ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Considerations When Measuring Teacher Effectiveness: A Framework for Validating Teachers' Professional Practices. AACC Report
Author: Gallagher, Carole
Date: 2011-03-08
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Evaluation,Evidence,Elementary Secondary Education,Information Sources,Information Utilization,Data Collection

Researchers recommend that policymakers use data from multiple sources when making decisions that have high-stakes consequences (Herman, Baker, & Linn, 2004; Linn, 2007; Stone & Lane, 2003). For this reason, a fair but rigorous teacher-effectiveness rating process relies on evidence collected from different sources (Goe, Bell, & Little, 2008; Center for Educator Compensation Reform [CECR], 2009; Domaleski & Hill, 2010; Economic Policy Institute [EPI], 2010; Little, 2009; Mathers, Oliva, & Laine, 2008; National Comprehensive Center for Teacher Quality [NCCTQ], 2010a; Steele, Hamilton, & Stecher, 2010). Yet policymakers must take into account that (a) certain types of information are more trustworthy than others for the purposes of measuring teacher effectiveness and (b) the availability of technically sound data varies across content areas, grade ranges, states, districts, and schools. This report is intended to highlight the range of data sources that can be tapped to validate teacher effectiveness. Section I describes broad considerations to support identification of those sources of information most appropriate for a specific purpose or context. Section II highlights the strengths and limitations of different types of information about teacher effectiveness, beginning with sources of Level 1 data and proceeding through typical sources of data at Levels 2 and 3. Section III offers a set of final recommendations about effective data use when measuring teacher effectiveness. State and local decision-makers are encouraged to consider all of the data options presented--and weigh possible tradeoffs associated with their use--when determining which "combination" of sources is most likely to yield the information that best meets their needs. A glossary is included. (Contains 4 tables.) [For the companion document, "Measuring Teacher Effectiveness: An Overview of State Policies and Practices Related to Pre-K-12 Teacher Effectiveness or Teacher Evaluation," see ED524220.]
Measuring Teacher Effectiveness: An Overview of State Policies and Practices Related to Pre-K-12 Teacher Effectiveness or Teacher Evaluation. AACC Report
Author: Gallagher, Carole
Date: 2011-03-08
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Evaluation,Public Policy,Elementary Secondary Education,Educational Indicators,National Surveys

This paper presents an overview of state policies and practices related to Pre-K-12 teacher effectiveness or teacher evaluation. The state policies and practices are presented according to the following tables: (1) National Council on Teacher Quality 2009 Survey Ratings; (2) "Education Week's Quality Counts" 2010 Indicators; and (3) Other Information about State's Teacher Evaluation/Effectiveness Policies. [For the companion document, "Key Considerations When Measuring Teacher Effectiveness: A Framework for Validating Teachers' Professional Practices," see ED524219.]
Coherence: Key to Next Generation Assessment Success. AACC Report
Author: Herman, Joan L.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Educational Assessment,Student Evaluation,Educational Testing,Systems Approach,Federal Programs

The way forward to better assessment begins with the conception of assessment not as a single test but as a coherent &quot;system&quot; of measures. Coherent systems must be composed of valid measures of learning and be horizontally, developmentally, and vertically aligned to serve classroom, school, and district improvement. Coherent assessment systems are comprised of component measures that each reflect significant learning goals and provide accurate information for intended purposes. This paper provides recommendations on coherent assessment systems that improve student learning. (Contains 1 table, 5 figures, and 2 footnotes.)
Letter to Secretary of Education Arne Duncan Concerning Evaluation of Teachers and Principals. NEPC Policy Memo
Author: Burris, Carol Corbett
Date: 2011-07-30
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Administrator Evaluation,Incentives,Merit Pay,Scores,Evaluation Methods

This NEPC Policy Memo presents the text of a letter from Drs. Burris and Welner to Secretary of Education Arne Duncan. The letter was invited by Secretary Duncan during a phone conversation with Dr. Burris. It offers concrete guiding principles for evaluation of educators and suggestions for a way forward. (Contains 11 notes.)
How to Calculate the Costs or Savings of Tax Credit Voucher Policies. NEPC Policy Memo
Author: Welner, Kevin
Date: 2011-03-17
Type: Reports - Descriptive
Subjects: Tax Credits,Educational Vouchers,Computation,Cost Effectiveness,Educational Finance,Private Schools,Public Schools

