ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Reflection in Indonesia: Lessons Learnt from a Lesson Study Program
Author: Suratno, Tatang
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Reflective Teaching,Teaching Methods,Reflection,Program Implementation,Formative Evaluation,Professional Development,Educational Practices,Communities of Practice,Program Descriptions,Program Content,Classroom Techniques,Teacher Collaboration,Content Analysis

Although reflection is seen as a means to improve teacher professionalism, its practice in Indonesia has a scant regard until the lesson study program was implemented around the year 2005. In Indonesian context, lesson study is a process by which teachers and teacher educators work together to critically improve the quality of classroom practice through a planning, observation and reflection cycle based on the principles of collegiality and mutual-learning to develop a learning community (Suratno &amp; Cock, 2009). This paper describes the nature of Indonesian teacher reflection based on the authors' experience in implementing lesson study program at Indonesia University of Education with partnering subject teacher groups in two districts in West Java province. Data gathered from program documents, field study and videos of reflection phase of lesson study was analyzed by using the interpretative and discourse analysis approach. In this paper, the authors outline the context of lesson study implementation and its strategy to promote teacher reflection and identify the structure and types--descriptive, dialogic, critical reflection--of teacher reflection. In addition, the paper also discusses issues and lessons learned of teacher reflection from the program, and future directions of the development of teacher reflection in Indonesia. (Contains 4 tables and 2 figures.)
Filling in the Blanks: How Information Can Affect Choice in Higher Education
Author: Kelly, Andrew P.
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Control Groups,Higher Education,Graduation Rate,Experimental Groups,Parent Attitudes,Information Utilization,College Choice,Shift Studies,Parent Materials,Parent Education,School Location,Mass Media Effects,Behavioral Science Research,High School Graduates,Statistical Surveys

Spurred on by the Obama administration, and supported by the Bill and Melinda Gates Foundation and the Lumina Foundation, the United States has embarked on a &quot;college completion agenda&quot; to increase the number of American adults with postsecondary degrees. While the push to improve consumer information in the higher education market has gained momentum, whether these improvements will lead to increases in degree completion depends on the answer to a basic question: &quot;if consumers are provided with better information on quality and costs, will they use it?&quot; This report aims to answer this question, using an experiment embedded in a survey of parental attitudes about higher education. The authors asked a representative sample of one thousand parents of high-school-age children in five states to choose between two public colleges in their state on the basis of their own judgments and real information that they provided to them. They randomly assigned parents to a control group in which respondents were given some basic information about a pair of colleges (for example, cost and selectivity) or a treatment group that received the same profile plus the graduation rate for each institution. Overall, they found that providing graduation-rate information increased the probability that parents would choose the institution with the higher graduation rate by about 15 percentage points. Perhaps most importantly, parents with less education, lower incomes, and less knowledge of the college application process experienced large and significant information effects, while more advantaged and better-informed parents did not significantly change their preferences. These findings suggest that providing additional information about college quality could lead less-informed and lower-income parents to make decisions that are similar to those made by the savviest consumers in the market. The authors further argue that the findings illustrate why individuals need to develop the means to collect and convey an array of institutional quality measures that allow students and their families to easily distinguish colleges from one another. Providing such information to enhance market efficiency and consumer choice in higher education is a governmental objective that policymakers of all ideological stripes should agree on. An appendix is included. (Contains 11 figures, 3 tables and 26 notes.)
The Value of Accreditation
Author: Council for Higher Education Accreditation
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Accreditation (Institutions),Educational Improvement,Educational Quality,Standards,Institutional Evaluation

Accreditation in the United States is a means to assure and improve higher education quality, assisting institutions and programs using a set of standards developed by peers. An institution or program that has successfully completed an accreditation review has in place the needed instructional, student support and other services to assist students to achieve their educational goals. Accreditation has helped to provide the conditions necessary for the United States to develop diverse, flexible, robust and often admired higher education. This paper describes how accreditation is carried out and how it benefits students and the public. A section on frequently asked questions about accreditation is presented.
When Success Is the Only Option: Designing Competency-Based Pathways for Next Generation Learning
Author: Sturgis, Chris
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Competence,Educational Innovation,Interviews,Program Implementation,Observation,Educational Resources,Definitions,Educational Assessment,Educational Policy,Educational Technology,Integrated Learning Systems,Total Quality Management,Mastery Learning,Educational Objectives,Online Courses,Web Based Instruction,Government Role,Credits,Graduation Requirements,Investment,Program Descriptions,Alignment (Education)

