ethanporcaro/eric-fulltext-meta huggingface dataset:
Spanning Boundaries: The Case of an Intercultural E-Consulting Experience
Author: Correia, Ana-Paula
Date: 2009-04-00
Type: Reports - Research
Subjects: Graduate Students,Advanced Courses,Computer Mediated Communication,Consultants,Foreign Countries,Educational Technology,Case Studies,Intercultural Communication,Expertise,Communication Strategies,Partnerships in Education,Student Projects,Organizational Development,Interactive Video,Synchronous Communication,Computer Assisted Instruction,Asynchronous Communication,Integrated Learning Systems,Interviews,Content Analysis,Problems

The purpose of this case study is to understand ways to plan, organize and facilitate experiences in which experts who are geographically dispersed act as effective consultants. Graduate students enrolled in an advanced course in instructional technology at a large university in the Midwestern United States interacted with colleagues studying at a highly regarded university in Turkey. Students in Turkey provided professional and expert advice at a distance to their peers in the United States. The experiences, challenges, tensions and strategies for effective consulting relationships heavily supported by computer-mediated communication in international contexts are discussed. (Contains 1 table.)
International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1
Author: Russell, William Benedict, III, Ed.
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Social Studies,Proverbs,Social Justice,Global Approach,Photography,Visual Aids,Educational Research,Universities,Developing Nations,Textbooks,History Instruction,Criticism,Multicultural Education,Literature,Rock Music,Teaching Methods,Preservice Teacher Education,Urban Teaching,Terrorism,Values,War,Black Dialects,Teacher Attitudes,Student Attitudes,Public Policy,Foreign Policy,Critical Theory,Race,American Indian History,United States History,Meteorology,Case Studies,Information Technology,Efficiency,Social Services,Organizational Effectiveness,Museums,Nonschool Educational Programs,Historical Interpretation,Reflective Teaching,Civics,Student Interests,College Students,Comparative Analysis,Russian Literature,Poetry,Politics,Social Systems,Adults,Quality of Life,Creativity,Documentaries,Film Production,Computer Uses in Education,Preservice Teachers,Leadership Training,Student Research,Research Skills,Citizenship Education,Interdisciplinary Approach,Classroom Techniques,Critical Thinking,Textbook Content,Motivation,Death,World History,Discussion (Teaching Technique),Communication (Thought Transfer),Mass Media,Internet,Females,Disabilities,Barriers,Constitutional Law,Integrated Curriculum,College Curriculum,Conflict,Latin American History,Childrens Rights,Participation,Comparative Education,International Education,Undergraduate Study,Learner Engagement,Controversial Issues (Course Content),Questioning Techniques,Single Sex Classes,Special Education,Team Teaching,African Culture,Folk Culture,High School Students,Adolescent Literature,Citizenship,Middle School Students,Urban Areas,Community,Regular and Special Education Relationship,Racial Relations,Student Developed Materials,Assistive Technology,Computer Assisted Instruction,Games,Access to Education,Knowledge Level,Films,Social Problems,Values Education,Secondary School Curriculum,Oral History,Government (Administrative Body),Citizen Participation,Youth Programs,Municipalities,Education,Peer Teaching,Tutoring,Beginning Teachers,Teacher Leadership,Self Esteem,Immigrants,Higher Education,Foreign Students,International Educational Exchange,Patriotism,Economic Development,Cultural Differences,Asians,Service Learning,Elementary Education,Elementary School Teachers,Secondary School Teachers,Federal Legislation,European History,Foreign Countries

The &quot;ISSS Annual Conference Proceedings&quot; is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]
Improving Alignment between Postsecondary and Secondary Education: The Texas College and Career Readiness Initiative
Author: Conley, David T.
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Investigations,Academic Achievement,Measures (Individuals),College Freshmen,Student Placement,Remedial Instruction,Developmental Studies Programs,College Preparation,College Attendance,Alignment (Education),Postsecondary Education,Secondary Education,Vocational Education,Academic Standards,Introductory Courses,Certification

This paper presents findings from five separate investigations undertaken as part of the Texas College and Career Readiness Initiative, a legislatively mandated program to increase the number of students attending and succeeding in college. It highlights activities designed to improve alignment between high school and college. These activities include defining what constitutes college readiness, validating the definition against entry-level college courses, developing &quot;reference courses&quot; as benchmarks for college expectations, exploring the relationship between college readiness in cross-disciplinary skills and expectations in two-year certificate courses, and analyzing the degree to which placement tests measure the knowledge and skills defined as college ready. The paper considers findings within a broader policy context to illustrate significance for Texas and for other states. The following are appended: (1) Texas College and Career Readiness Cross-Disciplinary Standards; (2) Scale Items &amp; Rationale Statements for Examining the Alignment between the Texas College and Career Readiness Standards and Entry-Level College Courses at Texas Postsecondary Institutions; (3) Reference Course Profile: English Composition II; and (4) Scale Items &amp; Rationale Statements For Alignment Between the CCRS [College and Career Readiness Standards] and Entry-Level CTE [Career and Technical Education] Courses. (Contains 22 tables and 3 footnotes.) [This report was prepared by the Educational Policy Improvement Center (EPIC).]
The MetLife Survey of the American Teacher: Collaborating for Student Success
Author: Metropolitan Life Insurance Company
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Public Schools,Teacher Effectiveness,Public School Teachers,Academic Achievement,Cooperation,Principals,Teaching (Occupation),Administrator Attitudes,Student Attitudes,Teacher Attitudes,Administrator Role,Student Role,Teacher Role,Administrator Responsibility,Student Responsibility,Teacher Responsibility,Instructional Leadership,Achievement Gains,Questionnaires,Student Surveys,Teacher Surveys,Elementary Secondary Education

