ethanporcaro/eric-fulltext-meta huggingface dataset:
State Policies on Human Capital Resource Management: Michigan. Human Capital Resource Management Technical Brief
Author: Meyer, Cassandra
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Public Policy,State Legislation,Teachers,Principals,Administrators,Preservice Teacher Education,Administrator Education,Teacher Certification,Certification,Teacher Recruitment,Recruitment,Beginning Teacher Induction,Staff Orientation,Faculty Development,Professional Development,Compensation (Remuneration),Work Environment,Teaching Conditions,Elementary Secondary Education

Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman &amp; Milanowski, 2004; Odden &amp; Kelly, 2008; Wurtzel &amp; Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden &amp; Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Michigan found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Michigan provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Michigan, this brief can serve as a starting point for examining existing state policy in the four areas in order to inform future policy development. For state policymakers outside Michigan, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes and 1 footnote.)
State Policies on Human Capital Resource Management: Illinois. Human Capital Resource Management Technical Brief
Author: Meyers, Coby
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Public Policy,State Legislation,Teachers,Principals,Administrators,Preservice Teacher Education,Administrator Education,Teacher Certification,Certification,Teacher Recruitment,Recruitment,Beginning Teacher Induction,Staff Orientation,Faculty Development,Professional Development,Compensation (Remuneration),Work Environment,Teaching Conditions,Elementary Secondary Education

Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman &amp; Milanowski, 2004; Odden &amp; Kelly, 2008; Wurtzel &amp; Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden &amp; Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Illinois found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Illinois provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Illinois, this brief can serve as a starting point for examining existing state policy in the four areas to inform future policy development. For state policymakers outside Illinois, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes and 1 footnote.)
State Policies on Human Capital Resource Management: Iowa. Human Capital Resource Management Technical Brief
Author: Behrstock, Ellen
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Public Policy,State Legislation,Teachers,Principals,Administrators,Preservice Teacher Education,Administrator Education,Teacher Certification,Certification,Teacher Recruitment,Recruitment,Beginning Teacher Induction,Staff Orientation,Faculty Development,Professional Development,Compensation (Remuneration),Work Environment,Teaching Conditions,Elementary Secondary Education

Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman &amp; Milanowski, 2004; Odden &amp; Kelly, 2008; Wurtzel &amp; Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden &amp; Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Iowa found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Iowa provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Iowa, this brief can serve as a starting point for examining existing state policy in the four areas to inform future policy development. For state policymakers outside Iowa, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes, and 2 footnotes.)
Differences in Spending in School Districts across Geographic Locales in Minnesota. Summary. Issues &amp; Answers. REL 2012-No. 124
Author: Wan, Yinmei
Date: 2012-02-00
Type: Reports - Research
Subjects: Student Needs,School Districts,Educational Equity (Finance),Regional Characteristics,Administration,School District Spending

This study examines differences in spending in school districts across geographic locales in Minnesota and factors that might contribute to these differences. The study finds that district spending per student in 2008/09 varied across locale types in Minnesota. These differences are largely accounted for by differences in regional characteristics and level of student need. (Contains 1 note.) [For the full report, &quot;Differences in Spending in School Districts across Geographic Locales in Minnesota. Issues &amp; Answers. REL 2012-No. 124,&quot; see ED532664.]
Characteristics of Midwest Region School Districts Identified for Improvement. Summary. Issues &amp; Answers. REL 2012-No. 121
Author: van der Ploeg, Arie
Date: 2012-03-00
Type: Reports - Research
Subjects: Profiles,School Districts,Educational Improvement,Federal Legislation,Educational Legislation,Accountability,Incidence,Educational Indicators,Comparative Analysis,Elementary Secondary Education

