ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Induction: A Qualitative Study on Institutional Induction Programs for New Faculty in Independent School Communities
Author: Segraves, Jamie Nicole
Date: 2018-10-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Private Schools,Teacher Orientation,Job Satisfaction,Teacher Persistence,Program Effectiveness,School Culture,Day Schools,Boarding Schools,Administrator Attitudes,Teacher Attitudes,Mentors,Elementary School Teachers,Secondary School Teachers

As job dissatisfaction continues to be a lead cause of teacher turnover (Brill &amp; McCartney, 2008; Moore, 2012; Smith &amp; Ingersoll, 2004) in both the public and private sectors of education, a deeper understanding of what contributes to the dissatisfaction of the profession is warranted. While several factors influence overall job satisfaction or a lack thereof, the implementation of induction and mentoring programs in education has shown, in particular, an increase in overall teacher retention, especially of teachers new to the profession (Brill &amp; McCartney, 2008; Humphrey, Wechsler, Bosetti, Park, &amp; Tiffany-Morales, 2008; Kelley, 2004; Smith &amp; Ingersoll, 2004; Tak Cheung, 2014). The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in four independent schools' induction programs, regardless of the years of teaching experience they had. Specifically, this study aimed to evaluate if the schools' induction programs influenced faculty members' overall job satisfaction in their decision to return to their respective school for a second year of service or not. Four independent schools in the greater Washington, D.C. area agreed to participate in this study, with participation from 23 administrators and faculty members total from across schools. Among the 23 total participants, six participants were administrators of the induction programs and 17 participants were faculty members in their first year of service to their employing school. Through the application of document review and semi-structured interviews, six similarities across the schools' induction programs emerged, in addition to the emergence of seven themes across participant responses. The findings showed that, although the induction programs themselves did not necessarily contribute to faculty members' overall job satisfaction, a positive school culture in conjunction with the opportunities to build relationships with colleagues did influence overall job satisfaction. However, these contributions to job satisfaction could not be separated from general school contexts and were not synonymous with the induction program itself. The last chapter of the study offers several recommendations for schools as well as recommendations for future research.
Investing in Innovation (i3): Strong Start on Evaluating and Scaling Effective Programs, but Greater Focus Needed on Innovation
Author: Lester, Patrick
Date: 2017-01-19
Type: Reports - Evaluative
Subjects: Program Evaluation,Elementary Secondary Education,Grants,Federal Programs,Educational Innovation,Program Effectiveness,Capacity Building,Sustainability,Partnerships in Education,School Turnaround,Teacher Effectiveness,Intervention,Low Achievement,Achievement Gains,At Risk Students,School Districts

This report is an evaluation of the Investing in Innovation (i3) program, a tiered-evidence grantmaking initiative at the U.S. Department of Education. The program's primary purpose is to support the development, testing, and scaling of field-initiated programs for high-need students in K-12 education. This report reviews the program's early progress. Its findings are based on a review of publicly available final project evaluations, internal performance reports obtained through a Freedom of Information Act (FOIA) request, and interviews with current and former officials from the U.S. Department of Education, i3 project directors, and several national experts in education.
Early Support for Infants and Toddlers: 2016-2017 Annual State Report Cards
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Early Intervention,Infants,Toddlers,Disabilities,Educational Legislation,Federal Legislation,Educational Indicators,Transitional Programs,School Districts,Preschool Education,Compliance (Legal),Individualized Family Service Plans,Family Environment,Annual Reports,Equal Education

The Department of Children, Youth and Families (DCYF) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DCFY, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2016, the ESIT program held contracts with 25 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 16,137 eligible infants, toddlers and their families received early intervention services during the past year. The types of organizations that administered each local early intervention system included: 1 county health district; 4 county human service agencies; 1 combined health and human services agency; 15 nonprofit agencies; and 4 educational service districts. To ensure services are coordinated and conform to IDEA Part C requirements, each LLA develops and maintains subcontracts or local interagency agreements and local plans with individual early intervention providers or providing organizations within their geographic service area. Annually, each state must report to the public the performance of each early intervention service program located in the State on the targets in the State Performance Plan (SPP)/Annual Performance Report (APR), including a review of each program's performance against targets in the State's SPP/APR. That information is contained within this Annual Performance Report Data Summary.
ESSA and Addressing Barriers to Learning and Teaching: Is There Movement toward Transforming Student/Learning Supports? Policy Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2018-01-00
Type: Reports - Research
Subjects: Barriers,Federal Legislation,Educational Legislation,Educational Practices,State Departments of Education,School Districts,Equal Education,Statewide Planning,Response to Intervention,English Language Learners,Disabilities,At Risk Students,Learner Engagement,Strategic Planning,Elementary Secondary Education,Educational Change,Teaching Methods,Intervention,Low Achievement,Disadvantaged,School Effectiveness,Administrator Attitudes,Educational Improvement