"The MetLife Survey of the American Teacher: Collaborating for Student Success (2009)" was conducted by Harris Interactive and is twenty-sixth in a series sponsored by MetLife since 1984 to give voice to those closest to the classroom. This "MetLife Survey" examines the views of teachers, principals and students about respective roles and responsibilities, current practice and priorities for the future. The "Survey" findings were originally released in three parts: Part 1: "Effective Teaching and Leadership" examines views about responsibility and accountability; what collaboration looks like in schools, and if and to what degree it is currently practiced; Part 2: "Student Achievement" examines views on student goals, teacher expectations, and what educators believe would increase student achievement; and Part 3: "Teaching as a Career" examines collaboration in the context of teacher professional growth, experience level and career path. A national sample of public school students in grades 3 through 12, public school teachers of grades K through 12, and public school principals in grades K through 12 participated in the 2009 "Survey". In addition, public school principals and teachers, and thought leaders in education took part in an online strategy session as part of the "Survey" development process. Appendices include: (1) Methodology; and (2) Questionnaires. (Contains 24 figures and 26 footnotes.)
Value-Added Analysis and Education Policy. Brief 1
Author: Rivkin, Steven G.
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Achievement Gains,Academic Achievement,Educational Policy,Measurement Techniques,Evaluation Problems,Models,Instructional Effectiveness,Performance Factors,Educational Quality,Achievement Tests

This brief describes estimation and measurement issues relevant to estimating the quality of instruction in the context of a cumulative model of learning. It also discusses implications for the use of value-added estimates in personnel and compensation matters. The discussion highlights the importance of accounting for student differences and the advantages of focusing on student achievement gains as opposed to differences in test scores. It also recognizes, however, that the value-added framework does not address all potential impediments to consistently estimating the quality of instruction. Specific methods mitigate some problems and not others; none may resolve all potential problems. Acquiring a clearer understanding of these issues can improve the methods used to estimate added teacher value and how these estimates are used. The first section describes student, teacher, and principal choices that are primary determinants in student-teacher matching. The following section outlines a cumulative model of learning and considers the advantages of various estimation methods given the student-teacher matching process and test measurement error and structure. The final section focuses on implications for policy. It begins by describing the advantages and disadvantages of specific methods before turning to a more general discussion of the use of value-added estimates in the teacher evaluation and compensation.   (Contains 3 notes.)
Improve Girls' and Women's Opportunities in Science, Technology, Engineering, and Math
Author: American Association of University Women
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Economic Progress,Females,Engineering,Public Support,Labor Force,Labor Force Development,Disproportionate Representation,Gender Differences,Scientists,Sciences,Mathematics,Professional Personnel,Technical Occupations,Technology,Equal Opportunities (Jobs),Science Careers,Educational Opportunities

In the last 50 years, more than half of America's sustained economic growth was created by the five percent of the workforce who create, manage, and maintain the processes and products of innovation: engineers, scientists, and advanced-degree technologists. America's science, technology, and math workforce is aging while jobs requiring specialized training are growing at five times the rate of other occupations. The supply of new workers in these fields is struggling to keep up with demand, and women remain severely underrepresented. Women make up half of the population and are a largely untapped resource that could prove essential in maintaining the technological competitiveness of the United States. This paper offers suggestions on how this country can begin to close the gender divide in science, technology, engineering, and math. (Contains 50 endnotes.)
Why So Few? Women in Science, Technology, Engineering, and Mathematics
Author: Hill, Catherine
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Women Scientists,Technology,Engineering,Mathematics,Majors (Students),Disproportionate Representation,Sex Fairness,Gender Bias,Females,Computer Science,Social Influences,Role of Education,Family Influence,Student Recruitment,Peer Influence,Peer Relationship,Career Guidance

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]
Making a Difference? The Effects of Teach for America in High School. Working Paper 17. Revised
Author: Xu, Zeyu
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Alternative Teacher Certification,Secondary School Teachers,Teacher Effectiveness,High Schools,Academic Achievement,Comparative Analysis,Mathematics Teachers,Science Teachers,Mathematics Achievement,Science Achievement,Disadvantaged,High School Students,Scores