This report presents statistical profiles for the Midwest Region states of school districts designated as &quot;in improvement&quot; for school year 2009/10 under accountability provisions of the No Child Left Behind Act of 2001 and compares the prevalence and characteristics of these districts and those of districts not in improvement. It also reports the prevalence of districts in need of improvement under three states' own accountability systems. [For the full report, &quot;Characteristics of Midwest Region School Districts Identified for Improvement. Issues &amp; Answers. REL 2012-No. 121,&quot; see ED532663.]
Student Motivation: An Overlooked Piece of School Reform. Summary
Author: Usher, Alexandra
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Restructuring,Student Motivation,Change Strategies,Educational Change,Educational Policy,Best Practices,Agenda Setting,Motivation,Rewards,Goal Orientation,Achievement Need,Family Involvement,Family Role,School Role,Summative Evaluation,Literature Reviews

This summary report by the Center on Education Policy (CEP) pulls together findings from a wide array of studies on student motivation by scholars in a range of disciplines, as well as lessons from programs around the country intended to increase motivation. It is intended to start a conversation about the importance of motivation and the policies and practices that might better engage students in learning. The information in this summary is distilled from a series of six background papers by CEP, available at www.cep-dc.org. The background papers focus on the following aspects of student motivation: (1) What is motivation and why does it matter? (2) Can money or other rewards motivate students? (3) Can goals motivate students? (4) What roles do parent involvement, family background, and culture play in student motivation? (5) What can schools do to motivate students? (6) What nontraditional approaches can motivate unenthusiastic students? Most of the findings in this summary are based on multiple sources, for which the specific citations can be found in the appropriate CEP background paper for that topic. Where a particular study, statistic, or quotation is referred to in this summary, the source is cited and included in the reference list at the end of this paper.
4. What Roles Do Parent Involvement, Family Background, and Culture Play in Student Motivation?
Author: Usher, Alexandra
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Family Characteristics,Parent Participation,Academic Achievement,Learning Motivation,Parent School Relationship,Cultural Influences,Student Motivation,Parent Role,Family Role,Educational Policy,Performance Factors,Beliefs,Parent Attitudes,Literature Reviews,Parent Influence,Peer Influence,Teacher Influence,Learner Engagement

This is the fourth in a series of six papers from the Center on Education Policy exploring issues related to students' motivation to learn. This paper examines findings from research about the impact of various family background and cultural factors on student motivation, as well as the role of parental beliefs, attitudes, and actions in fostering children's motivation. The paper does not attempt to be a comprehensive review of the broad literature on family background and achievement, but rather is a sampling of some current findings from the field that appear to impinge on motivation. [For the "3. Can Goals Motivate Students?", see ED532668.]
Can Goals Motivate Students?
Author: Usher, Alexandra
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Learning Motivation,Motivation Techniques,Student Motivation,Learner Engagement,Educational Policy,College Readiness,Student Evaluation,Goal Orientation,Achievement Need,Literature Reviews,Educational Theories,Academic Aspiration,Student Educational Objectives,Change Strategies

This is the third in a series of six papers by the Center on Education Policy exploring issues related to students' motivation to learn. This paper examines various programs that use test performance or postsecondary attendance as motivational goals and the effects of these goals on students. How do policies surrounding assessments and college readiness affect engagement? How does the future possibility of higher education affect motivation? Before considering those questions, it is useful to review the theory and research behind using goal-setting as a motivator.
5. What Can Schools Do to Motivate Students?
Author: Usher, Alexandra
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Learning Motivation,School Organization,Educational Change,Classroom Environment,Motivation Techniques,Student Motivation,Best Practices,Effective Schools Research,Achievement Need,Intervention,Teacher Role,Educational Environment,Institutional Characteristics,Aptitude Treatment Interaction,Change Strategies,Educational Policy

