ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of Performance-Based Teacher Evaluation Systems in Five States. Issues &amp; Answers. REL 2012-No. 129
Author: Shakman, Karen
Date: 2012-02-00
Type: Reports - Research
Subjects: Teacher Evaluation,Evaluation Methods,Measures (Individuals),Observation,Self Evaluation (Individuals),Rating Scales,Scoring Rubrics,Standards,Teacher Effectiveness,Federal Programs,Grants

This study reports on performance-based teacher evaluation systems in five states that have implemented such systems. It investigates two primary research questions: (1) What are the key characteristics of state-level performance-based teacher evaluation systems in the study states?; and (2) How do state teacher evaluation measures, the teaching standards the evaluations are designed to measure, and rating categories differ across states that have implemented statewide systems? To answer these questions, the study team reviewed state education agency websites and publicly available documents for all 50 states to identify states whose performance-based teacher evaluation systems met the following criteria: (1) Was required for practicing general educators; (2) Was operational statewide as of the 2010/11 school year; (3) Included multiple rating categories; and (4) Used multiple measures of teacher effectiveness, such as observations, self-assessments, and professional growth plans. Five states (Delaware, Georgia, North Carolina, Tennessee, and Texas) met these criteria. Key study findings include the following: (1) Of the five states that met the criteria, three have new systems (1-3 years old), and two have systems that are more than 10 years old; (2) One state (Georgia) requires full annual evaluations for all teachers. In the other states, evaluations are annual for teachers whom the state defines as novice and less frequent or less comprehensive for more experienced teachers; (3) All five states include self-assessments and observations of classroom teaching as part of teacher assessment. States differ in who conducts the observations, how often evaluations are conducted, and what scoring parameters are used; (4) In each of the five states, teacher evaluation rubrics and scoring forms reflect most or all of the 10 teaching standards set forth by the Interstate Teacher Assessment and Support Consortium (InTASC). These teachers' understanding of how students learn, content knowledge, instructional practice, and professional responsibilities. All 10 standards are reflected in the teacher evaluation rubrics in North Carolina and Texas, 9 are reflected in Georgia, and 8 are reflected in Delaware and Tennessee. One InTASC standard--specifying that teachers demonstrate an understanding of how students learn--is absent in two states' evaluation rubrics (Georgia and Tennessee); and (5) States differ in the number of rating categories used and how they compute scores and determine passing scores. Appended are: (1) State profiles; and (2) Methodology. (Contains 3 boxes, 18 tables and 2 notes.) [For &quot;An Examination of Performance-Based Teacher Evaluation Systems in Five States. Summary. Issues &amp; Answers. REL 2012-No. 129,&quot; see ED529809.]
Failing Our Children. How &quot;No Child Left Behind&quot; Undermines Quality and Equity in Education. An Accountability Model That Supports School Improvement
Author: Neill, Monty
Date: 2004-05-00
Type: Reports - Descriptive
Subjects: Equal Education,Elementary Secondary Education,Federal Legislation,Academic Achievement,Educational Change,Federal Government,Accountability,Minority Groups,Educational Legislation,At Risk Students,Poverty,Government Role,Educational Finance,State Standards,Standardized Tests

&quot;No Child Left Behind&quot; (NCLB), the title of the federal Elementary and Secondary Education Act, describes a worthy goal for this nation. Tragically, NCLB is aggravating, not solving, the real problems that cause many children to be left behind. NCLB must be overhauled if the federal government is to make a useful contribution to enhancing the quality of education received by low-income and minority group students. Prior reports and articles on NCLB have exposed a host of problems. Most of these studies have focused on the effects of NCLB. A few have sought to expose the law's conceptual and structural flaws. Some have proposed modest changes, but only minor regulatory revisions have been adopted. None of these studies have proposed a comprehensive, alternative approach to the federal role in improving public schools for students in poverty. This report details the fundamental errors in the conception and execution of NCLB. Beyond that, it proposes a better system of accountability to serve as the basis for a comprehensive overhaul of NCLB. Individual chapters contain references and appendices. (Contains 5 tables and 1 chart.) [This paper was written with James Madden and Life Legeros. For &quot;Failing Our Children. How &quot;No Child Left Behind&quot; Undermines Quality and Equity in Education. An Accountability Model That Supports School Improvement. Summary Report,&quot; see ED529804.]
Failing Our Children. How &quot;No Child Left Behind&quot; Undermines Quality and Equity in Education. An Accountability Model That Supports School Improvement. Summary Report
Author: Neill, Monty
Date: 2004-05-00
Type: Reports - Descriptive
Subjects: Equal Education,Elementary Secondary Education,Federal Legislation,Academic Achievement,Educational Change,Federal Government,Accountability,Minority Groups,Educational Legislation,Program Effectiveness,Educational Quality,Poverty,Disadvantaged Youth,Testing Programs

