early Education in America since the Great Recession,&quot; the current state of early education in the U.S. was surveyed by examining progress over the last five years . It was found that while the public, political, and research consensus is stronger than ever, the field remains in dire need of streamlined operations, financial sustainability, and more focus on teaching and learning. We all want America's children to become life-long learners who are able to think critically and inventively, regulate their emotions and impulses, and make smart decisions by drawing upon a rich knowledge base about how the world works. Realizing this goal begins with ensuring a seamless continuum of high-quality, easily accessible early education for all families. Each year of their lives, children and their families should have the benefit of ascending a sturdy, well-lit staircase of development and learning rather than navigating disconnected and uneven platforms where they can easily fall through the cracks. This policy brief reveals what the authors' vision looks like in practice, from the years of infancy and toddlerhood through pre-K and each of the K-3 grades. Eight Actions are outlined for accelerating progress: (1) Bridge the Continuum; (2) Upgrade Educators; (3) Emphasize Families; (4) Intentionally Support Dual Language Learners; (5) Rethink Standards &amp; Assessment; (6) Strengthen and Improve Accountability Systems; (7) Collect and Use Data Responsibly; and (8) Bring Research Closer to Policy and Practice. In order to realize the vision outlined in this paper, policymakers must be open to adopting both bold ideas and sensible plans. To do otherwise is to continue duplicating efforts while never creating a complete learning staircase for children to ascend. Gaps in opportunities and achievement will continue to widen for far too many American children. Early education policies must evolve to help young children and their families reach the top of the staircase, enabling success later in school and in their lives as America's next generation of adults.
Making Assessment and Accountability Work for Principals
Author: New Leaders
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Accountability,Data Collection,Educational Policy,Principals,Educational Administration,Feedback (Response),Federal Legislation,Educational Legislation,Elementary Secondary Education,Student Evaluation,Educational Improvement,Educational Assessment,Leadership Responsibility,Standardized Tests,Testing Programs

How and how much should students be tested? What information should schools and districts be required to collect and monitor? And what should be done when that information suggests a school is not meeting the expectations? Those questions are at the heart of Congressional discussions regarding the reauthorization of the Elementary and Secondary Education Act (ESEA). This brief offers recommendations on federal policy for assessment and accountability that are grounded in research on effective principal practice and on the direct feedback of effective school leaders. On assessment, New Leaders recommends that a reauthorized ESEA maintain assessment requirements, including the existing flexibility to innovate with new assessments that are comparable statewide.
Staying Power: The Impact of the TAP System on Retaining Teachers Nationwide
Author: Barnett, Joshua H.
Date: 2014-10-00
Type: Reports - Research
Subjects: Teacher Persistence,Labor Turnover,Teacher Effectiveness,Teacher Leadership,Teacher Promotion,Faculty Development,Merit Pay,Human Capital,Teacher Competencies,Academic Achievement,Teaching Skills,Teacher Characteristics,Teacher Role,Disadvantaged Schools,Surveys,Administrator Attitudes,Records (Forms),Program Effectiveness,Accountability,Performance Based Assessment,Teacher Salaries,Mentors,Master Teachers

Each year teacher turnover presents instructional, organizational, and financial burdens that impact students, teachers, schools, and communities. High levels of teacher turnover drain valuable resources and make it difficult to build a high performing, stable teaching faculty. This is particularly true in high need schools where teacher attrition levels are higher than average. Efforts to understand why teachers leave and the associated impacts with such turnover are important and ongoing. This paper examines the impact of one model affecting hundreds of schools nationwide and the associated impacts on retention. TAP™: The System for Teacher and Student Advancement was launched in 1999 as a comprehensive educator effectiveness model that offers career advancement and leadership opportunities for educators, as well as an evaluation process that is linked to job-embedded professional development and performance-based compensation. The TAP System focuses on developing human capital at each school through improving teacher instructional practices and student achievement. One additional impact often reported from educators in the field within the TAP System is the influence on teacher retention, which results from the culmination of various support structures for educators. The current study examined teacher retention rates in schools that implemented the TAP System during the 2010-11, 2011-12, and 2012-13 school years for which data were available. Specifically, retention rates were examined across three types of teacher groups, those who: (1) taught continuously at the same TAP school (&quot;TAP school stayers&quot;); (2) transferred from one TAP school to another TAP school (&quot;TAP school movers&quot;); and (3) left TAP schools altogether (&quot;TAP school leavers&quot;). Additionally, the current study examined characteristics of these three categories of teachers. Findings demonstrate the average TAP school retained more teachers than the average non-TAP school. Also, findings show that teachers who taught at TAP schools continuously, regardless of whether it was the same TAP school or a different TAP school, increased in their effectiveness from one school year to the next. Furthermore, the net value of the increased retention is equal to approximately the value of an additional teacher in the school.
Learning Emotional Intelligence: Training &amp; Assessment
Author: Shults, Allison
Date: 2015-05-03
Type: Reports - Descriptive
Subjects: Emotional Intelligence,Work Environment,Employees,Task Analysis,Needs Assessment,Skill Development,Self Concept,Self Control,Empathy,Emotional Response,Surveys,Behavior,Training,Guides,Learning Activities

