ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving toward Talent Management System Alignment: Eight Steps to Increase Coherence among Talent Policies and Practices
Author: Finster, Matthew
Date: 2022-02-15
Type: Guides - General
Subjects: State Policy,Performance,Strategic Planning,Human Resources,Teacher Effectiveness,Teacher Competencies,Recruitment,Teacher Persistence,Job Placement,Professional Development,Compensation (Remuneration)

The goal of talent management systems is to recruit, prepare, select, place, induct, develop, compensate, and retain educators with the desired competencies to achieve the organization's vision for instructional quality. Strong alignment of talent management policies and practices is essential to achieve that goal. The purpose of this workbook is to provide state education agencies (SEAs) with an eight-step process to align talent management practices. This workbook provides an overview of the eight steps and processes to assess the alignment of talent management policies and practices across multiple state-level programs and initiatives. Each step begins with a set of instructions, followed by some tips and an activity for state teams to engage in as small groups. Additional resources are provided for teams looking for a deeper dive into the material.
How to Establish a Diverse Classroom Library
Author: Region 8 Comprehensive Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Diversity,Instructional Materials,Reading Material Selection,Learner Engagement,Instructional Material Evaluation

This document outlines the Michigan Department of Education's (MDE) efforts to improve literacy achievement by providing guidance regarding the establishment of diverse classroom libraries. It also answers the why, what, and how of establishing or refining a diverse library.
Minnesota Multi-Tiered System of Support Roadmap
Author: Region 10 Comprehensive Center
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Program Implementation,Self Evaluation (Groups),Educational Improvement,Instructional Leadership,Planning,School Districts

The Minnesota Multi-tiered System of Support (MnMTSS) Roadmap describes a process for districts to evaluate their current levels of implementation, plan for continuous improvement towards optimum operation, and monitor systemic fidelity and implementation progress. The MnMTSS Roadmap includes self-evaluation tools which measure the implementation of the MnMTSS Framework components and subcomponents. Districts integrate improvement efforts into one improvement plan, based on results of the self-evaluation. Progress on this plan is monitored at least annually.
Effective Like Me? Does Having a More Productive Mentor Improve the Productivity of Mentees?
Author: Goldhaber, Dan
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Correlation,Teacher Effectiveness,Mathematics Instruction,Language Arts,Productivity,Apprenticeships,Student Teaching,Value Added Models,Elementary Secondary Education,Academic Achievement,Reading Instruction,Writing Instruction,Program Effectiveness,At Risk Students,Teaching Experience

We use a novel database of the preservice apprenticeships (&quot;student teaching placements&quot;) of teachers in Washington State to investigate the relationship between mentor effectiveness (as measured by value added) and the future effectiveness of their mentees. We find a strong, positive relationship between the effectiveness of a teacher's mentor and their own effectiveness in math and a more modest relationship in English Language Arts. The relationship in math is strongest early in a teacher's career, and would be positive and statistically significant even in the presence of non-random sorting on unobservables of the same magnitude as the sorting on observables. This suggests that at least some of this relationship reflects a causal relationship between mentor effectiveness and the future effectiveness of their mentees in math.
Psychology of Language Teaching: A Brief Review with Sample Studies
Author: Ghasemi, Farshad
Date: 2020-00-00
Type: Books
Subjects: Psychology,Second Language Learning,Second Language Instruction,Psychological Patterns,Correlation,Emotional Intelligence,Academic Achievement,Student Attitudes,Context Effect,Teacher Characteristics,Emotional Response,Schemata (Cognition),Language Teachers,Teacher Student Relationship,Beliefs

The scope and purpose of educational processes have been heavily modified under the influence of psychological breakthroughs and their developmental perspectives in recent decades. This book is an attempt to address some of the key psychological aspects in the literature classified into emotional, cognitive, and psychological perspectives with a particular concentration on language teaching. By presenting detailed empirical studies on the covered topics, I attempted to indicate the intertwined relationship between language and psychology in educational settings. The first study deals with the impact of teacher-directed hypnotic suggestion on students' emotional intelligence and their academic performance. The second study introduces simplified tests to coordinate the helpless attitudes of the students. In the last research, I examined the interaction effects of the contextual factors and teachers' professional profiles on their cognitive orientations with a specific focus on teachers' dissonance belief systems. Overall, this book provides an overview of the functions and influences of the psychological concepts in educational contexts, particularly language teaching.
Minnesota Safe Learning Survey: Winter and Spring 2021 Subgroup Analysis by Geography and Student Race/Ethnicity
Author: Parr, Alyssa
Date: 2021-10-00
Type: Reports - Research
Subjects: State Surveys,COVID-19,Pandemics,Elementary School Students,Secondary School Students,Race,Ethnicity,Disproportionate Representation,Student Attitudes,Student School Relationship,Rural Urban Differences,Access to Computers,Racial Differences,School Demography,Teacher Student Relationship,Outcomes of Education,Racial Bias,Distance Education,Blended Learning