This is the fifth in a series of six papers from the Center on Education Policy exploring issues related to students' motivation to learn. While past papers in this series have examined broad strategies to improve academic motivation that could be implemented across a school, district, or state, this paper focuses specifically on changes within individual schools that hold promise for increasing student engagement. Schools play an important role in student motivation by picking up where parents leave off or stepping in when parents are unable or reluctant to be actively engaged. The organization of the school itself can be important, studies show. The size of the student body, methods of grouping students, school and class schedules, and school climate can all have an effect on engagement. Teachers themselves can affect motivation through their interactions with students, their assignments and tests, and their classroom climate. Aspects of school organization can also affect students' relationships with their peers and with administrators and teachers in ways that encourage or discourage motivation. [For the "4. What Roles Do Parent Involvement, Family Background, and Culture Play in Student Motivation?", see ED532667.]
1. What Is Motivation and Why Does It Matter?
Author: Usher, Alexandra
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Motivation Techniques,Student Motivation,Motivation,Best Practices,Literature Reviews,Thematic Approach,Learning Motivation,Educational Research

To understand more about policies and practices that can improve student motivation, the Center on Education Policy (CEP) reviewed research on motivation conducted by scholars in various disciplines, read studies of motivational programs, gathered news articles and blogs about motivational strategies, and used handbooks and other resources compiled by experts in the field. From this broad and complex array of information, we grouped what we learned into six general themes and developed this series of six papers, each focused on a different aspect of motivation. These papers highlight findings from research and lessons from programs around the country that we felt could be useful to policymakers, educators, and others interested in improving student motivation. These papers are not intended to be a comprehensive summary of research or lessons learned, but rather an opening of a conversation and an exploration of ideas that might spur further discussion of this critical topic. This first paper in the series examines two fundamental issues that are necessary to understand before delving deeper into the research literature: why student motivation matters and how the concept of "motivation" has been defined.
2. Can Money or Other Rewards Motivate Students?
Author: Usher, Alexandra
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Student Motivation,Learning Motivation,Educational Change,Rewards,Educational Policy,Motivation,Motivation Techniques,Learner Engagement,Achievement Need,Attitude Change,Change Strategies,Program Attitudes,Program Effectiveness,Inferences,Incentives,Positive Reinforcement

This is the second in a series of six papers from the Center on Education Policy exploring issues related to students' motivation to learn. As noted in the first paper of this series, motivation to learn is one of the most important factors in a student's educational journey, but a robust discussion about students' motivation may be the "missing piece" of education reform. So how can everyone ensure that students are motivated? This paper examines one possibility--pure rewards. Perhaps this is the easiest answer to the challenge of engaging students; as they say, money is the universal language. So why not just pay students to exhibit the behavior we want, whether it's higher grades, higher test scores, or increased attendance? Why get bogged down in trying to convince students to believe intrinsically in the value of learning? In fact, this idea has taken shape in various forms in schools across the nation, but whether such programs work "continues to be a raging debate," according to Penn State University professor Barbara Marinak (cited in Guernsey, 2009). [For "1. What Is Motivation and Why Does It Matter? ", see ED532670.]
6. What Nontraditional Approaches Can Motivate Unenthusiastic Students?
Author: Usher, Alexandra
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Extracurricular Activities,Teaching Styles,Learning Motivation,Teaching Methods,Motivation Techniques,Student Motivation,Educational Policy,Educational Technology,Learner Engagement,Change Strategies,Learning Strategies,Student Participation,Influence of Technology,Achievement Need

This is the last in a series of six papers by the Center on Education Policy exploring issues related to students' motivation to learn. This paper explores ways in which schools, teachers, and communities are using nontraditional methods to try to motivate students who don't respond to more traditional strategies. The paper focuses on three such methods--alternative teaching styles, extracurricular activities, and technology--but these are not the only approaches that could spur motivation in unenthusiastic students. Although some of the strategies discussed in this paper include non-academic means to engage reluctant students, the ultimate purpose of each strategy examined here is to improve "academic" motivation. [Fo "5. What Can Schools Do to Motivate Students?", see ED532669.]
Appendix: How Do Different Experts View the Dimensions of Student Motivation?
Author: Center on Education Policy
Date: 2012-00-00
Type: Reference Materials - General
Subjects: Expertise,Student Motivation,Educational Theories,Educational Research,Competence,Personal Autonomy,Interests,Interaction,Program Attitudes,Learning Motivation,Motivation,Motivation Techniques,Achievement Need,Learner Engagement,Educational Policy

