ethanporcaro/eric-fulltext-meta huggingface dataset:
Japanese Lesson Study Comes to California
Author: Jetter, Madeleine
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development,Adoption (Ideas),Teaching Methods,Teacher Collaboration,Team Teaching,Teamwork,Cooperative Planning,Classroom Observation Techniques,Mathematics Instruction,Educational Practices

Japanese lesson study--Jugyou kenkyuu--which is a cornerstone of Project DELTA (Developing Educators Learning to Teach Algebraically), adds a new twist: the teachers take turns publicly teaching the collaboratively planned lessons with their own students for the rest of the team to observe and then analyze, based on the students' learning. Lesson study is an ambitious undertaking with enormous potential rewards. Schools beginning to engage in lesson study can realize that potential when teachers and school leaders do not view it simply as one more demand on school and teacher time, but as a structure to nurture and empower teachers' work. The lesson study process results in the development and attainment of shared goals across the school--producing real and lasting improvement to classroom learning and student achievement. (Contains 3 resources.)
Investing in Teacher Leaders
Author: Kingsley, Judy
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Educational Change,Communities of Practice,Professional Development,Training Methods,Program Descriptions,Elementary School Teachers,Group Dynamics

All across California, educators are finding that creating strong and effective Professional Learning Communities (PLCs) at every grade level or in every subject area is not easy. It may be tempting to conclude that PLCs are one more idea that did not work. But there is solid research to support the core concepts of PLCs: (1) a focus on learning; (2) collaborative culture; (3) continuous inquiry; and (4) de-privatizing practice. This article reports on the effort of one district, Palmdale Elementary, to explore the possibility that the key to strengthening PLCs is teacher leaders. Teacher PLCs provide both the structure and the process for teachers to come together as professionals to identify and work on &quot;problems of practice.&quot; Rather than having such problems being left to individual teachers, every teacher becomes part of a broader community that learns to address challenges together by examining systems and practices both inside and outside the classroom.
Top 12 Web Resources for 2012
Author: Gonzales, Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Internet,Web Sites,Program Descriptions,Information Sources,Professional Associations,Administrator Guides,Computer Software Reviews,Computer Software Selection,Educational Resources,Electronic Libraries

In this article, the authors describe some of the top websites recommended by colleagues for the Association of California School Administrators. The Top 12 for 2012 are: (1) Facebook (facebook.com); (2) Twitter (twitter.com); (3) Tungle (tungle.me); (4) FCMAT (fcmat.org); (5) YouSendIt (yousendit.com); (6) Slideshare (slideshare.net); (7) QR Readers; (8) LiveBinders (livebinders.com); (9) TripIt (tripit.com); (10) Dropbox (dropbox.com); (11) Evernote (evernote.com); and (12) Really Simple Syndication (RSS).
How Principals Support Teacher Effectiveness
Author: Gallagher, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Academic Achievement,Accountability,Principals,Teacher Administrator Relationship,Teacher Collaboration,Effective Schools Research,Organizational Culture,Management Information Systems,Alignment (Education),Change Strategies,Educational Change,Academic Standards

The current standards and accountability regime describes effective teaching as the ability to increase student achievement on standardized tests. This narrow definition of effectiveness can lead principals to create school cultures myopically focused on student achievement data. A &quot;laser-like focus on academic achievement,&quot; if employed too literally, can stymie the necessary professional judgment and creativity of teachers and blind school leaders to the potential of collaboration and accountability to serve as the most significant supports to teacher effectiveness. Last year the author explored two of California's highest performing, high poverty schools and observed how principals support teacher effectiveness in these environments. In this article he introduces the two schools, then shares teacher descriptions of how they embrace collaboration and accountability cultures--created with their principals--as critical supports to their effectiveness.
Defining Success: Women in School Leadership
Author: Gandara, Minerva
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Instructional Leadership,Principals,Leadership Effectiveness,Women Administrators,Womens Studies,Women Faculty,Group Discussion,Best Practices,Performance Factors,Change Strategies,Educational Change,Administrative Principles