Seeking to understand the experiences of educators, families, and students in K-12 public schools during the COVID-19 pandemic, the Wisconsin-Minnesota Comprehensive Center (WMCC)--working with the Minnesota Department of Education (MDE)--has developed the Safe Learning Survey that is being conducted at three intervals: Winter (February), Spring (May-June), and Fall (October-November), 2021. To date, two public reports have been published sharing the results of the Safe Learning Surveys conducted in the Winter (February) and Spring (May-June) of 2021. These reports provide a comprehensive description of the findings for each survey: (1) Winter 2021 Minnesota Safe Learning Survey (ED615428); and (2) Spring 2021 Minnesota Safe Learning Survey (ED615427). The purpose of this companion brief is to provide additional information disaggregated (i.e., broken down) by district geography and student race/ethnicity on five key themes and potential areas for policy and practice improvement: learning, connectedness, engagement, technology, and racism and racial microaggressions. Such disaggregation of data is an important step in understanding how to provide equitable supports that are tailored to the needs of particular communities. [The following people collaborated on this report: Heather Muller, Wendy Hatch, Denise Specht, Deborah Henton, Jon Millerhagen, and Kirk Schneidawind.]
Ready for Causal Research: A National Evaluability Assessment of Career and Technical Education Programs (Final Report)
Author: Hughes, Katherine L.
Date: 2021-03-00
Type: Reports - Research
Subjects: Program Evaluation,Vocational Education,Evaluation Methods,Educational Research,Research Design,Educational Change,Statistical Inference,Evaluation Criteria,Regression (Statistics),School Districts,Community Colleges,Curriculum Development,Research Problems

This report from the Career and Technical Education (CTE) Research Network Lead team provides final results from an evaluability assessment of CTE programs that feasibly could be evaluated using a rigorous experimental design. Evaluability assessments (also called feasibility studies) are used in education and other fields, such as international development and health care, and seek to determine whether a program or activity can be reliably evaluated. The report provides an overview of CTE and a brief summary of the existing research literature, a description of the method and criteria used to identify CTE sites for further study as well as the characteristics of each site, and a discussion of the factors that can facilitate or hinder causal research in CTE. Finally, the report describes the four CTE programs that the team identified as most immediately viable for causal research. The Institute of Education Sciences has funded an evaluation of one of these programs. The following are appended: (1) Overview of Evaluability Study Steps and Timeline; (2) Overview of CTE Programs That Participated in the Study; (3) Summary of CTE Programs That Participated in the Step 3 Interviews for This Study. [This report was produced by the Career &amp; Technical Education Research Network.]
Minnesota Safe Learning Survey: Educators&apos;, Families&apos;, and Students&apos; Experiences with Education in 2021
Author: Parr, Alyssa
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: State Surveys,COVID-19,Pandemics,Mental Health,Distance Education,Academic Achievement,Social Emotional Learning,Blended Learning,Technology Uses in Education,Disease Control,Elementary School Students,Secondary School Students,Family Involvement,Faculty Workload,School Schedules,Educational Policy

This summary report highlights the key findings across all three iterations of the Minnesota Safe Learning Survey. Consistently, all three respondent groups, across all three survey distributions reported concerns about mental health, a message heard far beyond this survey. As time pressed on and educators, students, and families adapted and became quite flexible, moving in and out of various modes of learning, sometimes in masks, sometimes in quarantine, they reported that learning got better as did approaches to communication and relationship building. [The following people collaborated on this report: Heather Mueller, Wendy Hatch, Denise Specht, Deborah Henton, Jon Millerhagen, and Kirk Schneidawind. For &quot;Minnesota Safe Learning Survey: Winter 2021 Survey of Minnesota Educators, Families, and Students&quot; (ED615428). For &quot;Minnesota Safe Learning Survey: Spring 2021 Survey of Minnesota Educators, Families, and Students&quot; (ED615427). The Fall 2021 report is not available on the publisher's website at this time.]
CTE Programs and the COVID-19 Pandemic: Responses, Innovations, and Implications for Future Research
Author: Smith, Tara
Date: 2021-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Vocational Education,Barriers,Delivery Systems,Educational Technology,Technology Uses in Education,Faculty Development,Learning Activities,Employers,Role,Partnerships in Education,Student Participation,Grading,Academic Persistence,Licensing Examinations (Professions),Educational Change,Online Courses,Federal Aid,Federal Legislation,Educational Legislation,Secondary Education,Postsecondary Education