This report is meant as an imperative wake-up call for expanding the prevailing focus of school improvement policy and practice. The report provides analyses of responses from state departments of education, school districts, and leadership organizations about how they are pursuing the opportunity the &quot;Every Student Succeeds Act&quot; provides to &quot;transform&quot; the way schools address barriers to learning and teaching. The analyses highlight the current state of affairs and the degree to which there are indications of innovative new directions. Major concerns are raised about the way efforts to address barriers to learning and teaching are conceived, implemented, and continue to be marginalized in school improvement policy and practice. The report concludes with a discussion of new directions.
Performance Partnership Pilots: Projects May Need More Time to Test Local Flexibility and Coordinated Services
Author: Lester, Patrick
Date: 2016-06-06
Type: Reports - Research
Subjects: Partnerships in Education,Pilot Projects,Youth,Youth Programs,Community Programs,At Risk Persons,Community Services

First authorized by Congress in January 2014, P3 allows a limited number of local projects that are focused on youth to align and better coordinate federally-funded programs and services. Although focused on a particular subset of youth -- those who are disconnected or at risk of becoming disconnected from education or the workforce -- the program is seen as a possible model for increased federal flexibility. This paper examines the early progress of this initiative. It is based on a review of project grant applications and performance agreements, interviews with six of the first round pilots, and interviews with federal officials overseeing the program.
Common Psychosocial Problems of School Aged Youth: Developmental Variations, Problems, Disorders and Perspectives for Prevention and Treatment. Updated
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2018-00-00
Type: Reference Materials - General
Subjects: Psychological Patterns,Mental Health,Student Needs,Educational Environment,Attention Deficit Disorders,Behavior Problems,Emotional Problems,Anxiety,Affective Behavior,Interpersonal Relationship,School Role,Prevention,Intervention,School Health Services,Developmental Stages,Environmental Influences,Learning Problems,Teacher Role,Parent Participation,Social Development,Emotional Development

This resource provides frameworks and strategies to guide schools as they encounter common psychosocial problems. It is designed as a desk reference aid. After an introductory overview of mental health in schools, Part I stresses ways to keep the environment in perspective as a cause of certain types of problems. Part II frames the full range of programs that allow a school and community to address psychosocial problems. Part III covers five of the most common &quot;syndromes&quot; students manifest and schools agonize over: (1) attention problems; (2) conduct and behavior problems; (3) anxiety problems; (4) affect and mood problems; and (5) social/interpersonal problems. Part IV explores ways to increase a school's capacity to prevent and ameliorate problems.
Getting from Here to There: A Guidebook for the Enabling Component
Author: Center for Mental Health in Schools at UCLA
Date: 2019-00-00
Type: Guides - General
Subjects: Guides,Barriers,Educational Improvement,School Restructuring,Strategic Planning,Change Agents,School Community Relationship,Family Involvement,Accountability,Child Safety,Interdisciplinary Approach,Intervention,Prevention,Health Promotion,Educational Quality,Crisis Management,Outreach Programs,Classroom Techniques,At Risk Students

The guidebook is divided into seven parts. Part I provides an overview of the Enabling Component and places the concept in the context of current restructuring initiatives. Part II offers an overview of the process for introducing and adapting the Component at a site using a formal diffusion model. A diffusion model is a tool for organizational change; it addresses the question &quot;How do we get from here to there?&quot; It emphasizes phases, steps, processes, and problems related to major institutional change and recommends specific activity change facilitators must carry out. Parts III-V cover each stage and step of the process from orientation and creating readiness through start-up, maintenance, and evolution. Part VI explores several topics that warrant elaboration. Part VII contains a variety of resource aids developed to date.
Investigating the Role of Classroom Interactional Activities in Developing University Students&apos; Writing Skills at Arab Countries
Author: Hassan, Hassan Mahill Abdallah
Date: 2019-01-00
Type: Journal Articles
Subjects: Role,Arabs,Writing Skills,Classroom Communication,Skill Development,Universities,Class Activities,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Discourse Analysis,Teaching Methods,Feedback (Response),Pilot Projects,Writing Tests,Test Reliability,Pretests Posttests,Syntax,Connected Discourse,Vocabulary,Punctuation,Error Patterns,Test Results