Principals are the front-line administrators being asked to do more with less--strengthening teaching and learning, maintaining morale and building a culture of trust, and creating high expectations while managing scarce resources. Given the challenging roles that these school leaders play, giving voice to principals' needs as well as their successes is important to the Association of California School Administrators (ACSA). Last October, ACSA and the American Association of School Administrators held the first-ever Women in School Leadership Forum in San Diego. One highlight of the forum was a panel discussion conducted by three ACSA principals: (1) Minerva Gandara; (2) Kim Hendricks; and (3) Teresa Lopez Alonzo. In this article, they share in a Q&A format the insights and perceptions they offered at the forum.
Bullying and Bias: Making Schools Safe for Gay Students
Author: Fleming, James
Date: 2012-00-00
Type: Journal Articles
Subjects: School Culture,Bullying,School Safety,Clubs,Homosexuality,Educational Environment,Inclusion,Language Usage,Student Diversity,Surveys,Adolescents,Student School Relationship,Social Bias,Middle School Students,High School Students

The Gay Straight Alliance (GSA) at Mayfair Middle/High School, in concert with other clubs on campus, is steadily shifting school culture toward one of inclusion. Teachers and students alike are noticing a change. Teachers believe that students are altering the language they use in class to better accommodate diverse students. The hard work of socially minded clubs is paying off for those students who are still looking for a connection with their school. Students on campuses with GSAs are more likely to report feeling safe on campus, and are less likely to be exposed to bias-related harassment. Nationwide, LGBT (lesbian, gay, bisexual and transgender) teens deal with issues of school safety every day. The School Climate Survey makes four recommendations to combat harassment. GSAs, inclusive curriculum, supportive educators, and comprehensive bullying/harassment policies are strong contributing factors to keeping students safe and engaged in school. GSA members are serious about making new members feel welcome. Club meetings are much like any high school club meeting--lots of talk about schoolwork, planning fundraisers, and ideas to promote the club. The difference is that no matter why the student decided to join, they're treated like they belong there. (Contains 4 online resources.)
Building Parent Trust in the Special Education Setting
Author: Wellner, Laurie
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Planning,Trust (Psychology),Parent Participation,Disabilities,Special Education,Parent School Relationship,Collegiality,Group Dynamics,Administrative Principles,Accessibility (for Disabled),Best Practices,Partnerships in Education,Court Litigation,Educational Administration,Leadership Effectiveness

If trust is born in strong relationships, then first encounters are critical. Parents of students with disabilities undergo a great deal of stress and come to educational professionals for help with vital specialized tasks, including assessment, placement, progress monitoring, and maintenance of their child's ongoing needs. Special education is a framework where the very foundation is built on adversarial relations--where parents hire attorneys and advocates to fight against districts. Collaboration between schools and parents is the foremost approach to accurate educational planning and rests primarily on two principles of the Individuals With Disabilities Education Act (IDEA): (1) parent participation; and (2) procedural due process. IDEA requires parents to be included in the educational process. Trust between parents and educational leaders is necessary for effective long-term partnerships and ultimately to support and improve the teaching and learning process for eligible children.
It's Up to Us: Bridging the Civic Opportunity Gap
Author: Herczog, Michelle M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Achievement Gap,Citizenship,Civics,Educational Change,Citizenship Education,Educational Policy,Educational Practices,Democratic Values,Change Strategies,Educational Needs,Educational Resources,Program Descriptions,Alignment (Education)

In today's education reform discussions, educators hear much about the need to close gaps and prepare students for college and career. While it is vital to the nation's future that every student be prepared to succeed in higher education and in the workforce, it is vital to the health and future of America's democracy that schools also prepare students for a lifetime of knowledgeable, engaged, and active citizenship. Unfortunately, access to civic education is extremely lacking in California schools. A &quot;civic opportunity gap&quot; confirmed by research finds that race/ethnicity, academic track, and socio-economic status often determines a student's opportunity to engage in civic learning. In this article, the author discusses how to bridge the civic opportunity gap and describes three valuable resources that can impact policy and practice for closing the civic achievement gap in California schools.
Community Schools: A Full-Spectrum Resource
Author: Govmez, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Achievement Gap,Community Schools,Institutional Characteristics,Student Needs,Institutional Mission,Educational Development,Partnerships in Education,Educational Opportunities,Educational Resources

Meeting the needs of the whole child is the goal of community schools, which partner with other agencies to offer a range of services and opportunities. In this article the authors discuss community schools as a full-spectrum resource for families and children, and give an example of how community schools are able to provide for the needs of students, minimizing the impact on instructional time. They also discuss how the community schools approach is gaining renewed consideration as key to addressing the complexity of the achievement gap.
A Better Way to Motivate Achievement
Author: Parker, Dennis
Date: 2012-00-00
Type: Journal Articles
Subjects: Achievement Gap,Academic Achievement,Learning Motivation,Motivation Techniques,Teacher Motivation,Change Strategies,Textbook Content,Educational Improvement,Disadvantaged