Although the COVID-19 pandemic affected all education programs in the United States, career and technical education (CTE) programs in particular faced significant challenges given the hands-on and team-based nature of many CTE courses. This report presents findings from interviews with 22 CTE programs to learn about their responses to the conditions presented by the COVID-19 pandemic. The programs were initially studied and interviewed as part of the CTE Research Network's evaluability assessment (Hughes et al., 2021), which examined more than 100 CTE programs nominated from the field to identify those ready for rigorous evaluation. Recognizing the significant impact of COVID-19 on CTE programs, the network developed this follow-up study to identify how program offerings and student participation differed from normal operations during the pandemic. The interviews with the 22 programs were conducted between November 2020 and February 2021. CTE teachers, administrators, and curriculum developers identified the challenges they faced and key lessons learned, as well as the innovations they developed that will carry their CTE programs into the future. This report summarizes the responses and themes and describes considerations for researchers to recognize when studying CTE programs during the COVID-19 pandemic. The following are appended: (1) Summary of CTE Programs in This Study. [The report was produced by the Career &amp; Technical Education Research Network.]
Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities
Author: Theobald, Roddy J.
Date: 2022-00-00
Type: Reports - Research
Subjects: Special Education Teachers,Preservice Teacher Education,Literacy Education,Reading Instruction,Theory Practice Relationship,Scores,Reading Tests,Reading Achievement,Students with Disabilities,Decoding (Reading),Phonological Awareness,Phonics,Reading Fluency,Student Teaching,Predictor Variables

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in grades 4-8. These students tended to have larger reading gains when their districts used evidence-based literacy decoding practices (e.g., phonological awareness, phonics, and reading fluency) and when their special education teacher graduated from a teacher education program that also emphasized these practices. Students with high-incidence disabilities in districts that used balanced literacy practices tended to have lower reading gains. Finally, students with high-incidence disabilities taught by early-career special education teachers tended to have larger reading gains when their teacher's student teaching placement was supervised by a more experienced cooperating teacher. [This is the online first version of an article published in &quot;Exceptional Children.&quot;]
Disparities in Ratings of Internal and External Applicants: A Case for Model-Based Inter-Rater Reliability
Author: Martinková, Patrícia
Date: 2018-00-00
Type: Journal Articles
Subjects: Interrater Reliability,Public School Teachers,Job Applicants,Teacher Selection,Journal Articles,Scores,Teacher Qualifications,School Districts,Teaching Experience,Licensing Examinations (Professions),Value Added Models,Teacher Characteristics,Educational Policy,Models,Scoring Rubrics,Teacher Evaluation,Correlation,Predictive Validity,Elementary Secondary Education

Ratings are present in many areas of assessment including peer review of research proposals and journal articles, teacher observations, university admissions and selection of new hires. One feature present in any rating process with multiple raters is that different raters often assign different scores to the same assessee, with the potential for bias and inconsistencies related to rater or assessee covariates. This paper analyzes disparities in ratings of internal and external applicants to teaching positions using applicant data from Spokane Public Schools. We first test for biases in rating while accounting for measures of teacher applicant qualifications and quality. Then, we develop model-based inter-rater reliability (IRR) estimates that allow us to account for various sources of measurement error, the hierarchical structure of the data, and to test whether covariates, such as applicant status, moderate IRR. We find that applicants external to the district receive lower ratings for job applications compared to internal applicants. This gap in ratings remains significant even after including measures of qualifications and quality such as experience, state licensure scores, or estimated teacher value added. With model-based IRR, we further show that consistency between raters is significantly lower when rating external applicants. We conclude the paper by discussing policy implications and possible applications of our model-based IRR estimate for hiring and selection practices in and out of the teacher labor market.
Evidence on the Dimensionality and Reliability of Professional References&apos; Ratings of Teacher Applicants
Author: Goldhaber, Dan
Date: 2021-08-00
Type: Reports - Research
Subjects: Teacher Selection,Job Applicants,Teacher Qualifications,Letters (Correspondence),Teacher Competencies,Public Schools,Professional Personnel,Teaching Skills,Administrator Attitudes,Teacher Attitudes,Teacher Characteristics,Interrater Reliability

