ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of School Closures on Teacher Labor Market Outcomes: Evidence from Texas
Author: Richards, Meredith P.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Closing,Labor Market,Faculty Mobility,Teacher Persistence,Charter Schools,Experienced Teachers,Disproportionate Representation,African American Teachers,Institutional Characteristics,Teacher Characteristics

Recent scholarship has highlighted the phenomenon of urban public school closures and their effects on student academic outcomes. However, we know little about the broader impact of closures, particularly on teachers who are also displaced by closure. We assess labor market outcomes for over 15,000 teachers in nearly 700 Texas schools displaced by closure between 2003 and 2015. Using a unique administrative data set, we find that closures were associated with an increased likelihood of teachers leaving teaching as well as changing school districts. Notably, teachers in charters that closed were particularly likely to leave. In addition, closures appear to push out senior teachers and worsen the already substantial underrepresentation of Black teachers.
The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform
Author: Pak, Katie
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Academic Standards,Educational Change,Standard Setting,English Instruction,Language Arts,Mathematics Curriculum,State Standards,Alignment (Education),Leadership

The ambitious goals of standards-based reform call for both technical and adaptive leadership to address problems of practice involving the technical and adaptive alignment of teachers' instruction to the standards. Thus, standards-aligned curriculum implementation necessitates both types of strategies; otherwise, adaptive challenges will persist. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers' practice with their state's English Language Arts and math standards. We draw from interviews with district leaders, principals, instructional coaches, and teachers to illustrate how mostly technical strategies for curriculum implementation do little to address the adaptive challenges that prevent teachers from fundamentally shifting their practice to be more aligned to the standards and to meet the needs of all learners. We conclude with a set of insights and implications for educational leaders approaching curriculum implementation in both technical and adaptive ways.
Sustainability and Maturation of School Turnaround: A Multiyear Evaluation of Tennessee&apos;s Achievement School District and Local Innovation Zones
Author: Pham, Lam D.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Turnaround,Sustainability,Academic Achievement,Program Effectiveness,Labor Turnover,School Districts,Attendance,Student Mobility,Teacher Effectiveness,Administrator Effectiveness,Principals,Teaching Experience,Elementary Secondary Education,Administrator Characteristics

Recent evaluations of reforms to improve low-performing schools have almost exclusively focused on shorter term effects. In this study, we extend the literature by examining the sustainability and maturation of two turnaround models in Tennessee: the state-led Achievement School District (ASD) and district-led local Innovation Zones (iZones). Using difference-in-differences models, we find overall positive effects on student achievement in iZone schools and null effects in ASD schools. Additional findings suggest a linkage between staff turnover and the effectiveness of reforms. ASD schools experienced high staff turnover in every cohort, and iZone schools faced high turnover in its latest cohort, the only one with negative effects. We discuss how differences in the ASD and iZone interventions may help explain variation in the schools' ability to recruit and retain effective teachers and principals.
Development of Interest and Role of Choice during Sequential Knowledge Acquisition
Author: Fastrich, Greta M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Interests,Selection,Sequential Learning,Individual Development

Interest is an important motivational element for learning in the school environment. However, little research has directly addressed how interest changes over time as knowledge accumulates. To gain a better understanding of how knowledge acquisition influences intraindividual change of interest, we developed a novel paradigm in which participants gain step-by-step information about lesser known countries. After reading each piece of information, participants rated their interest in the country. Growth-curve modelling showed that interest grows during knowledge acquisition until it eventually stalls and starts to decline. We also found that the opportunity to choose information boosted the growth in interest and delayed its decline. Further analysis revealed that people disengaged from a topic (i.e., stopped accessing information about a particular country) when their interest started to decrease.
Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence from DC Public Schools
Author: James, Jessalynn
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Faculty Mobility,Teacher Effectiveness,School Effectiveness,Urban Education,Educational Policy,Academic Achievement,Public School Teachers,Teacher Persistence