In this NEPC Policy Memo, Professor Welner explains that the most honest and conscientious approach to reporting the fiscal impact of tax credit vouchers is to provide a range of outcomes and let the readers--not the legislative analysts themselves--speculate on which is most likely. If a bottom line is demanded, it should be couched in as many cautions and limitations as can be fit on the page. (Contains 5 notes.)
Better Choices: Evaluating the Effectiveness of Behavior Management Programs
Author: Acuna, Miguel T.
Date: 2011-09-00
Type: Reports - Research
Subjects: Classroom Techniques,Student Behavior,Teacher Education Programs,Program Evaluation,Behavior Modification,Program Effectiveness,Management Development,Teaching Methods

Managing student behavior is often looked upon as a sidebar in teaching. The lack of formal  classroom management training in teacher education programs reveals the low importance  placed on this skill. As a result, teachers are often very well prepared to instruct, but in terms of effectively understanding the behavior of students--particularly in terms of individuals, rather than the larger groups--these skills are largely underdeveloped.  In New Hampshire's Island Program, resources are available to help serve children whose  behaviors have placed them at risk. The question remains: Do these programs effectively modify children's behavior in order to prepare them for school and other aspects of their lives? The purpose of this study is to evaluate the effectiveness of the Island program. It is the intent of this work to apply strategies to programs in California that serve this population.  In reviewing the literature on program evaluation and behavior modification, I found only  general program evaluation reports. The gap appears to be in evaluating a behavior management program. The two interviews illuminated the theoretical basis for the Island Program's approach, as well as identifying guidelines for monitoring programmatic success.
The Role and Use of Course Books in EFL
Author: Charalambous, Angeliki Constantinou
Date: 2011-05-25
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Instruction,Textbooks,Learning Processes,Classroom Environment,Teacher Responsibility,Adjustment (to Environment)

Course books continue to play a significant role in EFL teaching and learning by providing useful ready-made material to both teachers and students. However, inappropriate use of course books may de-skill teachers and tire students. This paper explores the role of course books in EFL teaching and examines how teachers can make effective use of the material.  It mainly applies to novice teachers and those working in centralised systems, where decisions are made by ministries and committees. The first part of the paper refers to the role of course books, their impact on teaching and learning processes, and explains why teaching should be course book-based rather than course book-led. The second part of the article is an attempt to demonstrate how course books can be appropriately exploited by using the important processes of evaluation, selection, adaptation and supplementation. It also refers EFL teachers to sources of guidance and practical advice.
Creating Equal Opportunities for Children and Youth with Disabilities to Participate in Physical Education and Extracurricular Athletics
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Physical Education,Extracurricular Activities,Civil Rights,Physical Activities,State Legislation,Disabilities,Access to Education,Equal Education,Educational Legislation,Accessibility (for Disabled),Federal Legislation,Guidelines,Adapted Physical Education,Teaching Methods,Student Behavior,Grading,Student Evaluation

A report by the United States Government Accountability Office (GAO-10-519) revealed that, despite legislation obligating states and schools to provide equal access, opportunities for physical activity are limited for children and youth with disabilities (GAO, 2010). This document is the initial response to the GAO recommendation that &quot;the Secretary of Education facilitate information sharing among states and schools on ways to provide opportunities in [physical education] PE and extracurricular athletics to students with disabilities&quot; (p. 32). The purposes of this document are to disseminate information on improving opportunities for children and youth to access PE and athletics and to refer the reader to sources of additional information regarding the inclusion of children and youth with disabilities in PE and athletic extracurricular activities. The Office for Civil Rights (OCR) in the U.S. Department of Education (Department) is providing separate and additional guidance on the legal aspects of the provision of extracurricular athletic opportunities to students with disabilities to comply with the second recommendation by the GAO to the Department in its report. This document includes an overview of the problem, suggestions to increase opportunities for children and youth to access PE and athletics, and three appendices. Appended are: (1) References; (2) An Example from State Legislation and Policy: Maryland; and (3) Resources. (Contains 14 resources and 12 footnotes.)
Developing Greek Cypriot Philological Teachers' Professionalism in the Light of Existing Contextual Realities and Future Educational Reforms
Author: Dieronitou, Irene
Date: 2010-05-00
Type: Dissertations/Theses
Subjects: Educational Change,Administrator Attitudes,Focus Groups,Interviews,Program Effectiveness,Cultural Influences,Ethics,Teacher Attitudes,Foreign Countries,Linguistics,Self Concept,Classical Languages,Accountability,History Instruction,Textbooks,Mentors