There is growing interest in using measures of teacher applicant quality to improve hiring decisions, but the statistical properties of such measures are not well understood. We use unique data on structured ratings solicited from the references of teacher applicants to explore the dimensionality of measures of teacher applicant quality and the inter-rater reliability of the reference ratings. Despite questions about applicants designed to capture multiple dimensions of quality, factor analysis suggests that the reference ratings only capture one underlying dimension. Point estimates of inter-rater reliability range between 0.23 and 0.31 and are significantly lower for novice applicants. It is difficult to judge whether these levels of reliability are high or low in the current context given so little evidence on applicant assessment tools. [This paper was published in &quot;Economics of Education Review&quot; v83 Aug 2021.]
Gender Integration and Elementary-Age Students&apos; Classroom Belongingness: The Importance of Other-Gender Peers
Author: Martin, Carol Lynn
Date: 2022-03-07
Type: Reports - Research
Subjects: Classroom Environment,Gender Issues,Student Attitudes,Inclusion,Interaction,Peer Relationship,Elementary School Students,Grade 3,Grade 4,Grade 5,Student School Relationship,Social Influences,Predictor Variables

Most US students attend coeducational classes, but to what extent do students feel integrated into the entire classroom of their peers, especially with other-gender peers? The major goal of this research was to investigate how variations in gender integration (GI), measured by students' expectancies about inclusion, efficacy, and social costs of interacting with other-gender (OG) peers, predicted school liking and classroom supportiveness over an academic year, using a short-term longitudinal design. We also explored how students' expectancies changed over the year. Participants included elementary school students (515 school-age children; 51% boys, M[subscript age] = 9.08 years, SD = 1.00; 3-5th grade; 26 classrooms). A two-wave latent change score model showed that changes over the year varied depending on type of expectancy, grade, and gender, with decreases in inclusion and efficacy for boys. Longitudinal path analyses conducted to assess whether GI expectancies predicted school belongingness showed that students' levels of other-gender inclusion in the Fall uniquely predicted changes in levels of school liking and classroom community over the year, even with many controls in the model. The findings demonstrate that students' relationships with other-gender peers matter for having a sense of belonging in school, and educators should support and encourage these relationships. [This is the in press version of an article that will be published in &quot;Psychology in the Schools.&quot;]
Relational Trust in Group Coaching with First-Grade Teachers: A Single Case Study
Author: Barrett, Jentry Stoneman
Date: 2022-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Coaching (Performance),Trust (Psychology),Interpersonal Relationship,Teachers,Faculty Development,Teacher Improvement,Collegiality,Elementary School Teachers,Grade 1,Group Activities,Teacher Collaboration,Interpersonal Communication,Teamwork

Coaching has become a prominent professional development tool for helping early childhood teachers implement curriculum and research-based practices in their classrooms. One of the coaching strategies found to create positive changes in teacher practice and child outcomes is building trust between the coach and teacher(s). Despite what is known in terms of the benefits of these positive relationships, there is limited understanding of the nature of trust-building between coach and teachers, in general, and particularly in group coaching configurations. There is also scant literature exploring the nature of trust between teachers participating in group coaching sessions. Researchers call these two kinds of trust, out-group trust (between an outside coach and the teachers) and in-group trust (between the teachers who already have a relationship). The purpose of this case study was to explore the nature of relational out-group trust between the coach and teachers, and the in-group trust between the two teachers in a group coaching context over a 10-week intervention. The first finding was that high in-group trust between the teachers created a baseline for the development of out-group trust between the teachers and coach. The second finding were the moves the coach used to build and deepen outgroup trust with the teachers, including showing individual care and attention to their students. The third finding was that the coach was eventually able to transform out-group trust into in-group trust, so that by the end of the 10 weeks the teachers saw her as a member of the school staff. The potential of group coaching is also discussed. Implications for future coaching practice and research in addition to limitations are also presented.
Challenges of Online Learning to University Students
Author: Besele, Mphekeleli
Date: 2021-00-00
Type: Reports - Research
Subjects: Barriers,Electronic Learning,College Students,Technology Uses in Education

Online learning has become a new normal in many universities across the world. The factors that influence shift from traditional approach to distance learning include advancement in technological tools, and wide spread of diseases such as COVID-19, which require serious mitigation. As far as education is concerned, online learning comes with a number of merits and challenges to both the lecturers and students. This paper aims at critically discussing the challenges of online learning as experienced by university students. This study employed qualitative approach by critically analysing and interpreting other authors' findings on the challenges of online learning to university students. This study found out that online learning mostly affects the learners with poor financial backgrounds because they cannot afford tools necessary of an online programme. The study therefore, suggests that financial background of students should be prioritized before implementing online approach. Consideration of financial background of students will help minimize the negative impact of online learning to students involved in an online course.