Many low income, minority schools in California are within 100 points of closing the achievement gap, a prize worth working for no matter how inconvenient, uncomfortable, or risky. In this article, the author describes a better way to motivate educators to try new things that will accelerate student learning and close the achievement gap. The author cites a book by Daniel Pink (&quot;Drive: The Surprising Truth about what Motivates Us&quot;) that reveals two sets of condition that motivate people. Pink's book outlines an alternative set of three elements or conditions that do a much better job of motivating individuals intrinsically to try hard, do their best, be successful at whatever they undertake, and do so willingly. These elements are autonomy, mastery, and purpose.
Authentic to the Core
Author: Kukral, Nicole
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Development,Core Curriculum,Social Sciences,Primary Sources,Educational Opportunities,Vocational Education,Relevance (Education),Language Arts,English Instruction,Change Strategies,Educational Strategies,Educational Practices,Critical Literacy

When educators think about what makes learning relevant to students, often they narrow their thinking to electives or career technical education. While these provide powerful opportunities for students to make relevant connections to their learning, they can also create authentic experiences in the core curriculum. In the San Juan Unified School District, educators are choosing to do this through an introduction to disciplinary literacy in secondary English/language arts and social science. Through the routines and structures that create a disciplinary literacy classroom, students are required to read, analyze, and annotate complex text; write about what they are learning; discuss their learning with their peers in multiple ways; chart their learning and display it in the classroom; read texts multiple times for multiple purposes; draw connections between texts in order to synthesize understanding; and learn significant content while simultaneously learning to think.
Personalized Pathways to Success
Author: Westover, Jay
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,State Standards,Career Development,Needs Assessment,Educational Needs,Achievement Gap,College Readiness,Readiness,Developmental Studies Programs,Alignment (Education),Integrated Services,Comprehensive Guidance,Comprehensive Programs,Change Strategies,Educational Change,Academic Support Services,Individualized Education Programs

The term "college and career ready" has become widely used as a result of the proposed Elementary and Secondary Education Act (ESEA) reauthorization and Common Core State Standards movement. As schools move toward what may be considered a moral and economic imperative for the nation's students, it is essential that they first identify the gaps of college and career readiness both in students and within their systems of practice. In this article, the author discusses how schools are using data about college and career readiness of students to focus and refine their systems of support. The author points out that the outcome of college and career readiness for all students has the potential to personally touch the learning of every student, but only if schools have a truly integrated system of support. As school and districts implement integrated systems of support, the barriers to ensuring all students become college and career ready will fall away. Undertaking a gap analysis of current systems provides a deeper understanding of college and career readiness as well as a method to identify areas of focus and next action steps.
The Connected Adolescent: Transitioning to Middle School
Author: Baker, Katherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Caring,Middle School Students,Transitional Programs,Student School Relationship,Aptitude Treatment Interaction,Academic Support Services,Pupil Personnel Services,Program Effectiveness,Change Strategies,Adjustment (to Environment),Educational Environment,Adolescent Development

The research is clear on the importance of student connectedness to school. Adolescents who feel connected to school and perceive the adults there to be caring are more likely to be academically and socially engaged. Middle school is a critical time for students to feel connected to school, but these grade levels present greater challenges to those who are working to foster student connectedness. In this article, the authors identify three focus areas that are critical to fostering student connectedness to school: (1) transitions to middle school; (2) student support systems; and (3) program elements that include an effective anti-bullying effort.
The Supported Teen: Transitioning to High School
Author: Dorman, Benton
Date: 2012-00-00
Type: Journal Articles
Subjects: Transitional Programs,Academic Achievement,Special Needs Students,Comprehensive Guidance,Comprehensive Programs,Teacher Collaboration,Academic Support Services,Access to Information,Information Needs,Social Planning,School Orientation,School Culture,Middle School Students,High School Students