&quot;No Child Left Behind&quot; (NCLB), the title of the federal Elementary and Secondary Education Act, describes a worthy goal for this nation. Tragically, NCLB is aggravating, not solving, the real problems that cause many children to be left behind. NCLB must be overhauled if the federal government is to make a useful contribution to enhancing the quality of education received by low-income and minority group students. Prior reports and articles on NCLB have exposed a host of problems. Most of these studies have focused on the effects of NCLB. A few have sought to expose the law's conceptual and structural flaws. Some have proposed modest changes, but only minor regulatory revisions have been adopted. None of these studies have proposed a comprehensive, alternative approach to the federal role in improving public schools for students in poverty. This report details the fundamental errors in the conception and execution of NCLB. Beyond that, it proposes a better system of accountability to serve as the basis for a comprehensive overhaul of NCLB. [This paper was written with James Madden and Life Legeros. For the full report, &quot;Failing Our Children. How &quot;No Child Left Behind&quot; Undermines Quality and Equity in Education. An Accountability Model That Supports School Improvement,&quot; see ED529802.]
Long Island Sound Curricular Resource Guide
Author: Payne, Diana, Ed.
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Video Technology,Science Activities,Mentors,Educational Resources,Resource Materials,Water,Conservation (Environment),Water Quality,Environmental Education,Marine Education,Curriculum Guides,Informal Education,Learning Activities,Instructional Materials,Lesson Plans,Multimedia Materials,Field Studies,Federal Programs,Worksheets,Academic Standards,Elementary School Science,Secondary School Science,Biodiversity,Marine Biology,Ichthyology,Oceanography

Long Island Sound is an estuary of national significance and provides important economic, recreational, and aesthetic value to the citizens of Connecticut and New York. Investigations have been conducted regarding living marine resources and nutrient loading. However, Long Island Sound is often overlooked as an educational resource. This guide is intended to provide educational resources for formal and informal educators teaching about Long Island Sound. The guide is divided into five sections. The sections are tabbed for quick reference and student pages are formatted for easy recognition and separation from educator pages. This guide begins with an overview of what an estuary is and how organisms survive. This is followed by a discussion about Long Island Sound habitats and food chains/food webs. The second section is a collection of activities developed to work with a few specific Long Island Sound resources--&quot;Invasive Species of Long Island Sound&quot; poster, &quot;Long Island Sound Worth Fighting For!&quot; video, Environmental Protection Agency Long Island Sound Study (EPA LISS) &quot;Sound Health 2008, The Living Sound&quot; video, and the &quot;Sound Facts&quot; booklet (the means for obtaining the resources are provided on page 16). This is followed by several lesson plans focused on Long Island Sound topics, and a Long Island Sound field site set of lessons developed by Long Island Sound mentor teachers. Finally, a section of Long Island Sound resources is provided and is organized by topic. A list of these topics is provided on page 123.
Retirement Patterns of California Prekindergarten--Grade 12 Educators. Issues &amp; Answers. REL 2012-No. 130
Author: Fong, Anthony B.
Date: 2012-02-00
Type: Reports - Research
Subjects: Teacher Retirement,Age,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Public School Teachers,Change,School Districts,Educational Finance,Unemployment

This study examines retirement patterns of California educators from 1995/96 to 2009/10. It finds that the percentage of educators over age 60 doubled, educators were more likely to retire when a school district's local revenue decreased, and the percentage of retired educators returning to work increased. Study findings revealed that: (1) The age span of California educators widened from 1995/96 to 2009/10 as the ages of the state's oldest educators rose; (2) In 1995/96, the statewide age distribution had a single peak, with educators clustered at approximately age 49; in 2009/10, the statewide age distribution had two peaks, clustered around ages 39 and 60; (3) Retirement rates among those ages 61-64 were on an upward trend from 2005/06 to 2009/10; (4) Among educators ages 58-64, retirement rates were higher in 1995/96, 2003/04, and 2009/10 than in other years; (5) On average, a $1,000 reduction in a district's &quot;other local revenue&quot; per student was associated with approximately a 4 percent higher probability of educators retiring; and (6) Over the study period, the percentage of retired California educators working in the state's public school system after retirement increased steadily, from approximately 3 percent of retirees in 1995/96 to more than 11 percent in 2007/08-2009/10. Appended are: (1) Data Sources and Methodology; and (2) Retirement Rate by Age and School Year. (Contains 2 boxes, 3 figures, 5 tables and 17 notes.) [For &quot;Retirement Patterns of California Prekindergarten--Grade 12 Educators. Summary. Issues &amp; Answers. REL 2012-No. 130,&quot; see ED529808.]
Connecticut Sea Grant: Making a Difference. Program Highlights, Accomplishments, and Impacts, 2001-2006
Author: Van Patten, M., Ed.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Extension Education,Conservation (Environment),College Programs,Program Effectiveness,Colleges,Marine Education,Marine Biology,Industry,Animals,Mentors,Agriculture,Outreach Programs,Federal Government,Partnerships in Education