This thesis examines the views of a number of educational actors about the impact of a broad range of educational reforms upon philological Greek Cypriot teachers' professionalism. The empirical component of the study gathers evidence from a variety of educational professionals, and presents data from a series of focus group interviews with philological class teachers, deputy heads and head teachers as well as from a number of individual interviews with professionals in more senior positions such as inspectors, implementers and teacher trainers. The main rationale for the use of a variety of accounts to investigate philological teachers' understanding of their professionalism as well as their responses to past and future educational reforms rests within the need of the study for data triangulation. An extended literature review focuses on the international arena of debate on professionalism, includes a critical discussion of the impact of managerial and neo-liberal educational reforms upon teachers' professional identities. In addition, global as well as economic, political and cultural factors within the Greek Cypriot context are debated in the light of incoming managerial reforms. The thesis' main argument is that, given the historical, cultural and political tensions facing Greek Cypriot education, as well as future challenges, a managerialist approach would fail to provide the reflective and critical perspective that philological teachers need. Such values are highly important for educating Greek Cypriot citizens about the new European and global realities required for a possible future bi-communal and federal Cypriot state. Hence, this thesis calls for a &quot;discourse-based&quot; ethics and &quot;reflexive&quot; approach to professionalism, which is used as an ethical compass for repaying attention to what might be lost from teachers' professional repertoire in the aftermath of such reforms. Appended is the interview guide cover letter.
Redefining the Role of the Greek Cypriot Professional Teacher in an Era of Educational Transformative Reform in Cyprus
Author: Dieronitou, Irene
Date: 2010-05-01
Type: Reports - Evaluative
Subjects: Strategic Planning,Educational Change,Foreign Countries,Ethics,Politics of Education,Political Issues,Government Role,History Instruction,Ethnicity,Social Values,Teacher Behavior,Teacher Attitudes,Diversity (Faculty),Educational History

This paper aims to examine and discuss the controversies consequent upon the recently announced educational reform in Cyprus, in an era of considerable political transformations. The encouragement of a strategic planning based on managerial strategies coincides with the governmental demand for the island's reunification. The rectification of the truth in history teaching has been pursued by some politicians and academics as the cornerstone of building tolerance, trust, and respect between Greek and Turkish Cypriots. Thus, the twofold nature of the reform--the penetration of managerialism--and the promotion of values conducive to reunification, is likely to affect teachers' professionalism in the forthcoming future. For this reason, this paper has presented an argument for the development of a new form of teacher professionalism, referred to as &quot;the ethically discursive professional&quot; drawing on Habermas's notion of &quot;discourse ethics&quot;.
Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam  University College of Education: An Analysis of Prospective Teachers' Technological  Pedagogical Content Knowledge
Author: Kafyulilo, Ayoub C.
Date: 2010-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Preservice Teachers,Learning Activities,Action Research,Technology Integration,Science Teachers,Mathematics Teachers,Educational Technology,Computer Uses in Education,Teaching Skills,Computer Literacy,Questionnaires,Interviews,Observation,Experiential Learning

This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be effective in enhancing pre-service science and mathematics teachers' competency in integrating technology, pedagogy and content; as well as the impact of those practices in the development of preservice teachers' technological pedagogical content knowledge. An action research approach was employed in the study, employing the pre and post-intervention assessment of preservice teachers' knowledge on technology, pedagogy and content. Planned interventions were carried out during the study, to enable preservice teachers to identify areas of weaknesses in their technology integration competencies, and propose alternative approaches for addressing the identified weaknesses. Student questionnaire, instructor interview and observation checklist were used to collect date before, during and after intervention. Researcher's log book, digital camera and audio recorder were used in recording events and activities taking place during the study. Findings revealed that when preservice teachers engage in hands on activities such as microteaching, lesson design and the opportunity to share their ideas with peers, they easily developed their technological pedagogical content knowledge. An analysis of knowledge change after the intervention, showed a significant difference between pre-intervention and post intervention preservice teachers' knowledge of TPACK [technological pedagogical content knowledge]. It is therefore concluded that, the adoption of hands on activities that uses technology and involve teachers in planning of what to teach, how to teach and with what technology to teach, and provision of an opportunity to share this plan with colleagues, can make a significant change in the development of TPACK among preservice teachers. Appended are: (1) Students' questionnaire; (2) Interview Questions for DUCE Instructors; (3) TPACK observation checklist (microteaching and classroom activities); and (4) Worksheet for Simple Pendulum. (Contains 26 tables.)
Instructional Cloze "Redux": Tactical Support for Comprehension Strategy Instruction
Author: Buettner, Edwin G.
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Educational Strategies,Reading Comprehension,Developmental Stages,English (Second Language),Teaching Methods,Reading Instruction,Models,Student Needs,Literacy,Reader Text Relationship,Middle Schools

