ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation Brief: The Carol M. White Physical Education Program Project Implementation during Year 1 of the Grant
Author: Taylor, Tanya
Date: 2012-08-00
Type: Reports - Research
Subjects: Physical Education,Physical Health,Physical Fitness,Child Health,Physical Activity Level,Eating Habits,State Standards,Nutrition Instruction,Partnerships in Education,Community Involvement,Grants,Elementary Secondary Education,School Community Relationship,Program Implementation,Data Collection,Barriers,Federal Legislation,Health Promotion

In 2010, the U.S. Department of Education (the Department) issued regulations for the Carol M. White Physical Education Program (PEP) to reflect best practices and research for improving children's and adolescents' health and fitness. The goal was to encourage physical activity and healthy eating and help students meet their state standards for physical education. PEP has since expanded in a variety of ways, including an additional focus on promoting healthy eating habits and good nutrition, requiring nutrition- and physical-activity-related policy development, establishing community partnerships for a collaborative approach to youth fitness and nutrition, and implementing new youth outcome measures. This brief provides an overview of the new projects funded by FY 2010 PEP grant awards. These projects represent the first cohort of grantees since the revision of PEP. This brief reports on implementation processes, activities, and grantee-reported accomplishments and challenges during the first year of the grants. A final report documents project activities and experiences over the three-year grant cycle (see ED594697).
Developing an Instrument for Assessing the Physics Cognitive Learning Achievement of High School Students through Local Wisdom-Based Fieldwork
Author: Annisa, Azza Ismu
Date: 2020-05-00
Type: Journal Articles
Subjects: Test Construction,Physics,Achievement Tests,Science Achievement,High School Students,Indigenous Knowledge,Cognitive Tests,Foreign Countries,Test Items,Difficulty Level,Field Instruction,Outdoor Education,Construct Validity,Test Reliability

This study aims to reveal (1) the construct and (2) the characteristics of the developed instrument for assessing Physics cognitive learning achievement of high school students in outdoor learning models through local wisdom-based fieldwork. This research was a research and development using the approach developed by Mardapi (2012: 110). The steps taken included (1) preparing instrument specifications, (2) writing the instrument, (3) reviewing the instrument, (4) doing instrument trial, (5) analyzing the instrument, (6) improving the instrument, assemble the test (8) implementing the test, and (9) interpreting measurement result. The results of the study showed that the Instrument of cognitive skills consisted of 50 items with two-tier multiple choices focused on indicators of cognitive skills. The instrument was categorized fit the PCM 1PL and the difficulty level of the items ranges from -1,00 to 1,22 which means the items were in a good category. The reliability of the items was 0,89 for the ability ranging from -2 to 2 with standard error measurement 0,23, which means it was in a very high category.
Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work
Author: Swen, Carolyn P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Novices,Principals,Motivation,Public Schools,Administrator Attitudes,Professional Identity,Altruism,Urban Schools,Values,Role Perception,Elementary Schools,Coping,Administrator Responsibility,Career Choice,Disadvantaged Youth,Job Satisfaction,School Administration

Purpose: School principals' commitment and motivation have not been systematically investigated, but concerted research is needed as 25% of principals leave their jobs each year. This article investigates how new school principals make sense of their motivation to challenging work in a high pressure, high turnover field. Understanding principal motivation is important for recruiting and retaining talented educators. How principals understand their motivation may significantly affect their actions, practices, and persistence. Therefore, insight into principals' motivation is important. Research Methods: Data come from interviews with 35 new principals in Chicago Public Schools. As initial phases of inductive analyses around principal's career narratives were completed, this grounded theory inquiry focused on how principals use discourses of calling to make sense of their motivation. Data were analyzed through three iterations of coding: open, focused, and closed. Findings: School principals used themes of calling to make sense of their motivation in challenging contexts. Specifically, they described their destiny to work in education, duty to serve students, and fulfillment in work. Calling narratives explain past action and elevate the importance of the work, likely fueling continued motivation. Implications: This work adds a narrative component to research on principals' motivation and transition, focusing on principals' efforts to manage challenges. The results provide novel empirical data on principals' sense-making, efforts to manage multiplying work demands, and on how professionals use calling to make sense of and bolster work motivation. Future work should determine whether calling narratives predict retention among principals. [This article was published in &quot;Educational Administration Quarterly&quot; (EJ1246096).]
Developing an IT Course for Emerging Technologies Using a Framework -- An Example of an IoT Course V1.0
Author: van Wyk, Norman
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Information Science Education,Information Technology,College Faculty,Guidelines,Instructional Design,Teaching Methods,Models,Teacher Attitudes,Learning Theories,Taxonomy,Constructivism (Learning),Online Courses,Brain Hemisphere Functions,Educational Technology,Course Content,Cross Cultural Studies,Foreign Countries,College Students,Student Attitudes

Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. Contribution: The framework was tested by using it to build and deliver an IoT course. The Framework could be used to support academics who have to create and develop courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom's Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendations for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development. [This paper was published in: M. Jones (Ed.), &quot;Proceedings of InSITE 2020: Informing Science and Information Technology Education Conference&quot; (pp. 15-45). Informing Science Institute.]
What Are the Requirements to Earn Nonprobationary Status? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Tenure,Teacher Evaluation,Employment Practices