This appendix outlines four major dimensions of motivation and how they are defined by major scholars in the field. [For Student Motivation: An Overlooked Piece of School Reform. Summary, which is a summary of the 8 documents that this appendix was created for, see ED532666.] (Contains 4 endnotes.)
Certificates: Gateway to Gainful Employment and College Degrees. Executive Summary
Author: Carnevale, Anthony P.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Employment Opportunities,Employment Potential,Employment Qualifications,Educational Attainment,Certification,Education Work Relationship,Developmental Studies Programs,Job Skills,Job Training,Training Methods,Skill Development,Program Descriptions,Institutional Characteristics,Educational Opportunities,Transitional Programs

In an American economy where the advancement of technology and globalization means that a high school diploma alone is no longer able to provide family-sustaining earnings to many, certificates represent one piece of a multi-pronged solution on the road to a workforce with 60 percent postsecondary attainment. Though certificates currently aren't counted in many measures of postsecondary attainment, often they provide the outcomes that degree-seeking students are looking for: gainful employment. Certificates can also serve as the first rung on the ladder to a college degree or as training for workers with degrees engaged in the process of lifelong learning and career advancement. The rapid growth of certificates over the past 30 years is a promising signal that students and institutions are recognizing the value of certificates at an increasing rate. Today, policymakers do have a role: to ensure that all parties involved know, to the greatest extent possible, that the value of the programs they are funding are transparent for all to see. Certificate programs are successful if they promote either: (1) gainful employment and long-term job and income security or (2) the pursuit of a higher-level credential, typically a college degree. If they are successful in these two areas, certificate programs will ensure that students considering them will be able to make informed choices about what to study and where to study it, with reasonable expectations about their prospects after graduation. (Contains 5 figures and 14 footnotes.) [For the full report, &quot;Certificates: Gateway to Gainful Employment and College Degrees,&quot; see ED532679.]
Investing in New York City: An Economic Analysis of the Early Care and Education Sector
Author: Child Care, Inc.
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Economic Research,Economic Impact,Child Care,Input Output Analysis,Audits (Verification),Research Reports,Educational Quality,Economic Development,Employment Opportunities,Educational Change,Change Strategies,Strategic Planning,Investment

The New York State Child Care Coordinating Council recently released &quot;Investing in New York. An Economic Analysis of the Early Care and Education Sector&quot;. This report is based on New York City specific information and data provided in their report and focuses on the economic impact of the early care and education sector in New York City. To most consumers, taxpayers, and political leaders, child care means a vital service for families and a meaningful experience for children. However, child care is also an important building block for the New York City (NYC) economy, enriching the city in many ways. The NYC child care industry supports businesses and workers, and contributes to economic activity through its own sectoral linkages. The numbers on the child care industry tell the story of the economic importance of the sector.
High School Motivation and Engagement: Gender and Age Effects
Author: Martin, Andrew J.
Date: 2012-06-08
Type: Reports - Research
Subjects: High School Students,Females,Student Motivation,Interaction,Foreign Countries,Males,Gender Differences,Age Differences,Adolescents,Behavior Problems,Adjustment (to Environment)

This brief report presents on gender and age effects in academic motivation and engagement. The results are based on an updated and much expanded dataset (from prior research) of 33,778 students from 92 high schools in Australia. Findings show there are significant gender and age effects--a number of which are qualified by the interaction of gender and age. For the most part, females are higher in motivation and engagement than males and 12-13 year olds are more motivated and engaged than 14-15 year olds and 16-18 year olds. In terms of interaction effects, although males and females decline in motivation and engagement between 12-13 years and 14-15 years, females' motivation and engagement tends to increase in later adolescence (16-18 years) whereas males' motivation and engagement does not (or not to the same extent). Findings hold implications for practitioners and researchers seeking to better understand and address motivation and engagement relevant to males and females across adolescence. (Contains 1 table.)