This core assessment provides an overview and training of the use of Emotional Intelligence (EI) in the workplace. It includes a needs analysis for a local Chamber of Commerce, and outlines the importance of improving their organizational communication with the improvement of their EI. Behavioral objectives related to the skills needed are included as well. Also included is a Participant's Guide with activities and handouts, and final assessments to determine if the material was learned. Also provided is the PowerPoint to be used and the speaking notes.
National Household Education Surveys Program of 2012: Data File User's Manual. Parent and Family Involvement in Education Survey. Early Childhood Program Participation Survey. NCES 2015-030
Author: McPhee, C.
Date: 2015-05-00
Type: Reports - Research
Subjects: Early Childhood Education,Family Involvement,Parent Participation,Family School Relationship,Preschool Children,Kindergarten,Elementary Secondary Education,Public Schools,Private Schools,Home Schooling,Questionnaires,Interviews,Sampling,Participation,Data Analysis,Age Differences,Mothers,Fathers,Parent Attitudes,Family Characteristics,Child Health,Evaluation Methods,Computation,Telephone Surveys,Spanish Speaking,Mail Surveys,National Surveys,African Americans,Hispanic Americans,Whites,Student Characteristics,Racial Differences,Ethnic Groups,Screening Tests

The 2012 National Household Education Surveys Program (NHES:2012) Data File User's Manual provides documentation and guidance for users of the NHES:2012 data files. The manual provides information about the purpose of the study, the sample design, data collection procedures, data processing procedures, response rates, imputation, weighting and standard error calculation and use, data considerations and anomalies, a guide to the data file structure, nonresponse bias analysis, data collection instruments, data file layout, comparisons of estimates from NHES:2012 to prior NHES administrations and other data sources, and tables of nonresponse adjustment cells and response rates. The NHES:2012 consists of two topical surveys--the Early Childhood Program Participation (ECPP) Survey and the Parent and Family Involvement in Education (PFI) Survey--that were last fielded in 2005 and 2007, respectively. The ECPP survey has a target population of children age 6 or younger who are not yet in kindergarten. The PFI survey has a target population of children and youth age 20 or younger who are enrolled in kindergarten through 12th grade in a public or private school or who are being homeschooled for the equivalent grades. The NHES:2012 was a two-phase survey conducted primarily by mail. The first phase of the survey was the administration of a short household screener questionnaire used to identify households with children under age 20. A total of 159,994 households were selected, and the response rate was 73.5 percent. The second phase of the survey was the collection of topical survey data from households with eligible children. The topical response rate was 78.7 percent for the ECPP survey and 78.4 percent for the PFI survey. The overall response rates (the product of the screener response rate and the topical response rate) were 57.8 percent for the ECPP survey and 57.6 percent for the PFI survey. The following are appended: (1) Questionnaires; (2) Data File Layout and Position Order; (3) Comparison of Estimates; (4) Screener Nonresponse Interview Adjustment Cells; (5) ECPP Nonresponse Interview Adjustment Cells; (6) PFI Nonresponse Interview Adjustment Cells; and (7) Summary of Weighting and Sample Variance Estimation Variables.
Great Principals at Scale: Creating District Conditions That Enable All Principals to Be Effective
Author: Ikemoto, Gina
Date: 2014-06-00
Type: Reports - Research
Subjects: Principals,Educational Administration,School Districts,Administrator Effectiveness,Alignment (Education),Administrator Qualifications,Educational Policy,Cooperation,Work Environment,School Culture,Government Role,Federal Government,State Government,Board of Education Policy,Cooperative Planning,Professional Development,Policy Formation,Career Development,Leadership Qualities,Accountability,Administrator Evaluation,Human Capital,Financial Support,Budgeting,Educational Finance,Goal Orientation,Progress Monitoring,Professional Autonomy,Personnel Selection,Teacher Evaluation,Human Resources