The University of Connecticut (UConn) is the formally designated Sea Grant College for the State of Connecticut, serving as the &quot;flagship&quot; university for the Connecticut Sea Grant College Program (CTSG). While a small marine extension program began in 1974 in conjunction with the Cooperative Extension System, the program did not receive formal designation as a Sea Grant College until 1988, marking its maturation as a full-fledged, comprehensive Sea Grant program. The program is located within the new, state-of-the-art marine sciences center on the UConn Avery Point campus, in the southeastern coastal town of Groton. CTSG is one of 31 Sea Grant programs, which are federal-university partnerships located in coastal and Great Lakes states. In comparison to older Sea Grant programs established in the 1960s and 1970s, CTSG is generally characterized as a small program, with an annual base budget of just under $1M, and a current staff of 11 people. Located in a state bordering Long Island Sound, &quot;the Urban Sea&quot;, along the highly populated Northeast corridor between New York City and Boston, the relevant opportunities for Sea Grant involvement are far greater than the staff and resources available to address them. CTSG's broad vision is to foster sustainable use and conservation of coastal and marine resources for the benefit of the environment and both current and future generations of Connecticut citizens. This report highlights some of the primary accomplishments of CTSG over the past five years, emphasizing measurable impacts on society, the economy, and the environment. While the list is not exhaustive, it gives an idea of the breadth and depth of CTSG's involvement in addressing &quot;real-life&quot; problems for a broad range of stakeholders.
Retirement Patterns of California Prekindergarten--Grade 12 Educators. Summary. Issues &amp; Answers. REL 2012-No. 130
Author: Fong, Anthony B.
Date: 2012-02-00
Type: Reports - Research
Subjects: Teacher Retirement,Age,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Public School Teachers,Change,School Districts,Educational Finance,Unemployment

This study examines retirement patterns of California educators from 1995/96 to 2009/10. It finds that the percentage of educators over age 60 doubled, educators were more likely to retire when a school district's local revenue decreased, and the percentage of retired educators returning to work increased. Study findings revealed that: (1) The age span of California educators widened from 1995/96 to 2009/10 as the ages of the state's oldest educators rose; (2) In 1995/96, the statewide age distribution had a single peak, with educators clustered at approximately age 49; in 2009/10, the statewide age distribution had two peaks, clustered around ages 39 and 60; (3) Retirement rates among those ages 61-64 were on an upward trend from 2005/06 to 2009/10; (4) Among educators ages 58-64, retirement rates were higher in 1995/96, 2003/04, and 2009/10 than in other years; (5) On average, a $1,000 reduction in a district's &quot;other local revenue&quot; per student was associated with approximately a 4 percent higher probability of educators retiring; and (6) Over the study period, the percentage of retired California educators working in the state's public school system after retirement increased steadily, from approximately 3 percent of retirees in 1995/96 to more than 11 percent in 2007/08-2009/10. [For the full report, &quot;Retirement Patterns of California Prekindergarten--Grade 12 Educators. Issues &amp; Answers. REL 2012-No. 130,&quot; see ED529806.]
An Examination of Performance-Based Teacher Evaluation Systems in Five States. Summary. Issues &amp; Answers. REL 2012-No. 129
Author: Shakman, Karen
Date: 2012-02-00
Type: Reports - Research
Subjects: Teacher Evaluation,Evaluation Methods,Measures (Individuals),Observation,Self Evaluation (Individuals),Rating Scales,Scoring Rubrics,Standards