Teacher turnover is an enduring concern in education policy and can incur substantial costs to students. Policies often address turnover broadly, yet effects turn on net differences in the effectiveness of exiting and entering teachers, in addition to the disruption dealt to classrooms. Recent research has shown mixed effects of teacher evaluation policies, but even where evaluation-induced differential turnover initially benefited students, gains might disappear or reverse as the stock of less effective teachers exits and if more effective teachers view high-stakes evaluation as burdensome. We examine evaluation-induced changes to the composition of exiting and entering teachers in Washington, D.C., the net effect of turnover on student achievement, and the role that evaluation played in teacher turnover. We find that turnover continues to improve teaching skills and student achievement, although effects have diminished. We find little evidence that high-performing teachers' exit is associated with the evaluation system.
Academic Achievement and Economic Attainment: Reexamining Associations between Test Scores and Long-Run Earnings
Author: Watts, Tyler W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Attainment,Income,Scores,Adults,Predictor Variables,Mathematics Achievement,Reading Achievement,Individual Characteristics,Foreign Countries,Social Mobility

The current article reexamines the correlation between achievement test scores and earnings by providing new evidence on the association between academic skills and measures of adult earnings assessed when participants were in their 30s, 40s, and 50s. Results suggest that math and reading scores are strong predictors of economic attainment throughout participants' careers, but these associations may also be sensitive to controls for other characteristics--including measures of the early family environment, general cognitive functioning, and socioemotional skills. Although these associations demonstrate the likely importance of achievement skills in determining labor market productivity, the variability in the achievement-to-earnings correlation suggests that researchers should apply caution when using the correlation to project the long-run effects of educational interventions.
&quot;Like Upgrading from a Typewriter to a Computer&quot;: Registered Reports in Education Research
Author: Reich, Justin
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Research Reports,Peer Evaluation,Journal Articles,Editing,Authors,Attitudes

Registered reports engender a review process in which reviewers evaluate the merits of the research question rather than the magnitude or direction of the results. In this process, authors first submit introduction, methods, and prespecified analyses sections of an article. Next, an initial peer-review process assesses the merits of the research question, in the absence of knowing the results. Worthy articles are granted an &quot;in-principle acceptance.&quot; The authors, then conduct their study, analyze their data, write up the remainder of their article, and resubmit it. The in-principle acceptance means that if the authors adhere to the research design as originally submitted, then the article will be accepted. Building from seven of the earliest registered reports in education research, our introduction describes the benefits, opportunities, and challenges of registered reports as a means to increasing transparency in research and reducing the number of illusory results.
Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender
Author: Bailes, Lauren P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Gender Bias,Racial Bias,Promotion (Occupational),Probability,Racial Differences,Gender Differences,Women Faculty,Assistant Principals,Educational Policy,Geographic Location,Institutional Characteristics,Experience,Elementary Schools,Middle Schools,High Schools,Tenure,Ethnicity

Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that even though women have over a year more experience on average before being promoted to assistant principal, they are less likely to be promoted to high school principal, and when they are, it is after a longer assistant principalship.
Low-Income Female Students and the Reversal of the Black-White Gap in High School Graduation
Author: Clark, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,White Students,Economically Disadvantaged,Females,Low Income Students,Graduation Rate,High School Graduates,Substance Abuse,Predictor Variables,Educational Attainment,Racial Differences,Family Income,Socioeconomic Status,Rural Urban Differences,Family Characteristics,Academic Achievement,Student Behavior,Student Attitudes,Secondary School Students,Neighborhoods,Institutional Characteristics,Cognitive Ability,Social Development,Emotional Development,Grade Point Average,Student Characteristics

This article shows that the traditional narrative of Black-White high school graduation gaps is inverted among economically disadvantaged female students. Two nationally representative surveys and statewide administrative data demonstrate that low-income White females graduate at rates 5 to 6 percentage points lower than Black peers despite having higher test scores. Greater rates of tobacco, alcohol, and illicit drug use among White females account for one third of the attainment disparity. Since the early onset of substance use among low-income White females predicts lower attainment, more research on the factors leading to risky behaviors and their correlates during early adolescence is warranted. Examining racial gaps in high school graduation at the intersection of gender and income categories can inform more tailored interventions.
Stasis and Change in Public School District Racial/Ethnic Segregation, 1993-2015
Author: Richards, Meredith P.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Segregation,Racial Segregation,Public Schools,School Districts,Educational Trends,School Surveys,Elementary Secondary Education,Racial Composition,African American Students,Asian American Students,Hispanic American Students,White Students