School leaders are critical in the lives of students and to the development of their teachers. Unfortunately, in too many instances, principals are effective in spite of--rather than because of--district conditions. To truly improve student achievement for all students across the country, well-prepared principals need the tools, support, and culture that enable them to be the best. New Leaders and the Bush Institute's Alliance to Reform Educational Leadership (AREL) launched the Conditions for Effective Leadership Project and partnered with leading researchers and practitioners to generate a comprehensive and research-based framework outlining the conditions necessary for transformational school leaders to succeed. The project used a combination of literature review, empirical data collection, and expert convenings to build consensus and bundle the disparate ideas into a single framework that is accessible to school system leaders. This report describes that set of conditions that effective school systems have in place that enable principals to be successful. The conditions include four strands developed as follows: Strand 1: Alignment among goals, strategies, structures, and resources; Strand 2: Culture of collective responsibility, balanced autonomy, and continuous learning and improvement; Strand 3: Effective management and support for principals; and Strand 4: Systems and policies to effectively manage talent at the school-level. [See accompanying report: &quot;Great Principals at Scale: Toolkit&quot; at ED556350.]
Preventing Youth Violence: Opportunities for Action
Author: David-Ferdon, Corinne
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Violence,Prevention,Youth,Juvenile Justice,Public Health,Youth Programs,At Risk Persons,Early Intervention,Juvenile Gangs,Delinquency Prevention,Program Effectiveness,Cost Effectiveness,Community Involvement,Best Practices,Evidence

All forms of violence, including youth violence, suicidal behavior, child maltreatment, sexual violence, intimate partner violence, and elder abuse, negatively affect the health and well-being of this country. Youth violence, in particular, is a significant public health problem. Many young people and communities view the grim facts about youth violence as unavoidable and have accepted youth violence as a societal reality. However, the truth is that youth violence is not inevitable. Youth violence is preventable. The past investment into monitoring, understanding, and preventing youth violence is paying off and proving that youth violence can be stopped before it occurs. the Centers for Disease Control and Prevention (CDC) and the larger field of youth violence prevention researchers and practitioners have performed decades of work on youth violence and how it can be prevented. From systematic surveillance, rigorous research on modifiable factors that predict violence, evaluation of prevention strategies, and the strengthening of the capacity of communities to use approaches that work, a great deal has been learned about how to prevent youth violence. To help communities take advantage of the available knowledge, CDC has developed &quot;Preventing Youth Violence: Opportunities for Action.&quot; This resource summarizes what is currently known about youth violence--the health consequences, trends, disparities, causes, costs, and prevention strategies. It outlines important strategies for youth violence prevention that are based on strong evidence and experience. It includes examples of specific programs and activities that have been found to be effective. These evidence-based youth violence prevention strategies focus on reducing the factors that put young people at risk for violence and bolstering the factors that strengthen their positive development and buffer against violence. Everyone has a role to play in preventing youth violence. &quot;Preventing Youth Violence: Opportunities for Action&quot; provides information and action steps that can help public health and other community leaders work with partners to prevent youth violence. This resource also describes actions that young people, families, caregivers, adults who work with youth, and other community members can take to reduce youth violence. &quot;Development of 'Preventing Youth Violence: Opportunities for Action'&quot; is appended.
Public School Teacher Attrition and Mobility in the First Five Years: Results from the First through Fifth Waves of the 2007-08 Beginning Teacher Longitudinal Study. First Look. NCES 2015-337
Author: Gray, Lucinda
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Teacher Persistence,Labor Turnover,Longitudinal Studies,Beginning Teachers,Teacher Attitudes,Career Change,School Districts,Institutional Characteristics,Educational Policy,Job Satisfaction,Teacher Placement,Teacher Responsibility,Public School Teachers,Teacher Characteristics,Age Differences,Gender Differences,Census Figures,Questionnaires,Interviews,Racial Differences,Educational Attainment,Employment Level

This First Look report provides selected findings from all five waves of the Beginning Teacher Longitudinal Study (BTLS) along with data tables and methodological information. The BTLS follows a sample of public elementary and secondary school teachers who participated in the 2007-08 Schools and Staffing Survey (SASS), and whose first year of teaching was 2007 or 2008. The BTLS sample includes teachers who leave teaching in the years after the SASS data collection and those who continue to teach either in the same school as the last year or in a different school. The purpose of the Beginning Teacher Longitudinal Study is to provide a better understanding of the impact that different life events have on teachers' careers (such as getting married, moving to a new location, or starting a family). It will also provide some insight on how school and/or district characteristics and policies affect teacher satisfaction, and how teachers respond to transitions in their lives and careers (such as moving to a different school, changing the grade levels or subject taught, becoming a mentor, transitioning into a K-12 administration position, or exiting the teaching field). The study will contribute to policymakers' understanding of teachers and of teachers' careers as they enter, leave, or re-enter the teaching workforce and make important career and life decisions. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; and (3) Description of Variables.