Though its popularity has waxed and waned, cloze continues to be regarded as an instructional strategy for the fostering of reading comprehension. This article takes the view of cloze as one tactic in support of strategy instruction, rather than a strategy in its own right. In contrast to the formulaic applications of cloze for assessment purposes, the effectiveness of instructional cloze is contingent upon selective deletions grounded in the goals and outcomes of instructional strategies as well as students' learning needs. Four guidelines for practice provide direction for the development of instructional cloze activities within this framework: accommodating students' learning needs, (2) maintaining sensitivity to the developmental stages of literacy, (3) encouragement of meta-cognitive awareness in the completion of cloze activities, and (4) ensuring that cloze be situated within the broader framework of strategy instruction. The article concludes with samples of cloze activities based on the Question-Answer Relationships strategy. (Contains 4 figures.)
School Health Guidelines to Promote Healthy Eating and Physical Activity: Executive Summary
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2011-09-00
Type: Guides - Non-Classroom
Subjects: Health Promotion,Dietetics,Guidelines,Educational Opportunities,School Health Services,Eating Habits,Physical Activity Level,Child Health,Children,Adolescents,Life Style,Lunch Programs,Breakfast Programs,Educational Environment,Cooperative Planning,Physical Education,Health Education,Access to Health Care,School Role,Family School Relationship,School Community Relationship,Wellness,Professional Development

Schools play a critical role in improving the dietary and physical activity behaviors of students. Schools can create an environment supportive of students' efforts to eat healthily and be active by implementing policies and practices that support healthy eating and regular physical activity and by providing opportunities for students to learn about and practice these behaviors. The Centers for Disease Control and Prevention (CDC) synthesized research and best practices related to promoting healthy eating and physical activity in schools, culminating in nine guidelines. These guidelines were informed by the "Dietary Guidelines for Americans", the "Physical Activity Guidelines for Americans," and the "Healthy People 2020" objectives related to healthy eating and physical activity among children and adolescents, including associated school objectives. The guidelines serve as the foundation for developing, implementing, and evaluating school-based healthy eating and physical activity policies and practices for students. Each of the nine guidelines is accompanied by a set of implementation strategies developed to help schools work toward achieving each guideline. Although the ultimate goal is to implement all nine guidelines included in this document, not every strategy will be appropriate for every school, and some schools, due to resource limitations, might need to implement the guidelines incrementally. [For the full report, "School Health Guidelines to Promote Healthy Eating and Physical Activity. Morbidity and Mortality Weekly Report. Recommendations and Reports. Volume 60, Number 5," see ED524258.]
School Health Guidelines to Promote Healthy Eating and Physical Activity. Morbidity and Mortality Weekly Report. Recommendations and Reports. Volume 60, Number 5
Author: Rutledge, Teresa F., Ed.
Date: 2011-09-16
Type: Guides - Non-Classroom
Subjects: Physical Education,Obesity,Health Education,Physical Activities,Health Promotion,Nutrition,Hypertension,Public Health,At Risk Persons,Guidelines,Eating Habits,Physical Activity Level,School Role,Prevention,School Policy,Educational Environment,Mental Health,Physical Health,Social Services,Family Involvement,Employees,Wellness,Professional Development,Epidemiology

During the last 3 decades, the prevalence of obesity has tripled among persons aged 6-19 years. Multiple chronic disease risk factors, such as high blood pressure, high cholesterol levels, and high blood glucose levels are related to obesity. Schools have a responsibility to help prevent obesity and promote physical activity and healthy eating through policies, practices, and supportive environments. This report describes school health guidelines for promoting healthy eating and physical activity, including coordination of school policies and practices; supportive environments; school nutrition services; physical education and physical activity programs; health education; health, mental health, and social services; family and community involvement; school employee wellness; and professional development for school staff members. These guidelines, developed in collaboration with specialists from universities and from national, federal, state, local, and voluntary agencies and organizations, are based on an in-depth review of research, theory, and best practices in healthy eating and physical activity promotion in school health, public health, and education. Because every guideline might not be appropriate or feasible for every school to implement, individual schools should determine which guidelines have the highest priority based on the needs of the school and available resources. Appended are: (1) Summary of "School Health Guidelines to Promote Healthy Eating and Physical Activity"; and (2) "Healthy People 2020" Objectives for Healthy Eating and Physical Activity Among Children and Adolescents. (Contains 9 boxes.) [For "School Health Guidelines to Promote Healthy Eating and Physical Activity: Executive Summary," see ED524257.]