This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer viable. This discussion draws on interviews and site visits with innovators and the limited literature that has been developed on the topic of competency-based approaches. The first section introduces a working definition for competency-based pathways that hopefully will be the beginning of creating consensus on the characteristics of a high-quality approach to guide policy. The second section explores the driving forces behind competency-based innovations and implementation issues. The last section highlights a number of challenges facing states and districts as they explore competency-based approaches. This paper has been designed to generate a deeper understanding, as it is critically important that competency-based pathways be implemented effectively with a vigilant focus on student learning. Appendices include: (1) Descriptions of Innovators; (2) Resources; and (3) Interviews. (Contains 14 resources and 23 endnotes.)
A National Primer on K-12 Online Learning. Version 2
Author: Wicks, Matthew
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Online Courses,Computer Uses in Education,Educational Technology,Case Studies,Misconceptions,Educational Environment,Teacher Role,Faculty Development,Science Laboratories,Course Content,Academic Standards,Student Evaluation,Student Needs,Social Isolation,Socialization,Computer Software,Computers,Access to Computers,Program Effectiveness,School Districts,Blended Learning,Handheld Devices,Telecommunications

The fact that online learning has been successful for many schools across the country does not mean that it has been free of challenges. Indeed, there are numerous issues and challenges in online learning. Few policymakers anticipated that any space time, any space place learning was possible when most education laws were authored over the past 50 years. The issues largely center on determining when existing educational policies are appropriate for this new model of learning and when new policies should be created. Educators and policymakers are frequently striving to gain a deeper understanding of how online education programs operate, what an online course looks like, and most fundamentally, how students can learn online. This report aims to help fill the gaps, to be a resource for anyone who is new to online learning and wishes to quickly gain a broad understanding of the academics, operations, policies, and other key issues in online education. The appendix contains definitions. (Contains 3 figures and 55 footnotes.) [This report is sponsored by Aventa Learning, Connections Academy, and Insight Schools. For Version 1, see ED509633.]
Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED). NFES 2011-801
Author: National Forum on Education Statistics (ED)
Date: 2011-01-00
Type: Reference Materials - Directories/Catalogs
Subjects: Courses,Classification,Course Descriptions,Early Childhood Education,Elementary Education,Middle Schools

In this handbook, &quot;Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data&quot; (SCED), the National Center for Education Statistics (NCES) and the National Forum on Education Statistics have extended the existing secondary course classification system with codes and descriptions for courses offered at lower grade levels to facilitate student record transfer for all students. Like the school codes at the secondary level, the elementary- and middle-grade course descriptions are written in a general way so that users can map their specific courses to a common code. It is not expected that the course titles and descriptions will replace those used by states or school districts. Readers should keep several considerations in mind as they review or use the prior-to-secondary course codes: (1) The distinction between &quot;prior-to-secondary&quot; and &quot;secondary&quot; courses does not necessarily imply any specific grade level. Elementary course descriptions include the option of content-area-specific (e.g., fourth-grade mathematics) as well as nonsubject-specific (e.g., first-grade) courses for schools that do not distinguish subject areas at the elementary level. The middle school courses are generally modified versions of secondary courses, but do not include the &quot;available credit&quot; component. The secondary courses carry codes that include available credit for the course; (2) The elementary- and middle-grade course descriptions are drawn from existing state and school district course catalogs or descriptions. The course descriptions reflect what is widely taught; they do not attempt to incorporate emerging curriculum standards or potential courses. This principle also guided the development of the secondary codes; and (3) The elementary- and middle-grade course descriptions provide detail on courses that a student might take. Although they may describe the courses that a teacher teaches, their purpose is to make student transcripts and school course catalogs more comparable. Appendices include: (1) List of Prior-to-Secondary SCED Course Titles and Codes, in Numeric Order; (2) State Use of Prior-to-Secondary Course Codes; and (3) Forum and Other NCES Resources. (Contains 2 exhibits.)
Lost Talent? The Occupational Ambitions and Attainments of Young Australians
Author: Sikora, Joanna
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Academic Achievement,Labor Market,Least Squares Statistics,Academic Ability,Student Surveys,National Surveys,Longitudinal Studies,Talent,Talent Development,Underachievement,Occupational Aspiration,Academic Aspiration,Student Educational Objectives,Educational Attainment,Success,Career Planning,Correlation,Gender Differences,Socioeconomic Status,Student Attitudes,Expectation,Predictor Variables,Secondary School Students