This paper aims to investigate the extent to which teachers can play an effective role to develop students' writing skills through classroom interaction at the Arab Countries Universities. The researcher has adopted the qualitative method as well as the test as a tool for collecting data relevant to the study. It is an attempt to highlight the importance of classroom interactional activities in developing students' writing skills. The sample of this study comprises of nonspecialized students who study English as requirement at the Arab Countries Universities as a representative sample. The marks obtained from the test were compared. Accordingly, the results have revealed that classroom interactional activities play a great role in developing students' writing skill. The result has also shown that the test significance indicates that there is equivalence among students after being exposed to classroom interactional activities. Therefore, this indicates that students are in need of interaction activities to develop their writing skills
The Effect of Using Reflective Listening on Developing EFL Adults&apos; Oral Fluency
Author: Helmy Abd Al Galil, Marwa Abd Al Galil
Date: 2019-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Listening Comprehension,Reflection,Second Language Learning,Second Language Instruction,English (Second Language),Oral Language,Speech Skills,Interpersonal Communication,Adults,Communicative Competence (Languages),Empathy,Learning Activities,Role Playing

The study aimed to examine the effect of using reflective listening on developing EFL adults' oral fluency. The study begins with a review of literature and previous studies dealing with reflective listening and oral fluency. The researcher prepared a list of oral fluency components as a guide for the design of the instruments. The researcher also designed a pre/post oral fluency test and a rubric. The researcher designed the proposed program. Then, she nominated a random group of course trainees who passed level 5 in the Cambridge placement test and who intended to study a conversation course (n= 30) to participate in the study and get involved in its activities. Their ages ranged from (20 to 30) years old. The experimentation took place during the month of July, 2018, at Al Maadi public library. The participants were submitted to a pre and posttest. Then, the researcher analyzed the scores both quantitatively and qualitatively. The results showed that reflective listening was highly effective in developing EFL adults' oral fluency.
Annual Report Card on California Teacher Preparation Programs for the Academic Year 2015-2016 as Required by Title II of the Higher Education Act
Author: Suckow, Marjorie A.
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,College Admission,Admission Criteria,Enrollment,Student Teachers,Majors (Students),College Graduates,Alternative Teacher Certification,Mathematics Education,Science Education,Special Education,Institutional Characteristics,Credentials,Licensing Examinations (Professions),Teacher Certification,Standards,Program Effectiveness,Teacher Shortage,Technology Uses in Education,Teacher Effectiveness,Alignment (Education),Federal Legislation,Higher Education,Educational Legislation

This report presents the &quot;Annual Report Card on California Teacher Preparation Programs for the Academic Year 2015-2016&quot; as required by Title II of the Higher Education Act. In 2008, the law was reauthorized and changes were made to the Title II data collection and reporting requirements. The 2008-09 reporting year was the pilot year in which states were asked to implement the changes and the 2009-2010 reporting year started full implementation of the new requirements. This is the seventeenth annual report and it includes the pass rate data for all examinations used for teacher credentialing purposes in California in addition to data for the new reporting requirements. [For the previous report, &quot;Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015 as Required by Title II of the Higher Education Act,&quot; see ED579155.]
Brief Report on Responses to an Inquiry about &quot;Which Schools Are Taking Equity Seriously?&quot;
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2017-07-14
Type: Reports - Evaluative
Subjects: Equal Education,Teamwork,Educational Environment,Culturally Relevant Education,Social Justice,Social Bias,Leadership Responsibility,Scoring Rubrics,At Risk Students,Barriers,Student Development,Elementary Secondary Education