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric captures state criteria for attaining nonprobationary status--meaning a teacher qualifies for a renewable continuing contract. When describing probationary status, states also use terms such as tenure, professional, permanent, indefinite, and continuing. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
Does State Policy Allow a Teacher to Be Returned to Probationary Status as a Disciplinary Measure or as a Professional Improvement Plan Intervention? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Teacher Discipline,Faculty Development,Intervention,Teacher Evaluation,Employment Practices

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric captures provisions in state policy that would require a teacher with previously earned nonprobationary status to return to probationary status as a disciplinary or improvement measure. Some states require teachers who have received multiple poor evaluations to return to probationary status. This does not include a return to probationary status in cases where a teacher leaves a school or district. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
Does State Policy Allow a Teacher to Transfer Nonprobationary Status to a Different School or District? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Faculty Mobility,Tenure

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric captures provisions addressing the transferability of tenure status to a new school or district. In some states, teachers serve an abbreviated probationary period at a new school or district, which is considered transferring nonprobationary status for this metric. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
What is the Process for a Nonrenewal Determination? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Teacher Dismissal,Employment Practices,Grievance Procedures

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric captures the notice deadline, hearing rights, and appeal rights of teachers whose contracts have not been renewed for the following school year. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
What Reasons Are Provided in State Policy for the Dismissal of a Teacher? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Employment Practices,Teacher Dismissal

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric captures any causes for dismissal of a nonprobationary teacher as explicitly outlined in state policy. Data collection focuses on statute and regulation addressing teacher employment contracts. This does not include criminal code and may not include policy related to teacher licensure or misconduct. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
When Does State Policy Allow a Reduction in Force? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Job Layoff,Retrenchment,Declining Enrollment,Teacher Dismissal

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric specifies when a school or district may implement a reduction in force. Common causes for a reduction in force include enrollment and finances. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
Does State Policy Allow Collective Bargaining? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Collective Bargaining,Unions

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This information was gathered from state statute, regulation, and case law. This metric captures whether teachers are granted the right to collective bargaining. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
What Is the Permitted Scope of Collective Bargaining? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Collective Bargaining,Unions,Teacher Salaries,Teaching Conditions,Fringe Benefits,Grievance Procedures

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This information was gathered from state statute, regulation, and case law. This metric captures what may or may not be negotiated during collective bargaining. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
Does State Policy Allow Teacher Strikes? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Unions,Teacher Strikes

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This information was gathered from state statute, regulation, and case law. This metric captures the rights of teachers to strike. At least 36 states explicitly prohibit teacher strikes. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
What Are Reduction-in-Force Determinations Based on? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Job Layoff,Employment Practices,Tenure,Teacher Dismissal,Teacher Evaluation

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric captures the factors schools and districts must utilize and the ones they may utilize. It also includes prohibited factors. Common factors include seniority and teacher evaluations. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
What Reemployment Rights Do Teachers Have Following a Reduction in Force? 50-State Comparison: Teacher Employment Contract Policies
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,State Policy,Contracts,Personnel Policy,Policy Analysis,Elementary Secondary Education,Teacher Dismissal,Job Layoff,Employment Practices,Teacher Selection

The 50-State Comparison on teacher employment contract policies provides a national comparison of teacher employment contract policies in all states. All of the information was gathered from and focused on state statutes and regulations. State case law was also utilized for metrics related to collective bargaining. Data collection focused specifically on policy that addresses teacher employment contracts. This metric captures what, if any, reemployment rights teachers have following a dismissal caused by a reduction in force. [View the full &quot;50-State Comparison: Teacher Employment Contract Policies&quot; here: https://www.ecs.org/50-state-comparison-teacher-employment-contract-policies.]
Literacy Design Collaborative 2017-2018 Evaluation Report for New York City Department of Education
Author: Wang, Jia
Date: 2019-08-00
Type: Reports - Research
Subjects: Literacy Education,Career Readiness,College Readiness,Course Content,Coaching (Performance),Faculty Development,Program Implementation,Standards,Teaching Methods,Positive Attitudes,Teacher Attitudes,Administrator Attitudes,Outcomes of Education,Literacy,Program Descriptions,Knowledge Level,Instructional Leadership,Elementary Secondary Education,Middle School Teachers,Elementary School Teachers,Secondary School Teachers,Asynchronous Communication,Communities of Practice,Cooperation

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. This annual report reflects the second year of implementation in 18 Cohort 1 schools, which began implementation in the 2016-2017, and the first year of implementation for 35 Cohort 2 schools, which commenced at the beginning of 2017-2018. Teacher, teacher leader, and administrator participants reported positive attitudes toward LDC. All measures of satisfaction or improvement were rated positively by more than half of the respondents. Participants across all groups perceived a positive impact on student outcomes. Approximately three-quarters of teachers agreed that LDC helped improve students'reading skills, literacy-performance, writing, and content knowledge. Analysis of student outcomes indicated that there were positive impacts of LDC on student learning, but the differences were not statistically significant.