Given ongoing interest in increasing productivity and participation in the workforce, understanding when talent is lost is a useful exercise. The term &quot;lost talent&quot; describes the underutilisation or wastage of human potential. Focusing on young people, Sikora and Saha define lost talent as occurring when students in the top 50% of academic achievement lower their educational or occupational expectations or fail to achieve their educational or occupational plans. Using data spanning a ten-year period from the 1998 cohort of the Longitudinal Surveys of Australian Youth (LSAY98), the authors examine academic achievement in Year 9, educational and occupational expectations while at school, and educational and occupational attainment by age 25 years to determine the extent to which talent loss is occurring. The general relationships between occupational expectations and attainment are also examined to see whether ambitious career plans lead to higher-status employment. Key messages from this study include: (1) The proportion of high-achieving individuals who represent talent loss is low but not negligible, with approximately 15% lowering their educational and occupational expectations. Factors associated with decreasing expectations included low socioeconomic status, being male, having low personal assessment of academic ability and low satisfaction with school; (2) Having ambitious occupational plans is important, with a strong relationship found between holding these plans and having a professional or managerial job by the age of 25 years. Not having a career plan can be detrimental to later occupational attainment--more so for young women; and (3) Students' occupational expectations are significantly less gender-segregated than the labour market they eventually enter. Appendices include: (1) The Longitudinal Survey of Australian Youth LSAY98; (2) (a) Expectations and academic achievement; (b) Methods and measurement of variables in section Prevalence and determinants of talent loss; and (c) Determinants of occupational expectations; (3) Stability of occupational expectations over time, all students and Changes in status of expected occupations between 1999 and 2001, all students; (4) Explanation how gender segregation is measured in the analysis and the details of the ordinary least squares (OLS) model; and (5) Models utilized. (Contains 23 tables, 9 figures and 3 footnotes.) [For the support document, &quot;Concern about Lost Talent: Support Document&quot;, see ED514895.
Concern about Lost Talent: Support Document
Author: Sikora, Joanna
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Academic Achievement,Human Capital,Talent,Human Resources,Student Motivation,Educational Research,Student Characteristics,Research Methodology,Labor Market,Academic Ability,Student Surveys,National Surveys,Longitudinal Studies,Talent Development,Underachievement,Occupational Aspiration,Academic Aspiration,Student Educational Objectives,Educational Attainment,Success,Correlation,Socioeconomic Status,Student Attitudes,Expectation,Predictor Variables,Secondary School Students,Achievement Need,Educational Policy

This document was produced by the authors based on their research for the report &quot;Lost talent? The occupational ambitions and attainments of young Australians&quot;, and is an added resource for further information. The purpose of this supplement is to provide greater detail about the background of research into the topic of human talent in society. This body of research has, at one time or another, focused on talent utilisation, but more often has been concerned with talent loss. The concern with lost talent has a long history. By the mid-20th century, researchers were already concerned about the many persons who were not attaining the level of their potential innate ability, whether it be students attending school or university, people obtaining relevant skills, or those attaining occupations. Much of this concern about talent loss was implicit in the theories of human capital and in the development of strategies (for example, the provision of education, health, and other basic human needs) to improve the productive performance of the reserves of talent of both individuals and societies (Becker 1975; Denison 1962; Woodhall 1994). Most of the early concerns about reserves of talent focused on the importance of material needs for talent utilisation, but it was McClelland (1961) who argued that social psychological variables, such as motivation and need for achievement, are also important factors in the development of human potential. The underutilisation of potential human resources has been seen to negatively affect both individuals and societies, particularly as technologies, organisations and economies become more complex. [For the main report, &quot;Lost Talent? The Occupational Ambitions and Attainments of Young Australians&quot;, see ED514894.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Utah
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Utah edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Utah is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of one, partially met seven, nearly met two and fully met one. Utah's best performance is in its support of performance pay. The state has the most work to do in making tenure decisions meaningful, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Utah's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Utah has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Wisconsin
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Wisconsin edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Wisconsin is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed five goals, met a small portion of five, partially met four and nearly met one. Wisconsin is taking steps in the right direction in ensuring only factors that advance teacher effectiveness are required for permanent licenses and ensuring a neutral and fair pension system. The state has the most work to do in making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations and strengthening its policies regarding teacher compensation issues. Wisconsin's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Wisconsin has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Wyoming
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Wyoming edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Wyoming is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed nine goals, partially met four, nearly met one and fully met one. Wyoming's best performance is in its support of differential pay in shortage subject areas and high-needs schools. Significant remaining work includes requiring a mentoring program for new teachers, ensuring its pension system is neutral and articulating consequences for teachers with unsatisfactory evaluations. Wyoming's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Wyoming has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]