Given the call for schools to enhance equity of opportunity, the Center for Mental Health in Schools and Student/Learning Supports at UCLA sent out an inquiry across the country asking &quot;Which Schools are Taking Equity Seriously?&quot;. The received a variety of responses including: (1) One response which focused on &quot;Colorado's Equity Toolkit for Administrators.&quot; As cited in the document: &quot;This toolkit is designed to support you and your community in creating a plan and action steps for intervention and maintenance of a more accepting culture&quot;; (2) A response from a district's Equity Task Force Leader indicated they have found it helpful to use the &quot;Leadership for Equity Assessment &amp; Development (LEAD) Tool&quot;™, created by the Oregon Leadership Network (OLN)/Education Northwest. As cited on the OLN/Education Northwest website: &quot;With the LEAD Tool, school leadership teams consisting of educators and stakeholders can assess their school's current climate, instructional practices, and policies through the lens of 10 high-leverage equitable practices. By using the rubrics, teams identify strengths and weaknesses and clarify targets. Using the rubric also provides teams direction for planning next steps and action&quot;; (3) Another response focused on the &quot;SWIFT&quot; school framework. As cited on the SWIFT Center web site: &quot;SWIFT is a national K-8 technical assistance center that builds school capacity to provide academic and behavioral support to improve outcomes for all students through equity-based inclusion.&quot; As the Center reviewed these resources, they agreed that each was a valuable resource. At the same time, it was evident each has significant limitations in the way it frames what is involved in enhancing equity of opportunity for success at school and beyond. This document offers a set of brief comments about what is missing in these guiding frameworks.
Annual Report Card on California Teacher Preparation Programs for the Academic Year 2016-2017 as Required by Title II of the Higher Education Act
Author: Suckow, Marjorie A.
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,College Admission,Admission Criteria,Enrollment,Majors (Students),College Graduates,Alternative Teacher Certification,Mathematics Education,Science Education,Special Education,Institutional Characteristics,Credentials,Licensing Examinations (Professions),Teacher Certification,Standards,Program Effectiveness,Teacher Shortage,Technology Uses in Education,Teacher Effectiveness,Alignment (Education),Federal Legislation,Higher Education,Educational Legislation,Student Teaching

This report presents the &quot;Annual Report Card on California Teacher Preparation Programs for the Academic Year 2016-2017&quot; as required by Title II of the Higher Education Act. In 2008, the law was reauthorized and changes were made to the Title II data collection and reporting requirements. The 2008-09 reporting year was the pilot year in which states were asked to implement the changes and the 2009-2010 reporting year started full implementation of the new requirements. This is the eighteenth annual report and it includes the pass rate data for all examinations used for teacher credentialing purposes in California in addition to data for the new reporting requirements. For the previous report, &quot;Annual Report Card on California Teacher Preparation Programs for the Academic Year 2015-2016 as Required by Title II of the Higher Education Act,&quot; see ED592979.]
The Committee on Accreditation&apos;s Annual Accreditation Report to the Commission on Teacher Credentialing, 2017-2018
Author: California Commission on Teacher Credentialing
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Teacher Certification,Credentials,State Standards,Teacher Education Programs,Accountability,Program Effectiveness,Peer Evaluation,Technical Assistance,Educational Quality,Educational Improvement,Standards,School Personnel

The 2017-18 year marked a significant milestone in the future of accreditation activities for educator preparation in California. Important progress was made by the Commission, the Committee on Accreditation (COA), and the Commission staff with respect to beginning the implementation of the revised accreditation system. The accreditation system is the primary means by which the Commission ensures quality in educator preparation in California. Following a multi-year effort to strengthen and streamline accreditation, including the development of new or revised activities and requirements envisioned by the Commission, and a year of substantial technical assistance to the field in 2016-17, the Commission resumed full accreditation activities including site visits in 2017-18. The major objectives of the revised accreditation system, as outlined in the Accreditation Framework, include the following: (1) Accreditation assures that programs meet state standards for professional preparation programs, and, in so doing, are allowed to recommend candidates for state licensure; (2) Accreditation assures candidates and the public that educator preparation programs are of high quality and effective in preparing candidates to meet licensure requirements; (3) Accreditation assures candidates and the public that programs are accountable for the quality and effectiveness of the preparation they provide to candidates; (4) Accreditation assures that evidence is reviewed by peers to determine each program's quality and effectiveness in order to retain their accreditation status; and (5) Accreditation provides the means for programs to continuously improve based on evidence of candidate outcomes, program effectiveness, and on feedback from ongoing peer review processes. This report presents information about the major activities of the accreditation system, the COA decisions that were made, and some of the major areas of focus for academic year 2017-18. [For the previous report &quot;The Committee on Accreditation's Annual Accreditation Report to the Commission on Teacher Credentialing, 2016-2017,&quot; see ED586230.]