This study reports on performance-based teacher evaluation systems in five states that have implemented such systems. It investigates two primary research questions: (1) What are the key characteristics of state-level performance-based teacher evaluation systems in the study states?; and (2) How do state teacher evaluation measures, the teaching standards the evaluations are designed to measure, and rating categories differ across states that have implemented statewide systems? To answer these questions, the study team reviewed state education agency websites and publicly available documents for all 50 states to identify states whose performance-based teacher evaluation systems met the following criteria: (1) Was required for practicing general educators; (2) Was operational statewide as of the 2010/11 school year; (3) Included multiple rating categories; and (4) Used multiple measures of teacher effectiveness, such as observations, self-assessments, and professional growth plans. Five states (Delaware, Georgia, North Carolina, Tennessee, and Texas) met these criteria. Key study findings include the following: (1) Of the five states that met the criteria, three have new systems (1-3 years old), and two have systems that are more than 10 years old; (2) One state (Georgia) requires full annual evaluations for all teachers. In the other states, evaluations are annual for teachers whom the state defines as novice and less frequent or less comprehensive for more experienced teachers; (3) All five states include self-assessments and observations of classroom teaching as part of teacher assessment. States differ in who conducts the observations, how often evaluations are conducted, and what scoring parameters are used; (4) In each of the five states, teacher evaluation rubrics and scoring forms reflect most or all of the 10 teaching standards set forth by the Interstate Teacher Assessment and Support Consortium (InTASC). These teachers' understanding of how students learn, content knowledge, instructional practice, and professional responsibilities. All 10 standards are reflected in the teacher evaluation rubrics in North Carolina and Texas, 9 are reflected in Georgia, and 8 are reflected in Delaware and Tennessee. One InTASC standard--specifying that teachers demonstrate an understanding of how students learn--is absent in two states' evaluation rubrics (Georgia and Tennessee); and (5) States differ in the number of rating categories used and how they compute scores and determine passing scores. [For the full report, &quot;An Examination of Performance-Based Teacher Evaluation Systems in Five States. Issues &amp; Answers. REL 2012-No. 129,&quot; see ED529800.]
Alignment Memo: Connecticut Sea Grant's Contribution towards the UConn Academic Plan
Author: De Guise, Sylvain
Date: 2008-10-28
Type: Reports - Descriptive
Subjects: Strategic Planning,Conservation (Environment),College Programs,College School Cooperation,Grants,Higher Education,Partnerships in Education,Universities,Colleges,Marine Education,Undergraduate Students,Undergraduate Study,Graduate Study

Located at the Avery Point campus, the Connecticut Sea Grant College Program (CTSG) is a federal, state, and university partnership that engages in research, outreach and education activities related to coastal and marine issues. The vision of CTSG is to &quot;Foster sustainable use and conservation of coastal and marine resources for the benefit of the environment and current and future generations of residents of Connecticut and the region&quot;. This memo documents recent contributions of CTSG in support of, and highlights to what extent the CTSG Strategic Plan aligns with, the goals and strategies of the UConn Academic Plan.
Defining Communication Competence
Author: Zascerinska, Jelena
Date: 2008-09-00
Type: Reports - Research
Subjects: Foreign Countries,Definitions,Economic Progress,Interpersonal Communication,Knowledge Economy,Interpersonal Relationship,Systems Approach,Cultural Pluralism,Standards,Educational Objectives,Curriculum Design,Models,Learning Activities,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Linguistic Theory,Learning Processes,Learning Theories,Educational Principles,Multilingualism,Language Role,Global Education,Educational Policy

In order to become &quot;the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion&quot; the European Union realizes its people as the most important asset. Moreover, every human becomes a value for the whole society. It makes significant to take into consideration communication competence needed for sustained participation in the knowledge-based society and for a coherent strategy to succeed. The greatest importance is the use of 3-5 languages, with at least 2-3 on the level of native/first language in order to form varied cooperative networks for the creation of new knowledge. Thus, the novelty of the present study is in a new outlook on communication competence as a basis for providing the system of spontaneous and scientific perspectives, individual combination of learning and communication interaction abilities and experience that provide constructive interaction with other people in interpersonal relation system. (Contains 5 tables.)
The Social Construction of School Readiness
Author: Shallwani, Sadaf
Date: 2009-03-25
Type: Information Analyses
Subjects: Foreign Countries,School Readiness,Social Environment,Educational Environment,Child Development,Social Values,Social Influences,Discourse Analysis,Cultural Context,Literature Reviews,Multimedia Materials,Educational Principles,Educational Philosophy,Role of Education,Sociocultural Patterns,International Education,Comparative Education,Cultural Differences,Developing Nations,Developed Nations,Educational Theories,Theory Practice Relationship

In the mainstream discourse on child development and education, 'school readiness' has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E. Graue, 1992). Indeed, the mainstream conceptualization and operationalization of school readiness is grounded in particular values and beliefs about the nature of child development, ideas about vulnerability and competence, and the characteristics deemed valuable in a particular society. In this way, social context determines the focus of school readiness, what is valued, what is assessed, and what resources and supports are identified as needed. This paper critically reviews the literature on school readiness, examining the cultural assumptions underlying the mainstream discourse, and exploring the social construction of school readiness. Although the alternative discourse on school readiness is scant at best, literature in related areas is examined to explore how school readiness might be alternately conceptualized in different socio-cultural contexts. Larger theoretical discussions of universalism versus cultural relativism and social construction are also explored. PowerPoint presentation is appended. (Contains 3 endnotes.)