Transition plans for students with special needs provide support for social and academic success while giving students an accurate picture of what to expect in high school. The Texas Comprehensive Center recommends that schools develop a comprehensive transition plan district-wide. This district plan must include the cooperation of staff from the middle school and the high school to be successful, and should focus on the four components of effective transition: (1) accurate and useful information; (2) supporting social success; (3) supporting academic success; and (4) collaboration. In this article, the author discusses these four components of effective transition.
Early Warning Systems: Re-Engaging Chronic Truants
Author: Chorneau, Tom
Date: 2012-00-00
Type: Journal Articles
Subjects: Attendance,Adolescents,Educational Change,Management Information Systems,Functional Behavioral Assessment,At Risk Students,Adolescent Attitudes,Graduation Rate,Educational Administration,Educational Improvement,Change Strategies

School attendance can be an early indicator that something is going wrong with a student. Gathering, analyzing, and acting on attendance information is a first step toward school improvement. Meanwhile, the majority of the states are moving to build and enhance what are called "early warning systems," intended to flag at-risk students during their formative years to give teachers, administrators, and parents a better chance at getting them back on track toward high school graduation. While there are variations in what data states collect and how it is issued, attendance information is a key common denominator.
Learning-Centered Grading Practices
Author: Campbell, Conni
Date: 2012-00-00
Type: Journal Articles
Subjects: Grading,Student Evaluation,Best Practices,Educational Practices,Evaluation Criteria,Evaluation Methods,Evaluation Needs,Instructional Leadership,Mail Surveys,Teacher Attitudes,Item Response Theory,Educational Quality,Accountability,Academic Standards,Outcome Measures

The research on grading practice over two decades is clear: grading practices are firmly held beliefs that are near and dear to the teaching professional. At a time when government, business and industry, and the general public are calling for an accountability of student knowledge and abilities, classroom assessment practices could be significantly undermining the multiple efforts of schools across the country. In this article, the author argues that students' grades should accurately reflect what students know and are able to do. Inconsistencies across schools, classrooms, and even within academic departments can lead to gross inequities for students. While teachers have little control over the state mandated tests they must administer, they do have control over many day-to-day measures, including how classroom assessment is implemented, and their own grade books and what is recorded in them.
Empowered or Beleaguered? Principals' Accountability under New York City's Diverse Provider Regime
Author: Shipps, Dorothy
Date: 2012-01-10
Type: Journal Articles
Subjects: School Support,Principals,High Schools,Empowerment,Accountability,Incentives,School Districts,Educational Policy,Interviews,Administrator Attitudes,Educational Administration,Business,Educational Change,Organizations (Groups),Ancillary School Services,Administrator Effectiveness

By 2008, New York City's school governing regime contained two market-creation policies. Each reshaped principal incentives. One closed large high schools, replacing them with four-to-eight small schools. Another replaced uniform district-provided services with eleven School Support Organizations (SSOs). Both aimed to empower principals with new discretion. This interview study of a small, stratified random sample of high school principals uses mixed methods to analyze 241 incidents detailing their reactions. Guiding questions include whether principals experienced the policies as empowering. Findings show that two thirds of the principals felt beleaguered rather than empowered; incentives appeared insufficient to provide them with unambiguous direction and confidence in their own decisions. The study concludes by considering what additional resources might be needed to expand the one third who felt empowered into a majority. (Contains 8 tables and 22 footnotes.)
Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002
Author: Shuster, Kate
Date: 2012-01-30
Type: Journal Articles
Subjects: Grade Point Average,Mathematics Achievement,Academic Achievement,Mathematics Tests,Exit Examinations,Scores,Longitudinal Studies,Student Evaluation,Evaluation Research,Multiple Regression Analysis,Achievement Gains,Achievement Rating,Academic Standards,Minimum Competency Testing,Accountability,Predictive Validity,Predictor Variables,Cohort Analysis,Outcome Measures,Graduation Rate,Educational Assessment,Educational Indicators

Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics, twelfth grade GPA, or school completion. Standards-based exams are a positive predictor of dropping out of school but lose their predictive power once GED recipients are coded as completing school. Exit exams do not affect GED seeking and acquisition. When exit exams are disaggregated by type and students are sorted by ninth grade GPA quartiles, end-of-course exams have some negative effects on mathematics test score gains. Students in the bottom two quartiles see reduced test score gains of 28% and 29% of a grade level equivalency (GLE). These effects disappear when students in North Carolina are coded as taking a different type of exam. Standards-based exams had a small positive effect, about 37% of a GLE, on the top quartile of students. Overall, the findings showed no results for school completion and mixed results for test score gains. The article concludes that policymakers looking to boost high school achievement would be better served by working to boost student accomplishments before high school. (Contains 16 tables.)