Scholars have often suggested that racial integration is inherently unstable--a transition point in the racial transformation of neighborhoods and schools. While much empirical attention has been paid to documenting changes in segregation in public school districts, in this study we provide initial evidence focusing on the stability of segregation patterns. We calculate annual measures of district racial/ethnic segregation from the National Center for Education Statistics Common Core of Data from 1993 to 2015. Our findings suggest that despite relatively high and stable levels of segregation nationally, stability is the rule, rather than the exception, for the majority of public school districts. Using a taxonomy of severity and stability derived from previous scholarship, we find that most districts are &quot;stably integrated,&quot; with a minority &quot;stably segregated&quot; or exhibiting meaningful change. Our findings suggest that further attention to the characteristics and practices of &quot;stably integrated&quot; districts may be warranted.
Seeing Colleagues as Learning Resources: The Influence of Mathematics Teacher Meetings on Advice-Seeking Social Networks
Author: Horn, Ilana
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Collaboration,Social Networks,Meetings,Informal Education,Help Seeking,Collegiality,Professional Development,Proximity,Expertise,Teacher Participation,Urban Schools,Middle Schools,Predictor Variables,Teacher Characteristics

Teacher collaboration is often assumed to support school's ongoing improvement, but it is unclear how formal learning opportunities in teacher workgroups shape informal ones. In this mixed methods study, we examined 77 teacher collaborative meetings from 24 schools representing 116 teacher pairs. We coupled qualitative analysis of the learning opportunities in formal meetings with quantitative analysis of teachers' advice-seeking ties in informal social networks. We found that teachers' coparticipation in learning-rich, high-depth meetings strongly predicted the formation of new advice-seeking ties. What is more, these new informal ties were linked to growth in teachers' expertise, pointing to added value of teachers' participation in high-depth teacher collaboration.
Implementation of Green Campus-Based Curriculum Model at Islamic Universities in Indonesia
Author: Jaya, Indra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Islam,Curriculum Implementation,Campuses,Institutional Mission,College Faculty,Curriculum Design,College Students,Conservation (Environment),College Curriculum,Environmental Education,Health Education,Problem Solving,Faculty Development,College Administration,Consciousness Raising

This study is aimed to investigate the implementation of green campus-based curriculum model at Islamic universities in Indonesia. In depth interview was conducted to the top leader of universities in order to confirm the application of green campus-based curriculum especially on vision and mission. A set of interviews was also questioned to lecturers to obtain important information regarding with the employment of the model of curriculum related to environmental health they used in classrooms. In addition, supporting data about students from lecturers' information was also occupied to enrich the data. As a result, the researcher found that all Islamic universities observed in this study imply green campus or environmental aspect points in university's vision and mission. Less than 100% of lecturers are able to design learning materials related to environmental health as well as implementing it in classrooms. Less than 60% of students can produce environmental work arts as well as having problem solving skills toward surrounding environment. Above all, hose Islamic universities determine similar goals on green campus-based curriculum model i.e. to preserve the environment and aware of surrounding natural issues. At the end, a few suggestions were suggested to the top manager of the Islamic universities concerning with vital element regarding with lecturers' competencies in developing environmental health learning design that should be noticed and increased.
Prevention of Hypocritical Behavior and Its Perspective in Islamic Education
Author: Nahar, Syamsu
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Prevention,Antisocial Behavior,Psychological Patterns,Deception,Personality Traits,Moral Issues,Values Education

Hypocritical behavior needs to be watched out for because it is symptomatic in the community, especially now with access to global relationships without any boundaries of place and time where it is associated through social media, people who are infected with this disease are very difficult to guess, can only be known with certain signs namely: lying, treasonous, broken promises, &quot;riya,&quot; like to slander and spread lies. The purpose of this study is to explore broadly regarding with detail concept of hypocrisy from several vital point of views i.e. from Al-Qur'an, Hadith, and Islamic interpreters. Furthermore, it is also highly urgent to avoid ourselves and teenagers from being a hypocrite. Hence, recognizing signs and characteristics of hypocrites is also crucial in order for us to be more alert toward this issue. Many studies about hypocrisy have been conducted by many researchers in various condition including education, politics, and so forth. In this study, hypocrisy is also discussed from Islamic education perspective.
Heritage Preservation Education: Teachers&apos; Preconceptions and Teachers Implementation in Visual Arts Classes
Author: Potocnik, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Art Teachers,Heritage Education,Cultural Maintenance,Teacher Attitudes,Architecture,Visual Arts,Elementary School Teachers,Secondary School Teachers