This research investigates the relative effectiveness (in terms of student tested achievement) of Teach for America (TFA) teachers, and examines the validity of the criticisms of TFA. Specifically, the authors look at TFA teachers in secondary schools, and especially in math and science, where considerable program growth is planned over the next few years. Using individual level student data linked to teacher data in North Carolina, the authors estimate the effects of having a TFA teacher compared to a traditional teacher on student performance. The North Carolina data they employ are uniquely suited for this type of analysis because it includes end of course (EOC) testing for students across multiple subjects. This allows them to employ statistical methods that attempt to account for the nonrandom nature of student assignments to classes/teachers, which have been shown to lead to biased estimates of the impact of teacher credentials (Clotfelter, Ladd, and Vigdor, 2007a; Goldhaber, 2007). The findings show that TFA teachers are more effective, as measured by student exam performance, than traditional teachers. Moreover, the authors suggest that the TFA effect, at least in the grades and subjects investigated, exceeds the impact of additional years of experience, implying that TFA teachers are more effective than experienced secondary school teachers. The positive TFA results are robust across subject areas, but are particularly strong for math and science classes. An appendix is included. (Contains 1 figure, 12 tables, 1 exhibit and 14 footnotes.) [This report was supported by the Steven L. Merrill Family Foundation.]
How and Why Do Teacher Credentials Matter for Student Achievement? Working Paper 2. Revised
Author: Clotfelter, Charles T.
Date: 2007-03-00
Type: Reports - Research
Subjects: Credentials,Class Size,Teacher Characteristics,Academic Achievement,Teacher Qualifications,Teacher Effectiveness,Educational Research,Researchers,Public Officials,Longitudinal Studies,Mathematics Achievement,Reading Achievement,Socioeconomic Background,Parent Background,Educational Attainment,Measures (Individuals),Correlation,Student Characteristics,Teacher Certification,Teacher Competency Testing,Teaching Experience,Teacher Education,Elementary School Students,Elementary School Teachers

Education researchers and policymakers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data set from North Carolina to explore a range of questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new--and, indeed, have been explored in many papers over the years within the rubric of the &quot;education production function&quot;--the availability of data on all teachers and students in North Carolina over a ten-year period allows us to explore them in more detail and with far more confidence than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economics characteristics of students, as measured, for example, by the education level of their parents. (Contains 11 tables and 20 footnotes.)[This paper is a revised version of a paper initially prepared for a conference organized by the World Bank on &quot;The Contribution of Economics to the Challenges Faced by Education,&quot; Dijon, France, June 2006. An earlier version of this paper was presented in March 2006 at the annual meetings of the American Education Finance Association, Denver, Colorado.]
Teacher Training, Teacher Quality, and Student Achievement. Working Paper 3
Author: Harris, Douglas N.
Date: 2007-03-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Academic Achievement,Academic Aptitude,Preservice Teacher Education,Inservice Teacher Education,Models,Measures (Individuals),Predictor Variables,Faculty Development,Mathematics Instruction,Reading Instruction,Teaching Experience,Experienced Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Evaluation,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Elementary School Students,High School Students,Middle School Students

We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math. There is no evidence that either pre-service (undergraduate) training or the scholastic aptitude of teachers influences their ability to increase student achievement. (Contains 19 tables and 23 footnotes.)
High School Diploma and GED Attainment in Florida. Research Note 1
Author: Sass, Tim R.
Date: 2008-07-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Graduation Rate,Grade 9,High School Students,High School Equivalency Programs,Measurement Techniques,Cohort Analysis,Educational Attainment,Educational Trends,Trend Analysis

This brief calculates graduation rates for the state of Florida using longitudinal data. The authors describe their measurement strategies and compare them with the state's official measurement procedures. They calculate the diploma and General Education Development (GED) attainment rates of six separate cohorts of Florida 9th graders who began high school between 1995/96 and 2000/01. They then present rates of both diploma receipt and GED receipt at four years and in later years. The results show an increasing trend in graduation rates in the state over the period studied and a substantial bump at five years, with growth flattening out after that time. [This paper was written with Steven Cartwright.] (Contains 3 tables.)
The Effects of NBPTS-Certified Teachers on Student Achievement. Working Paper 4
Author: Harris, Douglas N.
Date: 2007-03-00
Type: Numerical/Quantitative Data
Subjects: Teacher Competencies,Achievement Rating,Achievement Gains,Academic Achievement,State Licensing Boards,Teacher Effectiveness,Educational Quality,Measurement Techniques,Portfolios (Background Materials),Program Descriptions,Educational Research,Productivity,Evidence,State Standards

In this study we consider the efficacy of a relatively new and widely accepted certification system for teachers established by the National Board for Professional Teaching Standards (NBPTS). To address the limitations in past research on the subject, we utilize a unique database covering the universe of teachers and students in Florida for a four-year span to determine the relationship between NBPTS certification and the impact of teachers on student test scores from both low-stakes and high-stakes exams. Contrary to some previous studies, we find evidence that NBPTS certification provides a positive signal of a teacher's contribution to student achievement only in a few isolated cases. Our results do reinforce evidence from previous research that the process of becoming NBPTS certified does not increase teacher productivity. While there is some evidence that NBPTS-certified teachers who are paid to act as mentors enhance the productivity of their colleagues, the effectiveness of non-NBPTS certified teachers does not increase with increases in the total number of NBPTS-certified teachers in the same school. (Contains 22 tables and 30 footnotes.)