In Slovenia, teachers of the school subject visual arts (implemented at the primary level by primary school teachers and at secondary level by fine visual arts teachers) play a significant role in planning and implementing visual arts tasks with preservation concepts. With these activities, they can raise awareness of cultural heritage meaning, strengthening the nation's cultural identity. Pupils should develop into active and responsible citizens who are able to understand heritage problems in general and express their sensitivity and respect for their cultural heritage and its preservation. The main purpose of this paper is to identify the teachers' preconceptions about the preservation of architecture in the Slovenian countryside and the implementation of heritage preservation concepts in visual arts teaching. Altogether, 125 teachers from Slovenia participated in this study. The research revealed the teachers' preconceptions regarding some problems in the Slovenian countryside, as well as sufficient awareness of the importance of the implementation in heritage preservation concepts in visual arts activities, according to contemporary professional guidelines. Teachers' preconceptions reveal a lack of some basic knowledge of preservation concepts, which lead us to compare the results with the current guidelines. It can be concluded that greater emphasis should be placed on developing training programmes for teachers with specific preservation concepts and didactic materials for students in the field of preservation education with the aim of developing the students' positive and responsible attitudes to those problems. More heritage preservation education content should be incorporated into pre- and in-service teachers' education, and teachers should develop competences to implement these topics into their teaching.
The Whole Is Greater than the Sum of the Parts: A Research Poster Project Provides an Integrative Framework for Learning across Foundation Courses in Biology
Author: Elbassiouny, Ahmed
Date: 2020-05-00
Type: Journal Articles
Subjects: Student Research,Introductory Courses,Biology,Assignments,Cooperative Learning,Educational Objectives,Communication Skills,Skill Development,Teamwork,Information Literacy,Teaching Methods

The integration of ideas, defined as the process by which students organize and connect new knowledge for deeper understanding, is essential for lifelong learning. (Government of Canda, Employment and Social Development Canada, 2017; Rateau, Kaufman, &amp; Cletzer, 2015). Integration across sub-disciplines in biology requires an understanding of organizational scales (molecular to ecosystems) and time frames (physiological to evolutionary), and how they inter-relate. The challenge lies in allowing students opportunity to integrate knowledge, given that sub-disciplines are taught in relative isolation through individual courses. To promote integration, we designed a poster assignment in which ~700 students in three foundation courses worked together (130 groups) to investigate empirical research in multiple subdisciplines. While a major goal was to enrich understanding by integrating knowledge, we also sought to develop transferable skills (e.g. teamwork, information literacy). Hence, this cross-course assignment provides benefits that exceed that of equivalent assignments in individual courses; we believe that &quot;the whole is greater than the sum of the parts.&quot; Assignment grades indicated that the majority (81%) of students successfully met or exceeded our expectations. This assignment lends support to the positive impact of learning communities, is easily adapted to other disciplines, and aligns with calls for educational reform advocating for curiosity-driven learning (American Association for the Advancement of Science, 2011; Bradforth et al., 2015).
Transformation of Learning Management: Integrative Study of Islamic Boarding School Curriculum
Author: Ilyasin, Mukhamad
Date: 2020-00-00
Type: Journal Articles
Subjects: Boarding Schools,Islam,Religious Education,Foreign Countries,Elementary Secondary Education,Integrated Curriculum,Educational Administration,Curriculum Development

The existence of Islamic education e.g. Islamic boarding schools has contributed in the middle of social lives in Indonesia. Continuously, Islamic boarding schools have developed in accordance with social demand nowadays. Besides, Islamic boarding school education should make adaptation by doing many changes especially in the field of learning management through curriculum integration of &quot;Salafiyah&quot; and &quot;Kholafiyah&quot; in order to build Islamic boarding schools as a central for excellent. Therefore, as an effort to achieve intended goal, observation and interview were conducted to obtain the data regarding with description of learning management especially concerning with &quot;Salafiyah&quot; and &quot;Kholafiyah&quot; curriculums at Nabil Husein Islamic boarding school Samarinda. The findings indicate that the value of Islamic boarding school is assumed as a core value of curriculum development as shifting paradigm through Islamic boarding school learning management. That paradigm has correlation with institutional goals of Nabil Husein i.e. as Islamic education main controller with religious and moral values oriented. In addition, graduates of Nabil Husein are expected to master two types of knowledge fields i.e. general and Islamic knowledges with spiritual values, so that Islamic boarding school education graduates are able to integrate among social, emotion, and intelligence quotients. Further implication is also noticed and suggested in this research.